Clinical Remit

Clinical Remit Teaching and Nursing Practice 1 A Learning Needs Assessment 1. Clinical Remit. As a nurse working within a clinical specialty it is within the remit of my job to promote the stoma care service and maintain high standards of care. It is also the responsibility of the stoma care department to meet the training and educational needs of ward based nursing staff to ensure high quality care which is evidence based and kept updated. Prior to coming into post my teaching experience had been limited to mentorship of students and informal ward based seminars. My only formal teaching experience had been as a student when attending lectures and courses. My teaching remit includes patients, relatives, carers, colleagues and students. It provides me with the opportunity to pass on my clinical skills, knowledge and experience to junior staff. This not only allows them to develop their own practice but influence the surgical unit and their patients. There is allocated placement time to the stoma team for students and we also teach students who have placements within the colorectal and general surgery unit. Teaching is often done in an informal, ward based environment where learners are able to observe and study with patients. Patients are carefully chosen and their consent obtained before the introduction of the learner. These patients are vulnerable therefore it is important that the patient is comfortable with any change or addition of another person to teaching sessions. Patients and their stoma nurses develop a special bond and it is important that this relationship remains strong. It is through this unique relationship that the patient gains the skills and knowledge needed to equip them for life with a stoma. The stoma care nurse is a facilitator, he/she empowers patients to optimise quality of life and adjust to their new circumstances. My principle clinical role is in the teaching and support of patients who are about to have or have undergone surgery to create a stoma. Fulham (2008) acknowledged that nurses play an important role in helping patients adjust both physically and psychologically to a new stoma. Research (OConnor, 2003; Metcalf, 1999; White, 1998) has shown that early teaching of practical skills and coping strategies help new stoma patients have a more favourable outcome. Early education helps prepare them for surgery and allows patients to adapt more positively to the stoma (Burch, 2005). I have chosen to focus on one particular aspect of teaching within stoma care, namely the changing of a one piece stoma pouch. The reason for my choice is that this is a fundamental part of the stoma care process. It is the focus of many patients anxieties and is key to many patients feeling of wellbeing; it is one area where they feel they still have some control. Bekkers et al (1996) saw self-efficiency as crucial to adjusting to a stoma and as a result saw fewer psychological problems post- operatively. Commonly, the assumption is that teaching stoma management is someone elses responsibility (Turnbull, 2002). The principles of a pouch change are simple to follow to achieve success, yet it is generally carried out poorly at ward level. This could be due to a number of reasons. Pouch changing is a practical skill not widely practiced at university; it is often passed on through experiential learning and reflective practice while on placement. This indicates that the current university curriculum does not adequately equip students with the skills needed to support these vulnerable patients (Simmons et al, 2007). It is a specialised skill that has to be practiced to become proficient. Some nurses approach changing a stoma pouch merely as a task to be carried out rather than an integral part of individualised patient centred care (Mitchell, 1995) or a teaching opportunity. Lacking knowledge or confidence in stoma care my lead to a reluctance to become involved with patients with a stoma. Norris and Spelic (2002) reported that many nurses do not feel competent enough to support patients adapting to altered body image. Stoma care is not an integral part of all healthcare areas therefore many nurses lack the opportunity to practice learned skills which then become redundant. Hollinworth et al (2004) highlighted the importance of enabling all practitioners who regularly care for patients with a stoma the opportunity to develop professionally. It is with this in mind I have chosen to carry out a learning needs assessment on a small group of nurses who work within the surgical directorate who regularly care for patients who have a stoma. The group consists of 3 nurses; 2 trained staff and 1 untrained. The rationale being that it is often untrained staff who carry out patient care due to time constraints and workload pressure on their trained colleagues. I thought it would be interesting to compare these groups; to establish strengths and weaknesses and where improvements can be made that is patient centred, individualised and of the highest standard. Learning Theories Conducting a learning needs assessment is critical to the educational process. This can lead to change in practice and forms the cornerstone of continuing professional development (Grant Stanton, cited in Grant, 2002). Evidence based practice has become the focus of NHS policy over recent years with emphasis on cost effectiveness. This ensures patients receive the most efficient care based on evidence from the most up to date research (Upton, 1999). Turnbull (2002) highlighted that ostomy teaching starts at the patients bedside often by non specialised staff; therefore it is