Tolkien\u27s Monsters: Concept and Function in \u3ci\u3eThe Lord of the Rings\u3c/i\u3e (Part II): Shelob the Great

Three-part examination of “how Tolkien’s theory of the centrality of the monsters in Beowulf influenced his own concept of ‘monster’ and what function that concept should fulfill within” The Lord of the Rings. Part II considers the characteristics of Shelob (and Ungoliant) as monsters, traces the sources and development of these characteristics, and analyzes the importance of the confrontation with Shelob in the overall plot, especially in the character development of Sam

Tolkien\u27s Monsters: Concept and Function in \u3ci\u3eThe Lord of the Rings\u3c/i\u3e (Part III): Sauron

Three-part examination of “how Tolkien’s theory of the centrality of the monsters in Beowulf influenced his own concept of ‘monster’ and what function that concept should fulfill within” The Lord of the Rings. The conclusion traces the development of the character of Sauron through preliminary versions in The History of Middle-earth and analyzes the climactic episode at Mount Doom in terms of Sauron’s success as monster and Frodo’s as hero

Tolkien\u27s Monsters: Concept and Function in \u3ci\u3eThe Lord of the Rings\u3c/i\u3e (Part 1) The Balrog of Khazad-dum

Three-part examination of “how Tolkien’s theory of the centrality of the monsters in Beowulf influenced his own concept of ‘monster’ and what function that concept should fulfill within” The Lord of the Rings. Part I analyzes the literary function of Gandalf’s battle with the Balrog in Khazad-dûm

Tolkien\u27s Monsters: Concept and Function in \u3ci\u3eThe Lord of the Rings\u3c/i\u3e (Part II): Shelob the Great

Three-part examination of “how Tolkien’s theory of the centrality of the monsters in Beowulf influenced his own concept of ‘monster’ and what function that concept should fulfill within” The Lord of the Rings. Part II considers the characteristics of Shelob (and Ungoliant) as monsters, traces the sources and development of these characteristics, and analyzes the importance of the confrontation with Shelob in the overall plot, especially in the character development of Sam

Retrospective analysis of chronic injuries in recreational and competitive surfers:Injury location, type, and mechanism

Only two studies have reported on chronic musculoskeletal surfing injuries. They found over half of the injuries were non-musculoskeletal, but did not consider mechanisms of injury. This study identified the location, type, and mechanisms of chronic injury in Australian recreational and competitive surfers using a crosssectional retrospective observational design. A total of 1,348 participants (91.3% males, 43.1% competitive surfers) reported 1,068 chronic injuries, 883 of which were classified as major. Lower back (23.2%), shoulder (22.4%), and knee (12.1%) regions had the most chronic injuries. Competitive surfers had significantly (p \u3c .05) more lower back, ankle/foot, and head/face injuries than recreational surfers. Injuries were mostly musculoskeletal with only 7.8% being of non-musculoskeletal origin. Prolonged paddling was the highest frequency (21.1%) for mechanism of injury followed by turning maneuvers (14.8%). The study results contribute to the limited research on chronic surfing injuries

A Proposed Course of Study For Prospective Secondary Education Teachers of the Social Sciences in the Use of Educational Media and Media Centers

Research has shown that prospective teachers have a very limited knowledge of educational media and media centers, and that little is presently being done to correct this deficiency. The intent of this study was to develop a course of instruction which would give the prospective secondary teacher of the social sciences the knowledge and acquaintanceship necessary to enable him to make intelligent and effective use of educational media and the school media center. The course was first planned in advance and then actually taught to a group of secondary education majors in the social sciences. A day-to-day account of the course as it was actually taught is presented, followed by an evaluative commentary and any handout or resource material used. Evaluations of the course by both the instructors and the students are presented. From the experience gained through teaching this course, from the knowledge gained through reading, and from the comments made by the students in their evaluations, conclusions were drawn and recommendations made

Profiles of family-focused adverse experiences through childhood and early adolescence: the ROOTS project a community investigation of adolescent mental health.

