Role of a Mentor within Pre-registration Midwifery Education

Role of a Mentor within Pre-registration Midwifery Education The aim of this assignment is to critically analyse the theoretical principles involved in teaching and learning for personal and professional practice. I will critically evaluate the role of a mentor within pre-registration midwifery education through personal reflection. I have attached details in appendix one which explores the experience and my feelings. To maintain confidentiality and to act in accordance with the Nursing and Midwifery Councils professional standards (NMC, 2015) all names have been changed. The role of a mentor has been enshrined in midwifery practice and pre-registration education for a number of years now with the NMC (2008) defining the role as making judgments about whether a student has achieved the required standards of proficiency for safe and effective practice for entry to the NMC register. The role is seen as critical in helping facilitate development of future generations of midwives as well as preparing students for life as a professional and enabling students to register as competent practitioners and become mentors themselves (Lawson Bunyan, 2013). Mckimm, Jollie and Hatter (2007) further identifies benefits to organisations such as increased staff morale and job satisfaction, increased inter-professional working and co-operation while for the mentor this can improve leadership and communication skills while raising profile in the organisation. To undertake the role existing midwives must work within a defined framework meeting outcomes inÂÂ   eight domains (appendix two) and for this assignment I am going to reflect on my experience relating to these (NMC, 2008). Bloom, Engelhart, Furst, Hill and Krathwohl (1956) divide learning into three domains: cognitive (mental skills), affective (feelings and emotions) and psychomotor (physical skills). Within each there is a taxonomy associated with the overarching aim of moving to higher levels through learning (appendix three). Learning can be defined as acquiring knowledge, skills and attitude by study, experience or teaching (Jarvis, 1983). It can be argued that Blooms taxonomy is too simplistic and outdated for adult learners on clinical placement and mentors need to consider many other factors that lead to effective learning such as student perception, sociological influences and personal motivation (Hinchliff, 2009). Kolb (1984) developed a learning theory that works on two levels. First a four stage cycle (appendix four) for a learner to progress through. A learner can enter the cycle at any stage as each is mutually supportive of and feeding into the next, Kolb concludes effective learning only occurs when a learner is able to execute all four stages of the cycle; no one stage is effective as a learning tool on its own. It can be argued that this cycle is simplistic as some learners may flit around the cycle instead of naturally feeding to the next (Dyke, 2006). Secondly, Kolb describes learning styles (appendix five) which are influenced by a variety of factors, for example social environment or previous educational experiences. By mentors knowing a students preferred learning style this enables learning to be orientated to individual needs or circumstances. Learning styles were further developed by Honey and Mumford (1982) who identified four distinct styles which learners naturally prefer. To maximise potential learners need to understand their own learning style and seek out opportunities using that style. As mentor, if you teach according to preferred learning style, you are creating tailored learning experiences and meet outcomes of domain two (NMC, 2008). Mentors and students should also take opportunities to improve learning skills and processes where there are known weaknesses so one should always strive to develop ability to teach and learn in other styles too (Stuart, 2013). Honey and Mumfords (1982) learning styles can be used alongside Kolbs cycle of learning (appendix six). However, some students may get stuck in one part of the cycle so mentors need awareness of this to help move students forward. During placement my mentor and I did not know if I would have the opportunity to perform an episiotomy so Suzanne worked through Kolbs cycle. We simulated this on a model using my existing knowledge. I was able to identify dexterity problems (being left-handed) and weakness in my rational knowledge; from this I knew I needed to practice more and do more research. Suzanne also reflected on her own experiences and we agreed for me to research the evidence base so I could demonstrate improved knowledge and understanding of rationale, outcomes and implications for recovery. A week later we simulated the process again and because I had had time to analyse this I was much more confident, explaining rationale and what I would do in a real life situation. It was interesting to see the change in my own confidence as my knowledge increased. I know in future I will take more opportunities to use similar formats of learning as it works well for me and by repeating quickly I know my confidence wi ll grow. Simulation has roots in behaviourist theory; it allows practice in a safe environment so there is a degree of familiarity (Hinchliff, 2009). Gibbs (1988) believes simulation is invaluable while Quinn Hughes (2013) debate validity of transferrable skills so students need to assess the value of this method for themselves. Suzanne successfully demonstrated meeting outcomes of domain two (NMC, 2008).