important that staff have the necessary knowledge and skills to be able to support these patients. It is also important that patients receive the best possible care and advice no matter who is giving it. Prashnig (2006) discussed the responses of teachers to the varying learning needs of students when the teachers are aware of their teaching styles. I use a combination of styles. My approach is initially pedagogy as particular skills and information is being taught as the learner is often a new stoma patient. It then develops into an andragogical approach as the teacher learner relationship changes to guide and empower the learner towards independence through discussion and problem-solving rather than just instruction (Jarvis, 1985 as cited in Smith 1996; 1999). This can be illustrated through many of the learning theories used in education today. Banduras (1977) social learning theory shows learning comes form observing and copying behaviour before adopting it and adopting his ‘role model when teaching practical skills and giving advice. Skinners (1954) conditioning theory of positive reinforcement can be applied to stoma pouch changing. Reinforcement in the form of repeated p ractice helps to form a habitual pattern and the necessary skills to perform the task. The nursing process model of assess, plan, implement and evaluate can also be applied to this theory. Kolbs experiential learning cycle (1984) has influenced nurse education for decades (Quinn, 2000). The learner moves around the cycle through the four adaptive abilities of concrete experience; reflective observation; generalisation and application from action to observation through the learning process. Ausubels (1978) assimilation theory enables the student to build on their existing knowledge. I teach in small, easily managed sections. Revising what was learned previously and ensuring it is understood before continuing with the next stage. Rational for carrying out a learning needs assessment. Identifying a learning need is the first step in planning any education programme (Dyson et al, 2009). This ensures that the programme is appropriate for all, regardless of knowledge and experience and forms the basis of the objectives and content (DeSilets, 2007). In this case the assessment will be carried out on a small group of healthcare professionals but the principle can be used on a larger scale. A learning needs assessment forms a baseline; it identifies what is already known and what is needed to fill in gaps in knowledge or experience. The need to carry out a learning needs assessment in this clinical area was identified through casual observation of interactions between ward staff and new stoma patients. The poor uptake of stoma patient education was highlighted by a disappointing lack of documentation within patient records and limited assessment of the stomas function, the local skin condition and the patients independent progress. This has an impact on the patients psychological adjustment and ultimately their satisfaction regarding quality of care. Nursing is based on holistic, individualised needs; if a fundamental part of a new stoma patients wellbeing is not being addressed it can increase length of hospital stay, delaying independent stoma management prior to discharge with evident associated financial implications. Employers too have expectations of their staff. The NMC codes (2008) states knowledge and skills should be kept updated; and healthcare professionals should attend education which maintains and develops competence. A learning needs assessment enables the setting of goals benefit not only the learner (through improving practice) but also benefit the patients and ultimately the organisation. There are however drawbacks with carrying out a learning needs assessment. Learners often concentrate on positive aspects of their practice and do not highlight areas that need refining or further work. Teachers may focus on the negative aspects and may not give the learner credit for what they do well. Identify an area of learning A review of ward notes and patient questioning identified a poor uptake of patient teaching in stoma care. When questioned staff answers ranged from time constraints, lack of confidence when dealing with stomas and feeling that it was the responsibility of someone else to take charge. Some staff when questioned thought responsibility lay with the specialist stoma nurses. CNSs were carrying out the majority of teaching and support in the minimum amount of time, with little support from other members of the multi-disciplinary team. This identified an area of learning and an opportunity to address some of the issues through an education programme. This would re-empower ward staff and give them the skills and confidence to work with new stoma patients. This will also have a positive impact on time management. An initial increase in time spent teaching and supporting patients to manage their stoma would be rewarded when the patient was independent and more confident in their own ability. Staff are encouraged to observe, work and participate in teaching patients along with the Stoma Care CNS on the ward where she is available to answer any queries and offer assistance. Discussion with ward staff has shown that although stoma care is carried out regularly in a general surgery unit there are staff members who a greater interest and subsequently are more confident when providing stoma care. Nursing staff from the colorectal ward were informally approached and asked if they would participate in a stoma care education programme. Three members of staff expressed an