BACKGROUND: Adverse family experiences in early life are associated with subsequent psychopathology. This study adds to the growing body of work exploring the nature and associations between adverse experiences over the childhood years. METHODS: Primary carers of 1143 randomly recruited 14-year olds in Cambridgeshire and Suffolk, UK were interviewed using the Cambridge Early Experiences Interview (CAMEEI) to assess family-focused adversities. Adversities were recorded retrospectively in three time periods (early and later childhood and early adolescence). Latent Class Analysis (LCA) grouped individuals into adversity classes for each time period and longitudinally. Adolescents were interviewed to generate lifetime DSM-IV diagnoses using the K-SADS-PL. The associations between adversity class and diagnoses were explored. RESULTS: LCA generated a 4-class model for each time period and longitudinally. In early childhood 69% were allocated to a low adversity class; a moderate adversity class (19%) showed elevated rates of family loss, mild or moderate family discord, financial difficulties, maternal psychiatric illness and higher risk for paternal atypical parenting; a severe class (6%) experienced higher rates on all indicators and almost exclusively accounted for incidents of child abuse; a fourth class, characterised by atypical parenting from both parents, accounted for the remaining 7%. Class membership was fairly stable (~ 55%) over time with escape from any adversity by 14 years being uncommon. Compared to those in the low class, the odds ratio for reported psychopathology in adolescents in the severe class ranged from 8 for disruptive behaviour disorders through to 4.8 for depressions and 2.0 for anxiety disorders. Only in the low adversity class did significantly more females than males report psychopathology. CONCLUSIONS: Family adversities in the early years occur as multiple rather than single experiences. Although some children escape adversity, for many this negative family environment persists over the first 15 years of life. Different profiles of family risk may be associated with specific mental disorders in young people. Sex differences in psychopathologies may be most pronounced in those exposed to low levels of family adversities.This is the published version of the article. It was published in BMC Psychiatry by BioMed Central. The online version can be found here: http://www.biomedcentral.com/1471-244X/11/109

Optimising frontline learning and engagement between consultant-led neonatal teams in the West Midlands: a survey on the utility of an augmented simulation training technique

© The Authors. Published by BMC (Springer). This is an open access article available under a Creative Commons licence. The published version can be accessed at the following link on the publisher’s website: https://doi.org/10.1186/s41077-021-00181-1Background: In England neonatal care is delivered in operational delivery networks, comprising a combination of Neonatal Intensive Care(NICU), Local-Neonatal(LNU) or Special-Care Units (SCU), based on their ability to care for babies with different degrees of illness or prematurity. With the development of network care-pathways, the most premature and sickest are mostly triaged for delivery in services linked to NICU. This has created anxiety for teams in LNU and SCU. Less exposure to sicker babies has resulted in limited opportunities to maintain expertise for when these babies unexpectedly deliver at their centre and thereafter require transfer for care, to NICU. Simultaneously, LNU and SCU teams develop skills in care of the less ill and premature baby which would also be of benefit to NICU teams. A need for mutual learning through inter-unit multidirectional collaborative learning and engagement (hereafter also called neonatal networking) between teams of different designations emerged. Here neonatal networking is defined as collaboration, shared clinical learning and developing an understanding of local systems strengths and challenges between units of different and similar designations. We describe the responses to the development of a clinical and systems focused platform for this engagement between different teams within our neonatal ODN. Method: An interactive one-day programme was developed in the West Midlands, focusing on a non-hierarchical, equal partnership between neonatal teams from different unit designations. It utilised simulation around clinical scenarios, with a slant towards consultant engagement. Four groups rotating through four clinical simulation scenarios were developed. Each group participated in a clinical simulation scenario, led by a consultant and supported by nurses and doctors in training together with facilitators, with a further ~two consultants, as observers within the group. All were considered learners. Consultant candidates took turns to be participants and observers in the simulation scenarios so that at the end of the day all had led a scenario. Each simulation-clinical debrief session was lengthened by a further ~ 20 minutes, during which free style discussion with all learners occurred. This was to promote further bonding, through multidirectional sharing, and with a systems focus around understanding strengths and challenges of practices in different units. A consultant-focus was adopted to promote long-term engagement between units around shared care. There were four time points for this neonatal networking during the course of the day. Qualitative assessment and a Likert scale were used to assess this initiative over 4 years. Results: 155 individuals involved in frontline neonatal care participated. 77 were consultants, supported by neonatal trainees, staff grade doctors, clinical fellows, advanced neonatal nurse practitioners and nurses in training. All were invited to participate in the survey. The survey response rate was 80.6%. 79% felt that this learning strategy was highly relevant; 96% agreed that for consultants this was appropriate adult learning. 98% agreed that consultant training encompassed more than bedside clinical management, including forging communication links between teams. Thematic responses suggested that this was a highly useful method for multi-directional learning around shared care between neonatal unit. Conclusion: Simulation, enhanced with systems focused debrief, appeared to be an acceptable method of promoting multidirectional learning within neonatal teams of differing designations within the WMNODN