ÂÂ   When the opportunity presented in real practice, I was confident in infiltration and performance, Suzanne was supportive throughout and despite me being nervous inside I completed it safely and effectively and we were able to reflect again afterwards. I am a dual pragmatist/theorist (appendix seven) but I think I would have been happy to get stuck in and do this with someone talking me through it but I can now see benefits from this method. As a learner if I were to just do things, I could become competent but without feeling, watching and thinking so when matched togethe r, one can see how some types of learners may get stuck in one part of the cycle and a good mentor can recognise this, and help to move the student on. In contrast, if mentors do not move through the cycle then this can be frustrating for the student. I had completed the cycle in a similar way as above for applying a fetal scalp electrode and was ready for the active phase. However, when opportunities arose with Helen she did not offer me the opportunity to demonstrate the clinical skill and failed to meet outcomes in domains five, six and eight (NMC 2008).ÂÂ   Under the pre-registration standard for midwifery education (NMC, 2009) students should have a range of clinical experiences and in practice Stuart (2013) identifies that mentors may be influenced by personal bias for, or against the student. I think this can also be a problem for students having personal bias for, or against a mentor so in future will consider critical thinking in relationship problems. At the time, I was concerned I was unable to build experience but can now see that I should have been more active in discussing concerns and looking at how to overcome t hese together.

Developmental Psychology and Good Quality Activities Essay

1.1 It is important to remember that these six areas of learning do not work in isolation but are in fact interlinked. Good quality activities will cover more than one area of development. For example, allowing children to access the outdoors will not only support their physical development, but encourage their communication and exploration of their environment. Where a child experiences a delay in one area, it is likely to limit their learning and development in the other five†¦a child with cerebral palsy who experiences hand-eye coordination difficulties is likely to find completing a puzzle difficult therefore hindering her problem solving, reasoning and numeracy. It is therefore vital that settings recognise each child’s individual needs and plan holistically in order to help children achieve their full potential across the six areas of learning. Personal, Social and Emotional Development †¢ Dispositions and attitudes †¢ Self confidence and attitudes †¢ Making relationships †¢ Behaviour and self control †¢ Self care †¢ Sense of community Communication, Language and Literacy †¢ Language for communication †¢ Language for thinking †¢ Linking sounds and letters †¢ Reading †¢ Writing †¢ Handwriting Problem Solving, Reasoning and Numeracy †¢ Numbers as labels and for counting †¢ Calculating †¢ Shapes, space and measures Knowledge and Understanding of the World †¢ Exploration and investigation †¢ Designing and making †¢ ICT †¢ Time †¢ Place †¢ Communities Physical Development †¢ Movement and space †¢ Health and bodily awareness †¢ Using equipment and materials Creative Development †¢ Being creative/responding to experiences, expressing and communicating ideas †¢ Exploring media and materials †¢ Creating music and dance †¢ Developing imagination and imaginative play 1.2 We assess and record all the children’s observations and document them in their learning journeys. These get used by the staff to 9show how well the child has developed in their learning, the staff try and put at least 3 observations a month into the journeys. Once the child leaves the setting they can take them onto where ever they are going next. We also use daily diaries what the key workers fill out to show the parents how their day has gone and what they have eating. More important documents e.g. accident forms get filled out and stored away in the office where the manager will assess them and then lock them away for confidentiality. 4.2 Using a topic a child is really interested in can allow for sustained shared thinking it can be talking about something or doing something which encourages conversation like we have done planting with our children this has really captured their imagination the children are talking about what they think seeds are going to grow into what happens as the plants grows, what might the plant produce. We are getting the children to reach conclusions, and explore concepts at a deeper level. The children are thinking about processes and are making connections to things they have already learnt and new information. Processing the information we have given them making them think.