interest and agreed to participate. It was decided that this would form a pilot study group. Like other forms of research a pilot study should be carried out to ensure validity and reliability (Burns and Grove, 2005). The group consisted of 2 qualified and 1 unqualified nurse. This was to attempt to determine the varying strengths and weaknesses of the grades of staff (Hesketh and Laidlaw, 2002). In accordance with the Nursing and Midwifery Council Code Standards of conduct, performance and ethics for nurses and midwives (2008), to maintain client confidentiality, all names have been changed and no reference has been made to vocation. Kate- Qualified for 3 years. Worked initially as a bank nurse but recently joined the staff of the general surgical ward full time. She has been in post for 6 months. Amy- Qualified for 5 years. Worked in a medical ward for 1 year but has worked in the general surgical ward for 4 years. Janet- Worked as a health care assistant for 14 years, all within the general surgical ward. She had aspirations to train as a nurse but never pursued this after having a family and now feels she has missed the opportunity. She is a part-time member of staff. It was decided that the teaching session should include other aspects of stoma care for which patients often need extra support e.g.; skin assessment and simple remedies, measuring a stoma and template cutting. Some common but relatively simple problems such as sore skin can be improved or resolved by prompt and correct treatment (Burch and Sica, 2008). With this in mind it was decided that the education should contain a practical session; to revise and practice pouch changing, using stoma measuring tools, cutting out templates and dealing with simple problems. Methods of assessing the learning needs. To assess learning needs it is first necessary to choose a method for gathering information. As learning needs are individual; based on knowledge, understanding, attitudes and self-assessment (McKimm, 2009; Norman et al, 2004; Grant, 2002). It was hoped the results would reveal the individual learning needs of each participant. Vaughan (1992) discussed that a learners competency can be assessed through direct observation. It identifies the learners performance level and capability. Bee and Bee (2003) also discussed the value of observation as a tool to determine strengths and weaknesses in learners practice. Quinn (2000) however identified that observation can be subjective, so to prevent observer bias a checklist or rating scale should be used. Following the example of Bee and Bee (2003) Observation can be subdivided into Direct observation, Work samples and Simulations. Direct Observation Enables assessment in real time. It quickly identifies good practice and areas requiring work. This was carried out by the Stoma Care CNS. It was decided that as she was a familiar face in the wards the nursing staff would be relaxed in her presence and would not alter their practice when â€Å"on show† and results would be accurate. It was seen as an efficient use of time/resources by ward staff and the CNS as she was available to advise and help patients and staff. Work Samples- Assessing current work practice can be difficult to assess accurately, particularly as ward staff and the CNS have individual commitments and priorities. Assessing competed work does not give the assessor a true reflection. If the CNS is unavailable to offer advice on potential issues then a vulnerable patient can be put at unacceptable risk of stoma or skin complications. Therefore this method was excluded on moral and ethical issues. Simulation- Allows the observation of the learners when dealing with different situations e.g. the availability of a simulator mannequin for practice. Interchangeable pieces replicate differing shapes and sizes of stomas which assess basic pouch changing skills but would not allow assessment of any complication or teaching of the patient. It does however, not encourage the learner to consider the psychological needs of the patient further and see that changing a stoma pouch and disposal of the pouch is more than merely completing a task (McKenzie et al, 2006; Rust, 2007). Heskth and Laidlaw (2002) discuss other tools when assessing learning needs. These include: Practice Testing- Routine review of notes and charts. This can give an indication of good practice and areas requiring improvement. Informal Testing- Will establish the knowledge and current practice of the group by carrying out a simple test prior to the teaching session. This would enable the teacher to gear the education to the specific needs of the learner group. Reflective Practice- Discussing a memorable situation or experience whether it was memorable for good or bad reasons. This allows the individual to recognize their own strengths and weaknesses and identify learning needs. This can be carried out on a one-to-one basis or within a group as in individual or group supervision. It gives an opportunity to share feelings, attitudes and knowledge with their peers and is itself a valuable learning experience. The use of questionnaires and structure interviews are commonly used measuring tools used in needs assessment (Mailloux, 1998; Hopkins, 2002; Bee and Bee, 2002) Using different types of questions within the questionnaire will gain the information required. Classification questions check how representative the sample is. It enables respondents to be put into or ‘classified in a group e.g. gender, race or age. Coded/Structured questions measure knowledge and attitudes. Open questions allow respondents to expand on their answers; it gives the opportunity to express their views. Semantic- differential questions also ask for opinion using a numerical scale. Lickert-type questions ask the respondent to express their opinion against a specified rating scale. Grant (2002) warns that reliance on formal needs assessments when planning education can restrict the learning process instead of encouraging it. To ensure learning needs are appropriately measured a questionnaire using a combination of question types was used (Appendix 1). Time was assigned for simulated practice using the mannequin and direct supervision of 10 pouch changes by the Stoma Care CNS. This would be the starting point for teaching stoma care. Learning needs assessment To assess the learning needs of the chosen group the questionnaire was given out two weeks prior to the teaching session. It was hoped that an education programme would address some anxieties and encourage some deeper understanding of stoma care so the questionnaire include all aspects of stoma care including skin assessment and simple treatment, measuring a stoma and preparing patients for discharge. This required the participants to have a basic knowledge of stomas and the principles of changing a stoma pouch. The questionnaire was made up of a combination of coded/structured; open and Lickert- type questions. This will gain information on the learners knowledge on the subject and an indication of knowledge on particular aspects which they may have limited or no experience. The Lickert-type question was used to identify knowledge and opinion on a specific skill used when caring for patients with a new stoma. One week later a second needs assessment was carried out. This took the form of ward based direct supervision. Time within the teaching session was also allocated for simulated practice using the mannequin. This included template measuring and cutting and treating minor complications using stoma care accessories. Questions were encouraged and following the simulation the group reflected on what they had learned. Due to close links with the nursing process model (Rolf, 1998; Masters, 2009) this needs assessment was based on Kolbs experiential learning theory (1984). Kolbs Learning StylesKolb (1999) The needs assessment is reflected within the learning cycle. The questionnaire and simulated practice reflected the learners knowledge and identified their learning needs Concrete experience. Group reflection and simulation exercise Reflective observation. Identifying topics for inclusion in the education Abstract conceptualisation. The learners application of new knowledge to practice when performing and teaching stoma care- Active experimentation. Williams (1998) advises a combination of three methods of assessing learning needs. A triangulation approach addresses the limitations and assumptions of each (Robson, 1993). A Lickert-type assessment tool was developed as the third method of assessing learning needs when observing the learners during their supervised practice and using the mannequin (Appendix 2). These methods provide valuable qualitative and quantitative date, as it provides both concrete knowledge and opinion from the learners (Moule and Goodman, 2009; Polit and Beck, 2008). Analysis of the Results of the Learning Needs Assessment To analyse the questionnaire and ward observation each participants results are examined in turn and a personalised learning need will form a conclusion. The questionnaire was divided into four parts: 1. The Stoma (5/5=25%) 2. Pouch management (4/4=10%) 3. Skin assessment and treatment (6/6=40%) 4. Prep for home (5/5=25%) Analysis of Kates results Kate showed a good basic knowledge of what a stoma and the importance of assessment and treatment of the parastomal skin. These results would indicate that the theoretical component of the education programme will re-enforce Kates good knowledge base. The results do however show that Kate does need to improve her knowledge with management of the stoma, namely the draining and timing of pouch changing and in the teaching and support of patients as the aim for self care of the stoma. Analysis of Amys results Amys results have shown that she has a sound knowledge of stomas; there management; skin assessment and treatment of common simple problems. This would reflect the experience Amy has within the colorectal specialty. Her single wrong answer reflects only that there is still room to learn. Experience is important but as technology and approaches change it is important to keep up with current trends and techniques. Analysis of Janets results Janets results were also impressive, particularly as she has had no formalised nurse training. She showed a good basic knowledge of the stoma, although was unable to identify specifics. She did know the picture was an ileostomy but not that it was a loop-ileostomy. Janets assessment skills also reflect good practice. She can identify changes in the stoma and has the knowledge and skills to adjust treatment to minimise minor setbacks like sore skin. She showed a patient centred approach to teaching and supporting patients towards stoma self care; this may reflect that as a healthcare assistant Janet has greater patient contact and therefore has more ‘hands-on experience. Analysis of direct observation The information obtained from the Lickert-type observation study carried out during direct observation by the teacher was transferred onto a bar chart. This was compiled while the learners were practicing stoma care skills on the mannequin. It compares the learners practical skills and highlights areas of good practice and where further