Sleeping Disorder

Sleep disorders/disturbances can cause your sleep to be disturbed. Disturbed sleep includes the inability to fall asleep, the inability to go back to sleep, and frequent waking up during the night. Sleep disorders can make you feel tired, fatigued, and irritable, making it difficult for you to concentrate during the day. Sleep is a behavioral state that is a natural part of every individual’s life. We spend about one-third of our lives asleep. Nonetheless, people generally know little about the importance of this essential activity. Sleep is not just something to fill time when a person is inactive.Sleep is a required activity, not an option. Even though the precise functions of sleep remain a mystery, sleep is important for normal motor and cognitive function. We all recognize and feel the need to sleep. After sleeping, we recognize changes that have occurred, as we feel rested and more alert. Sleep actually appears to be required for survival. Rats deprived of sleep will die within two to three weeks, a time frame similar to death due to starvation. Most people have experienced sleep disturbances at some point in their lives.Anyone at any age can develop a sleep disorder/disturbance. Depending on the cause and the treatment, sleep disturbances can be short-term or long-term. According to HelpGuide. org â€Å"Sleeping disorder are problem with sleeping including trouble falling or staying asleep at the wrong times, too much sleep, or abnormal behaviours during sleep. There are more than 100 different sleeping and waking disorder. They can be grouped into four main categories. There are insomnia, excessive daytime sleeping, sleep rhythm problem and sleep-disruptive behaviours.Sleep can often be a barometer of our overall health. In many causes, people in good health distution to sleep well, whereas those suffering from repeated sleeping problems might have an underlying medical or mental health problem, be it minor or serious. Sleeping well is essential to our physical health and emotional well-being. Unfortunately, even minimal sleep loss can take a toll on your mood, energy, efficiency and ability to handle stress. Ignoring sleep problems and disorders can lead to poor health, accidents, impaired job performance and relationship stress.If you want to feel your best, stay healthy, and perform up to our potential, sleep is a necessity, not a luxury. † Sleep problems can be caused by various factors. Although causes may differ, the end result of all sleep disorders is that the body’s natural cycle of slumber and daytime wakefulness is disrupted or exaggerated. Factors that can cause sleep problems are; physical, medical, psychiatric, or environmental. Lack of sleep can cause accidents, serious health problems like heart disease , high blood pressure and including bad performance among students.Sleep disorders also can cause depression, hypertension and gain weight among students. Usually, students facing sleeping disor der when they are stress and tension due to the extra assignment that they have to finish within a short period. This will give them more pressure and may causes them to do something that will affect their own health. Another meaning of sleeping disorder is when someone did not have enough time to sleep, overslept, or they slept in wrong time . People that facing sleeping disorder is primary and secondary school students, college students, university student and employee.This is because they did not manage their time properly and continuously especially for their studies, outing, gathering, or with their family. The effect of sleeping disorder is this will make them feel tired and loses of energy during the next day especially during classes and lecture. Hence, they cannot give their focus for 100% and cannot understand and catch up the lesson what the teachers had teaches. In addition to the primary sleep disorders, there are three categories of sleep disorders that are caused by o r related to substance use or other physical or mental disorders.Sleep disorders related to mental disorders. Many mental disorders, especially depression or one of the anxiety disorders, can cause sleep disturbances. Psychiatric disorders are the most common cause of chronic insomnia. Sleep disorders due to medical conditions. Some patients with chronic neurological conditions like Parkinson's disease or Huntington's disease may develop sleep disorders. Sleep disorders have also been associated with viral encephalitis, brain disease, and hypo- or hyperthyroidism. Substance-induced sleep disorder.The use of drugs, alcohol, and caffein frequently produces disturbances in sleep patterns. Alcohol abuse is associated with insomnia. The person may initially feel sleepy after drinking, but wakes up or sleeps fitfully during the second half of the night. Alcohol can also increase the severity of breathing-related sleep disorders. With amphetamines or cocaine, the patient typically suffers from insomnia during drug use and hypersomnia during drug withdrawal. Opioids usually make short-term users sleepy. However, long-term users develop tolerance and may suffer from insomnia.In addition to alcohol and drugs that are abused, a variety of prescription medications can affect sleep patterns. These medications include antihistamines, corticosteroids, asthma medicines, and drugs that affect the central nervous system. As a matriculation student, we would like to know either this habits infectious KMNS students or not. So, we need to do research to find out the causes and effect of sleeping disorder towards KMNS student as they are having the most difficult time to study and stay here.

Gender Roles In The Great Gatsby - 1736 Words

The Great Gatsby Gender Norms Societal ‘norms’ surrounding gender have continuously remained prominent internationally. Although these standards and expectations continue to shift, women still face oppression today. The novel, The Great Gatsby by F. Scott Fitzgerald, demonstrates the expectations of women and their relationships to men in 1920’s New York City through one of the main characters, Daisy Buchanan. A vast majority of Daisy’s actions are to entice and cater to the superior men of the novel. Through this, I was able to reflect upon the evolution of society’s stereotypes surrounding women from the 1920’s. Initially, from reading the novel, I learned about the period of the roaring twenties and how the aspect of class affects the†¦show more content†¦The narrator, Nick is grouping together the women of the party and describing their persona all in the same way. The men of the party are comforting them, as they are providing p rotection and masculinity to the â€Å"swooning† and â€Å"puppyish† women. The women are following the social norm/stereotype that men must be their protectors because they are such frail beings and must be accompanied by a man. These societal standards were represented through the specific character, Daisy Buchanan and her actions throughout the novel. Daisy has intentional ignorance of her husband, Tom’s multiple affairs showing her lack of empowerment and fear of disrupting the gender roles. The woman was meant to be the housewife, caring for the children, and staying home. Daisy believes women should not be intelligent and applies these expectations to her own daughter: I woke up out of the ether with an utterly abandoned feeling, and asked the nurse right away if it was a boy or a girl. She told me it was a girl, and so I turned my head away and wept. All right, I said, I m glad it s a girl. And I hope she ll be a fool—that s the best thing a gir l can be in this world, a beautiful little fool† (Fitzgerald 116-118). It is evident that Daisy was disappointed by the gender of her baby, and thinks little of what a woman can be inShow MoreRelatedGender Roles In The Great Gatsby1612 Words   |  7 Pagesof The Great Gatsby, where gender norms shape the dynamic of all romantic relationships.Fitzgerald’s novel reflects pervasive gender norms that are still in place today. One of these constructs is the role of women versus men in marriage. Husbands are supposed to be violent and commanding, and their wives are supposed to be quiet and happy. Male characters see opportunity in this construct -- they use it to their advantage or as a way to establish power and reputation. Characters like Gatsby and TomRead MoreGender Roles In The Great Gatsby1124 Words   |  5 Pagesby striving for equality between genders. In this time known as the Roaring Twenties, women began to use their voice desiring to live their lives how the y chose. F. Scott Fitzgerald, a renowned author, displayed his perception of women attempting to prove their worth through his new book. One of the protagonists in the novel, Daisy Buchanan, challenges the gender barriers and threatens to paint a new image for women by choosing love over wealth. In The Great Gatsby, F. Scott Fitzgerald displays theRead MoreGender Roles in The Great Gatsby2970 Words   |  12 PagesWomen In The Great Gatsby F. Scott Fitzgerald, author of The Great Gatsby, illustrates most women in his novels in a incredibly negative light. He portrays them as dependent upon men, selfish, and completely amoral. Jay Gatsby is in love with the wealthy Mrs. Daisy Buchannan and tries to win her love by proving that he is wealthy. However, no matter how wealthy he becomes, or how many gigantic parties he throws, he is still never good enough for Daisy. The story ends in tragedy as Gatsby is killedRead MoreGender Roles In The Great Gatsby And The Sun Also Rises1657 Words   |  7 Pagesconventional gender roles and how they express this in each story. The literary works that specifically include this theme of gender roles are,The Sun also Rises by Ernest Hemingway , The Great Gatsby by F.Scott Fitzgerald and Their Eyes Were Watching God by Zora Neale Hurston. All the works are written around the same time, the 1920’s, which gives the reader an idea of the aftermath of the World War at that time and ho w its affect on both male and females during this time period, a womens role was onlyRead MoreGender Roles : The Great Gatsby, The Mystery Of Heroism, And The Scarlet Letter1862 Words   |  8 Pages To quote author Chimamanda Adichie, â€Å"Imagine how much happier we would be, how much freer to be our true individual selves, if we didn t have the weight of gender expectations.