practice is required. The Lickert-type scale used documents each learners current level of competence. The range 1-5 was used, 1 (very poor) 5 (very good). The bar chart illustrates the strengths and weaknesses of each learner and makes comparisons among the group. The chart reflects that Amys knowledge on stomas and management is better than her practical management skills. Kate requires further practice with both theory and practice. Janet has shown consistency with theory and practice, scoring well in both. It is hoped that Kate, as the least experienced nurse will improve in time as her knowledge and skills increase as reflected by Benner (2001). Reflection the learning needs assessment. Learning needs assessment is a specific form of educational research (Williams, 1998) and conducting a learning needs assessment requires careful planning. It forms a vital element of teaching within continuing professional development (McKimm, 2009). It is important to address a need rather than a preference for learning that benefits the organisation and enhances the practice of health professionals. Grant (2002) reported only limited evidence of educational effectiveness as a result of needs assessment alone, therefore it should be used in context within a wider learning plan which must be relevant to practice. Learning needs assessments focus on identified need and often fails to address needs not looked for, therefore it requires flexibility (Hicks and Taylor, 2002 as cited in Dyson et al, 2009). It re-enforces that the needs of individuals are different. No single needs assessment is effective. Using a variety of assessment methods provides a comprehensive picture of an individuals performance (Hesketh and Laidlaw, 2002). SWOT analysis is an auditing tool developed by a research team from the Stanford Research Institute in the 1960s, led by Albert Humphrey. It is built on the use of four dimensions: Strengths, Weaknesses, Opportunities and Threats which enables pro-active thought. Strengths and weaknesses are internal factors; Opportunities and threats are external. Strengths * LNA produced information required to address a gap in knowledge and practice. * Observation of small sample identified individualised needs. Weaknesses * Only small sample used, Is this representative? * Is practice under observation reflecting everyday practice? * Time consuming. * Limiting due to design and response subjectivity. Opportunities * Address the knowledge gap through education. * Identify individuals with skills to act a link nurses. Threats * Response to survey may be poor. * Time and financial barriers to effective education. Needs assessments should be an ongoing process which facilitates learning to ensure practice and knowledge are kept up to date (Hicks and Hennesy as cited in Dyson et al, 2009).It would be useful to carry out the needs assessment on a larger scale, perhaps initially throughout wards to ascertain knowledge and skills of all nurses within the surgical area References 1. Ausubel, D. (1978) 2. Bandura, A. (1977) Social Learning Theory. Englewood Cliffs, NJ: Prentice-Hall. 3. Bee, F. and Bee, R. (2003) Learning Needs Analysis and Evaluation. 2nd Edn. London: Chartered Institute of Personnel and Development. 4. Bekkers, M. J. T. M., van Knippenberg, F. C. E., van den Borne, H. W. and van Berge-Henegouwen, G. P. (1996) Prospective evaluation of psychosocial adaptation to stoma surgery: The role of self-efficiency. Psychosomatic Medicine. Vol.58(2), pp183-191. 5. Benner, P. (2001) From Novice to Expert. Commemorative Edn. New Jersey: Prentice-Hall. 6. Burch, J. 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Kormaks saga Essay

The saga began with Harald Fairhair who was king of Norway, the chief in the kingdom was known as Cormac who was one of the Vik-fork by kindred and was the mightiest of champions as went to the battles with the king. Cormac had a son Ogmund who earned himself a good name and riches for taking sea-roving in summer and served in the kings house in winter. He one summer he went roving in British Isles and met with Asmund Ashenside who had worsted many men of war and vikings. Since they had heard of each other’s greatness, they challenged each other by fighting. Asmund, although he had a better following withheld some of his men from the battle and as a result most of his people were killed and he fled therefore leaving the victory for Ogmund and went back home with wealth and worship once more. Ogmund then married Helga daughter of Earl Frodi and when Asmund heard of it, he went to meet him and asked for a fight which Ogmund agreed and after the fight, Osmund left three marks on Asmund but did not kill him. Kormaks Saga is an Iceland saga which seeks to the life and death of Kormaks, In this paper, the research will be based on the life, how he fell in love, loss of love and how he fought for it to the end. Cormac was born and bred. Ogmund had a son with Helga by the name Frodi. After the death of king Harald Fairhair, Eric Bllodaxe took over the kingship and since they were not in good terms with Ogmund, he prepared to take a ship and head to Iceland. However just before the ship was ready, Helga fell sick and died along with her son Frodi. Ogmund sailed to the sea and as they neared the land, he changed course and they landed in Midfiord at the time when Skeggi ruled the land. Skeggi welcomed them and gave them land for settlement and since his lurk seemed to grow less, he built himself a house on the sand hills where he lived ever after and married Dalla daughter of Onund the seer and gave birth to two sons; Cormac and Thorgils, (Mallet & Scott, 1847, 148) . Cormac fell in love After his father’s death, Cormac set eyes on Steingerd daughter of Thorkel who lived at Tunga and she thought him to be handsome, (Bredsdorff, 2001, 321) . However, some of the people in that homestead disliked him and he had a hard time trying to win over her affection. Two sons; Odd and Gudmund of a woman named Thorveig who lived at Stonestead in Midford new too much about the deal. Odd more often than not came to Steingerd house to check on Thorkel and made great friend ship with his sons. Odd however did not like Cormac drove the brothers against him and were ready to attack him when he came. The swords which were set for him at the door feel on him and he broke a great deal of his notch on them and as a result, Thorkel attacked him calling him a rascal and then took Steingerd, locked her up and swore that they would never see each other again. He tried to fight back but saw her brothers with swords ready to attack him and therefore he ran saying that he would fight them back and that no one threatens him and that the gods will befall them and punishment will fall upon them. Despite that, he sought her and once he found where she was hidden, he burst the doors and talked with her the entire day even though she feared for his life. When Thorkel saw that his plan did not yield any fruits, he told the sons of Thorveig waylay Cormac in a dale near his garth but himself remained at home so that he would bring them help if need be and so he send Narfi to go with them. As Cormac went back to his home in the evening, he saw the three men who attacked him severely although Narfi did not fight but instead dodged behind them. Cormac fought them, killed Odd and Gudmud died afterwards due to the wounds he had received. Steingerd father however was unable to help them because his daughter saw him as he set towards Cormac with weapons and stopped him on his tracks. Cormac the went to Thorveig and ordered her out of that are and refused to pay her any money as a compensation for her sons death, as a result, the woman cursed him and old him that he would never have Steingerd but he did not believe her. According to ( Collingwood, 1901, 52) , after all this, Cormac went to see Steingerd as usual and she asked him to make peace with her father so that he can marry her, so Cormac took gifts to Thorkel and after many people had their say about the whole saga, it was concluded that Steingerd be pledged to Cormac and therefore their wedding was fixed. However, Thorkel had had bewitched Cormac so that he could not have his daughter and when the wedding day came. Cormac failed to appear and it was said that he had broken the engagement. Due to all what had happened, Thorkel and his son planned on how to avenge Cormac by wedding Steingerd off to Bersi who was a widower and lived in the land of Saurbae. Although he was afraid of Cormac at first, they assured him that he was out of the way and therefore a wedding was set at once so that the news could not get out through the countryside where Cormac lived but all this was done against Steingerd will. Steingerd sent her Narfi to go and tell Cormac about all what was happening but his two trials failed as he was stopped by Vigi and therefore the wedding went on and they set off for a journey to Hrutafiord. In the process Narfi went to Mel where Cormac was to tell him the bad news but instead Cormac attacked him due to anger but afterwards, he set him free and started chasing Bersi and his bride saying that she was his bride and was crying for him. Thorgils, his brother then gathered eighteen men and followed Cormac to Hrutafiord. Thorveig spaewife gave Bersi her boat and ordered for the other boats to be scuttled so that Cormac would not find them, therefore when Cormac came, she asked for two ounces of silver which Cormac refused to pay and therefore she gave them a rotten boat which was filled with water as soon as they were off the show and therefore they were forced to go back to the shore, (Douglas, http://omacl. org/Cormac/). However Cormac followed them and no matter how much his brother begged him to go back and gain their honor, he insisted on seeing Steingerd. However Bersi told him that she would not agree to go with him and offered his sister Helga to Cormac whom he refused. He then prepared to fight Bersi who was a great fighter and has many swords and weapons which were great and made him win in many fights. Cormac therefore borrowed weapons from Skeggi and he rode with fifteen men to Leidholm in Middal where they were to meet with Bersi who had as many people. The fight on Leidholm between Bersi and Cormac went on and due to his bad luck, Cormac was defeated and was therefore required to pay Bersi money for release which he assured payment and they then parted ways. Cormac then went to his kinsman Steingard and asked him to take the money to Bersi and he stayed there for some time as his thumb was swelled from the fight and Bersi’s brother said that he had won due to Cormac’s mishap. Many war songs were made about the fight by many people including Bersi when describing the war to Steingard and when they met again with Cormac, Cormac when he returned the sword to Skeggi and when he went back to his mother at Mel. At Saurbae, games were held during winter and Bersi’s lad Asmund always beat up Thord sons who went home bleeding and their mother vowed to seek her brother Bork’s help so that her sons win since their father was helping Bersi instead of his sons. However her husband forbid her and instead opted to talk over with Bersi. After wards, things cooled down