† However, the influence of gender is pervasive from jobs to the military, even extending to education. Men are generally characterized as strong and independent. Women, on the other hand, are supposed to be more feeble and domestic by societal standards. These distinctions have always been the case in the United States,Read MoreGender Roles in the Roaring 1920s: An Examination of the Women of The Great Gatsby 1795 Words   |  8 Pages The Great Gatsby is often referred to as the great American novel; a timeless commentary on the American Dream. A dream that defines success, power, love, social stat us, and recreation for the American public. It should be mentioned that this novel was published in 1925, which is a time when the American public had recently experienced some significant changes, including women’s suffrage, which had only taken place 6 years prior to the publication of this novel May of 1919. The women of this eraRead MoreThe Great Gatsby By F. Scott Fitzgerald And Lullaby By W. H. Auden1170 Words   |  5 PagesGood Afternoon Ms Atkinson and fellow peers, as you can see, the texts I have chosen to discuss with you are To the Lighthouse by Virginia Woolf, The Great Gatsby by F. Scott Fitzgerald and Lullaby by W. H . Auden, all of which have modernist themes, including conforming to traditional gender roles, time and love. To the Lighthouse revolves around the lives of the Ramsay family who are at their holiday house, hosting some guests, including Lily Briscoe (a painter) and Charles. The family are facedRead MoreThe Hidden Mystery Behind The Unattainable Dream1300 Words   |  6 Pagesand an upward social mobility achieved through arduous work in a society with few barriers. In the novel, The Great Gatsby, written by F. Scott Fitzgerald, themes of corruption, idealism, and social upheaval, create a portrait of the Roaring Twenties that has been described as a cautionary tale concerning the American Dream. The story primarily concerns mysterious millionaire Jay Gatsby and his idealistic passion to achieve the American Dream, Daisy Buchanan, the love of his life. In the novel,Read MoreThe Great Gatsby By F. Scott Fitzgerald877 Words   |  4 Pagesopportunities, no matter their gender or race. This paper will look into two cultural texts from different time periods and analyse them through a feminist perspective, discussing the producers’ use of women in the works and feminist or anti-feminist ideas. This paper will first look at the novel The Great Gatsby (Fitzgerald, F, S, 1925), analysing Fitzgerald’s use of gender roles and feminist ideals. A product of its time, The Great Gatsby has female characters in secondary roles, but surprisingly doesn’tRead MoreThe Great Gatsby By F. Scott Fitzgerald1272 Words   |  6 Pagesgeneration. The wise writer writes for the youth of his own generation, the critics of the next, and the schoolmasters of ever afterward.† F. Scott Fitzgerald, author of The Great Gatsby, describes his own insight to his writing techniques, which gain his success through the agelessness of his novels. This is clear with The Great Gatsby, a novel narrated by the character Nick Caraway and centered on Jay Gatsby’s short-lived life. This novel is a timeless piece of literature that is still relevant to American

Natural Disaster and Decision That Follows - 620 Words

Natural Disaster and decision that follows Natural disaster risk can be defined as follows: The exposure or the chance of loss (of lives, persons injured, property damaged and economic activity disrupted) due to a particular hazard for a given area and reference period. In case of a disaster event, there are several effects, such as humanitarian effects, including the loss of lives and persons injured; ecological effects among other damage to ecosystems; and economic effects, comprising different effects on the economy. National disaster effects can be caused by the disaster itself or by follow-on, directly or indirectly. List of Alternatives: 1. Awareness 2. Planning and prevention 3. Response 1. Awareness With†¦show more content†¦Country risk officer is the primary contact point and key decision-maker in times of crisis. Large-scale peril defense programs are conducted in areas of high value or national importance. Risk maps should be revised after the defenses are complete. The defenses should be easily augmented in the future if risk levels or understanding of risk changes. Communities can work together on local measures, particularly where large-scale defenses are not possible. This may include avoiding construction in peril-prone areas, or making buildings temporary or peril-resilient in such areas. Resiliency measures should be regularly inspected. Other defensive actions include raising riverbanks or sea walls, and relocating households or facilities. 