until spring when Bersi and other people went to the tent of Olaf Peacock where his chief was but the sit he usually sat on had already been occupied by a fine looking man who was Steiner and had come to pay him his money from Cormac. He dared Bersi to take a fight with him so as to know whether he will get both of the silver or loose both. Bersi however was defeated and this was the making of Thord as a repayment for his sons and so as to see him down for once. Bersi was taken home to Saurbae after this where he took long to heal his woods, (Douglas, http://omacl. org/Cormac/). Thord returned the luck stone to Bersi which healed him and they became friends again. However due to all these, Steingerd was angered and left Bersi as he called him ‘ Breech Bersi’ and therefore asked for a divorce from him. She went back to her kinsfolk and after meeting with her brother Thorkel, she asked him to get her things back from Bersi including her money and dowry since she could not own him now that he was crippled. After the winter, Thorkel went to look for Bersi but he said that he had too much to bear and would not pay the money. A fight was then set between the two and Bersi used a longer sword than it was lawful to kill Thorkel. Thord however saw it as a waste of a life and decided to make it up between Bersi and Vali by asking Vali’s sister to become Bersi’s wife and after Bersi built a strong stone wall around his house for safety. There was a man Thorarin Alfsson who lived at Thambardal and had three sons; Alf, Loft and Skofti and in Tunga in Bitra lived Odd who had a daughter Steinvor and her by-name slim-ankles. Odd argued with another man Glum about who was greater and he insisted that Bersi was greater that Thorarin and as a result they fell out and lain a wager on it. Thorarin was very angry on hearing that and he took Steinvor to his home to spite his father and dared him to say anything against him. Odd went to Bersi for help and Bersi went to Thambardal to get Steinvor back as a result he fought with Thoradin and killed him and went back with Steinvor. As Thoradin’s son went to attach Bersi, he killed them all and took Steinvor ti his home. Bersi adopted Olaf’s child Halldor and since Thordis did not like it, she took all the money so that Steinvor and the child could not be helped. Bersi the made a plot on killing Vali, Thordis brother and did so with Steinvor and Halldor’s help. Steingerd then wed Thorvald son of Eystein and Cormac heard of it and went to visit her and straightened things out. Cormac then left with his brother to Norway and were welcomed by Hakon the king and stayed the whole winter and went to the wars in the summer and made many raids with Siegfried. King Hakon soon died and the brothers befriended the next king Harald and went to war in Ireland with him and won a great victory. shortly however, Cormac left the Ireland despite the kings pleadings and landed in Midfiord. Once on shore he met with Steingerd and after a long talk he sang many songs to her and they parted somewhat angry with each other and he went to Mel the entire winter. In winter, he went to see Steingerd at her home and brothers of Narfi made an ill song and accused Cormac of writing it, as a result Steingerd was angered and Cormac took time to proof himself innocent and once the truth was out, he slain Narfi and Thorvald hid himself. Thorvard set a fight with Cormac but failed to turn up. Thorvald the accused Cormac for libel but were defeated and when Huna- water thing came, Cormac and Thorvard met and Thorvard challenged Cormac and he agreed and went back to Mel. Thorvard then went to Thordis the spae-wife to seek witch craft help against Cormac and Cormac went a bit too late to Thordis for help. However when the fight came, Thorvard was defeated by Cormac but Steingerd refused to go with him and the parted ill pleased. Thorvard then sought help for healing from Thordis and was told to smear blood of the bull Cormac had killed around the hill so they bought the bull from him in exchange with Steingerd’s ring and she was very angry, (Collingwood, 1901,52) . According to (Chaillu, 2006, 422) , Thorvard asked for another fight from Cormac but despite seeking Thordis help to make his sword blunt, he fought him , thrust his shoulder and paid Cormac another ring and as Thorolf tried to attack Cormac, he warded off the blow and sang him a song. Cormac and Thorgils set to go to Norway and before going he kissed Steingerd twice and was required pay for what he had done with the two rings Thorvard had parted with. After that they went abroad and were welcome by the king. Steingerd asked Thorvald to go to Norway too and although he did not want, they went and were attacked by vikings who wanted to rob them and carry Steingerd. However, Cormac helped them and made it to the king’s court safely. After some time Cormac found Steinford and kissed her four kisses and paid two with two ounces of gold and afterwards they made out several times. According to (Jones, 1935, 9,148) , Thorvald cruised to Denmark with Steingerd and the two brothers followed soon after and found Thorvald’s ship robbed and Steingerd taken by vikings whose head was Thorstein son of Asmund Ashenside who was an old enemy of Ogmund father to Thorgils and Cormac. Thorvald was afraid to go after them so the brothers went aboard Thorstein’s ship and managed to safe her and although Thorvald allowed her to go with Cormac, she refused and parted ways as they went to Iceland and the brothers to Norway. The brothers won many wars in Wales, England and Scotland and achieved great feats. In conclusion, Cormac met