3. Response The response phase begins after the post-disaster situation has stabilized and there is no longer imminent threat of loss of human lives. The response phase focuses on restoring law and order, ensuring a secure environment and distributing resources and supplies. During this phase, there is a risk of secondary disasters such as mud- or rockslides following heavy rain and flooding. The risk of secondary disasters may require relocating people. Restoring law and order is crucial to an environment in which appropriate response measures can be taken. If civil society and security deteriorate it will beShow MoreRelatedExamples Of Decisions And Allocating Resources1278 Words   |  6 Pages Decisions and Allocating Resources The Department of Homeland Security and FEMA are in charge of handling emergencies throughout the United States. These emergencies can be natural disasters or terrorist attacks. Their purpose is to make sure that the response is efficient and effective during the emergency. The ICS delegates it’s resources and the responsibility is accounted for by all in charge of their specific areas. Below is a fictional example of a natural disaster and how the responseRead MoreNatural Disaster1405 Words   |  6 PagesNatural Disasters With the tropical climate and unstable landforms, coupled with high population density, poverty, illiteracy and lack of adequate infrastructure, India is one of the most vulnerable developing countries to suffer very often from various Natural Disasters, viz. flood, cyclone, earthquake,forest fire, drought, etc. Asia tops the list of casualties due to natural disasters. Space technology plays a crucial role in efficient mitigation of disasters. Communication satellite providesRead MoreIncident Command System and the Role of Incident Commander669 Words   |  3 Pagesï » ¿Incident Command System A hurricane is one of the natural disasters that wreck havoc destroying property, lives and infrastructure. During hurricane incidences, the incident commander has the obligation to carry out the tasks of; commanding, operations, planning, logistics, finance and administration of the whole process (Natural Hazards Center, 2006). He should therefore be in position to quickly make the following decisions. The incident commander (IC) should ensure that the rescue workers involvedRead MoreEnvironmental Psychology Article Analysis866 Words   |  4 Pagesenvironment but also how the environment and natural occurrences affect man. The continual cause and affect cycle from both sides of the equation give purpose to environmental psychology as well as incorporating other disciplines. Unlike many disciplines that have a single focus, the focus of environmental psychology covers many areas of concerns. It incorporates other fields of psychology along with medical and scientific fields. The recent natural disasters of Japan will advance knowledge and theoriesRead MoreNatural Resources And Human Resource882 Words   |  4 Pagesvulnerable to weather extremes and natural disasters, most of us will readily agree that the developing and underdeveloped part of the world in the south are the most vulnerable, as they hugely rely on natural resources and human resource for their economic develop ment (Harmeling Eckstein, 2013). The developing world already scarce in resources, will further go down to poverty (Anderson and Arnold, 2000). Cannon (1994) argues that hazards are natural but â€Å"disasters† are not. He asserts that peopleRead MoreThe Disaster Of The Hurricane Katrina1344 Words   |  6 Pagesof Louisiana residents without food, water and shelter. The devastation of the storm led the levies of the flood-protecting dam to break leaving the city underwater during the catastrophe. This natural disaster will go down in American history as the worst of its kind. Although all the unfortunate natural events that made this tragedy possible, the supervision of the event was almost as bad as the hurricane itself. There are many fingers to point at the different people handling the situation butRead MoreConstruction Of Bridge Construction Project875 Words   |  4 PagesOver the past several decades, the frequency of disasters and their impacts on communities have increased initiating enhancement need for more efficient safety measures, disaster risk reduction and adequate management plans. Therefore, building disaster resilient infrastructure systems and making resilient cities with a reduced probability of failure, economic and social consequences and a recovery time, represents the challenge (Bruneau, Chang et al. 2003, Godschalk 2003). Further, safety problemRead MoreThe Los Angeles Facility For Disaster Recovery1542 Words   |  7 Pagesnetwork and cable affiliates is disaster recovery. The result of a natural disaster may halt network operations, which will result in a revenue shortfall for outage duration. The expansion of the problem statement is centered primarily in a few levels of the company’s organization, including, individual, traditional and virtual teams, department, and organization. The requirements for the integration of the Los Angeles facility and the Texas facility for disaster recovery requires a level of k nowledgeRead MoreThe Grey Zone594 Words   |  3 PagesThe Grey Zone Whose responsibility is it to ensure that workplaces are safe, especially when work is outsourced? Strategic managers have the responsibility to ensure that work places are safe when work is outsourced. Strategic