his death when he was attacked by a monstrous Scot man and although he killed the Scot, he had broken his two ribs and his las will was to give his brother Thorgils all he had and therefore he died and Thorgils became captain and lived in the vikings for a long time. References: Bredsdorff Thomas & Tucker John, chaos and love: the philosophy of the Icelandic family, Museum Tusculanum press, ISBN: 8772895705, 2001, p 321 Chaillu Paul,   the viking age, Kessinger Publishing co, ISBN: 1428627782, 2006, p   422 Collingwood WG & Stefansson J. the life and death of the Cormac the Scald: (â€Å"Kormak’s Saga†), Ulverston, 1901. p 52 Douglas B. Killings, the life and death of the Cormac the Scald: â€Å"Kormak’s Saga†, March 1995 http://omacl.org/Cormac/ Jones Gwyn, four Icelandic Sagas, Scandinavian foundation, Europe, 1935, pg 148 Mallet, Paul Henri, & Scott Walter, translated by Piercy Thomas, Northern Antiquities, H.G, Scandinavia, 1847,   p 9, 148

Thesis Statement Essay Features

Thesis Statement Essay Features Thesis Statement Essay Ideas An excellent strategy for producing a strong thesis is to demonstrate that the topic is controversial. After you think you have selected a topic, keep researching on it so as to narrow it down and find a notion of what you're going to write about. You've got to ascertain how you're likely to approach the topic. The topic is simply too large to really say something new and meaningful. Thesis Statement Essay - What Is It? The sort of the essay must be decided before formulating the thesis and writing thesis statement being they must match the kind of the attempt. It's therefore crucial that you know what a definition essay is. Narrative essays are the key instance of an essay which might not want a thesis statement. 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Indeed, in the present day and age, i t has become more and more hard for people to find time to finish their master's thesis. Government surveillance programs do more damage than good since they invade civil liberties, lead innocent folks to suffer unfair punishments, and ultimately fail to safeguard the citizens they are made to safeguard. The regime's violence isn't ideological. To begin with, let's get 1 thing from the manner. An excellent approach to know you've formed a superior question is if it forces you to pick among interpretations. The secret to writing well isn't only having an excellent topic, but also comprehending the practice of writing. Beyond doubt, the primary purpose of a thesis statement is to allow the reader know what it is you are going to discuss, as it aids the reader keep concentrate on the essay's major idea. Introducing Thesis Statement Essay Besides the phonetic rhythm, it is crucial to create your essay dynamic by its sense. Definition essay topics In the majority of the circums tances, the terms need to have a definite meaning. Your definition needs to be different from the sources. If you don't be sure that you provide a very clear explanation, such terms cannot send any explicit message to the audience. Your thesis summarizes the argument you are going to be making in your paper, so you wish to make certain that your point of view is very clear and debatable. One other important lesson you're likely to learn from good thesis statement definition and examples readily available online is the need to thoroughly assess the central supporting line to make certain it aligns with the intention of the paper and the prompt. Just as there are various kinds of essays, there are various forms of thesis statements. Each essay you're supposed to write ought to incorporate a main stance, an essential viewpoint, or an important communication.

My Results From Physical Performance Lab - 1176 Words

Looking at my results from the physical performance lab, I can definitely say that the positive aspects of my assessment were my body composition, flexibility, grip strength, and lung function. From an early age, I had participated in ballet and gymnastics, so being able to touch my toes or reaching the ground is something that is almost second nature to me. I got a 6.5 on the flexibility test and although I did not do as well as I had anticipated, I did the best I could from my time apart from ballet. Nonetheless, every morning when I wake up, I would get out of bed and try and stand up straight and see how much I have improved in terms of touching my toes. Stretching has become a part of my daily routine when I get out of bed. Meanwhile, my percent fat is not very shocking to me because I try to eat as healthy as I can, as well as drinking 2 liters of water daily. I was hoping I did better on the lung function test but I think I did not do as well because I was still getting over a cold from the week before. Unfortunately, the negative aspects of my assessment would be the aerobic fitness and my blood pressure. I would say that my VO2 Max, which is 25.1 is poor due to the fact that I did not do participate in any sort of intense workouts like running or exercises that require physical endurance for a long period of time. My choice of working out as been going to Yoga. Yoga has taught be to me patient and resilient. I am able to get a good workout from the intense heatShow MoreRelatedBBCI Essay977 Words   |  4 Pagessettings with rack-mounted instruments. My research will focus on developing a small-form factor backscatter communication system capable of streaming 32 channels of neural data at 20 Mbps (sampling rate of 20 kHz per 16-bit channel) using 10 pJ/bit as a step towards improving BBCIs. 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