decision makers must consider many aspects when pursuing international strategies (Coulter, 2013, p.198). Before doing business internationally, however, strategic managers need to explore, examine, and understand as best as they can, the important issues in the internationalRead MoreRisk Management And Homeland Security1309 Words   |  6 Pagesmultifaceted environment which must be controlled to effective function at its highest potential. â€Å"The safety, security, and resilience of the Nation are threatened by an array of hazards, including acts of terrorism, manmade accidents, and natural disasters† (DHS., 2011). All together, homeland security agencies must manage risks at all levels connected with an array of components. Collectively, these external and internal risks have the potential to cause severe consequences like; fatalities

What You Should Do About Professional Term Papers Starting in the Next Two Minutes

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Contemporary central mexican ceramics A view from the past Essay Example For Students

Contemporary central mexican ceramics : A view from the past Essay This is an exploratory paper, a unique diachronic study of glazed (usually lead glaze), low-fired earthenwares of central Mexico. Seifert (1974) has demonstrated that most research on these wares has utilised a synchronic approach to study the technology, the aesthetics, and the sociocultural framework associated with the production of the pottery. Although not always formally stated it is generally assumed that the modem ceramic complexes have a substantial time depth and reflect a synthesis of Spanish and indigenous traditions which occurred during the first century following the conquest. Archaeological data which clarify the trends in the historical development of glazed earthenwares will validate or modify hypotheses put forward on the nature of ceramic syncretism after the conquest primarily using contemporary data. In a slightly broader perspective the above mentioned data are of significance as part of a controlled study of methods and processes of archaeological interpre tat ions. We will write a custom essay on Contemporary central mexican ceramics : A view from the past specifically for you for only $16.38 $13.9/page Order now A study of the development of wares and styles, which arc still being manu factured and which can be studied in an ethnographic context in which some of the socio-cultural correlates arc known, will provide basic information for the inter pretation of prehistoric archaeological data. In this article I shall present preliminary results from my studies defining the introduction and the development of glazed earthenwares in the eastern Teoti luiacan Valley, Mexico. I realise, of course, that this region   is rural and peripheral to areas wherein major developments occurred during the Colonial and Republican periods. My results might mirror only selective diffusion and accep tance of ceramics from other areas in which the major changes took place. However, it is the only area in the Valley of Mexico for which both excavated and surface data arc available for the periods between a.d. 1519 and a.d. 1969. As I have indicated elsewhere (1972) most archaeologists conducting research in the Valley of Mexico have ignored or eliminated the archaeological data of the postconqucst periods. Outside of the Valley, in the Huejotzingo area near Puebla, Schmidt (1973) has reported a postconquest ceramic sequence similar to that of the Otumba area in the Tcotihuacin Valley.   The data upon which this article is based were gathered through surface surveys and excavations during 1968 and 1969, in the eastern part of the Tcotihuacin Valley, near Otumba. The main orientation of the research was directed to the recovery of a complete archaeological sequence for the period a.d. 1519 to a.d. 1969, effectively completing the ceramic and settlement pattern sequences defined by Sanders (1965) and Millon (1970) for the Teotihuacin Valley as a whole. I chose the Otumba area for detailed surveys and excavations because of the readily available and abundant documentary data relevant to the archaeological site s and   because of the previous surveys in the region (cf. Charlton 1969). I planned to use the data recovered to test theories and assumptions used in the interpretation of prehistoric archaeological data, using the known historical data of the postconquest periods as controls on the accuracy of the interpretations (1972b). As part of the research I also conducted and directed studies of contemporary ceramics, including the manufacture and marketing of locally produced tourist type tradewares and glazed domestic earthenwares. The market studies included both the locally made ceramics and those imported from other parts of Mexico. These studies are continuing (Charlton in press). From the sites excavated in 1969 (Charlton 1972b) I have selected eight, spanning a period of time from c. a.d. 1650-1675 to a.d. 1969, to define the introduction and the development of domestic glazed earthenwares in the Otumba area of the Tcotihuacin Valley. The sequence into which the sites are arranged has been formulated on the basis of a Tripolc Graph Scriation using glazed a nd unglazed earthenwares (Charlton 1972b: 210), a Bar Graph Seriation of the Majolica Complexes within each site (Seifert 1974b), and the available documentary data (Charlton 1974). The eight sites selected for this paper have similar and comparable durations (cf. Cowgill 1972: 384-5), based on the dating of the Majolica Complexes present in each (Seifert 1974b). With one exception, Santa Maria Tilmatlan, the archaeological deposits at the sites arc unmixed with significant amounts of earlier or later materials. At Santa Maria Tilmatlan the Colonial period site is situated over a Mctcpcc phase Tcotihuacan period site and some mixture has occurred. All the earlier materials were separated during analysis and the frequencies presented here were calculated on the basis of a Late Aztec-Early Colonial period deposit. A third point of comparability between the sites involves the ntidden nature of the deposits. Structural features occur only in TA-247, C.A. 15. The deposit at Santa Maria Tilmatlan has been disturbed through intensive cultivation since the late eighteenth century and no evidence for structural features or midden deposition was noted in excavating. However, the positive identification of this community and its significance with reference to the processes involved in the introduction of glazed earthenwares, outweigh the disadvantages m entioned above.   I have subjected the excavated glazed earthenware sherds to two basic studies. The first involved the establishment of a ceramic typology using a Ware-Type Form-Variety format similar to that used by Parsons (1966) in his discussion of Aztec ceramics. .u678e6c8372901918ce224d03f73518e3 , .u678e6c8372901918ce224d03f73518e3 .postImageUrl , .u678e6c8372901918ce224d03f73518e3 .centered-text-area { min-height: 80px; position: relative; } .u678e6c8372901918ce224d03f73518e3 , .u678e6c8372901918ce224d03f73518e3:hover , .u678e6c8372901918ce224d03f73518e3:visited , .u678e6c8372901918ce224d03f73518e3:active { border:0!important; } .u678e6c8372901918ce224d03f73518e3 .clearfix:after { content: ""; display: table; clear: both; } .u678e6c8372901918ce224d03f73518e3 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u678e6c8372901918ce224d03f73518e3:active , .u678e6c8372901918ce224d03f73518e3:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u678e6c8372901918ce224d03f73518e3 .centered-text-area { width: 100%; position: relative ; } .u678e6c8372901918ce224d03f73518e3 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u678e6c8372901918ce224d03f73518e3 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u678e6c8372901918ce224d03f73518e3 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u678e6c8372901918ce224d03f73518e3:hover .ctaButton { background-color: #34495E!important; } .u678e6c8372901918ce224d03f73518e3 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u678e6c8372901918ce224d03f73518e3 .u678e6c8372901918ce224d03f73518e3-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u678e6c8372901918ce224d03f73518e3:after { content: ""; display: block; clear: both; } READ: Egyptian and mexican pyramids EssayIn establishing this typology I have used all excavated sherds, bodies and rims, decorated and undccorated, recovered through screening during excavation. Low-fired glazed earthenware is the Ware category. The types, based on the nature of painted decoration or the absence thereof arc Monochrome (no decoration), Bichrome (one painted colour on a plain background), Polychrome (two or more painted colours on a plain background), and Dolores Hidalgo Poly chrome (a contemporary trade ware from Dolores Hidalgo, Guanajuato, charac terised by flaring sided bowls with multicoloured interior decorations). These types arc further subdivided into Fo rm Classes and Decorative Variants, detailing specific forms and specific decorative motifs. In this article I am utilising only the Ware and Type levels of analyses. The types probably reflect the relative amounts of decorated as opposed to undccorated surfaces on the vessels within a given site rather that the relative frequency of whole vessels which are completely decorated or undecorated. They are, however, useful categories by which to classify sherds. The second study of glazed earthenwares was conducted by Thomas (1974). This was a study of sherds from selected sites (see Tabic 1) to determine the methods of pottery making used at various times during the postconquest period in the Tcotihuacin Valley. From mould scams, neck/shoulder angles and thicknesses, and concentric basal or wall striations, sherds were identified as wheel or mould made. Thomas has indicated some of the inherent difficulties in determining the   relative significance of wheel as opposed to mould made ceramics. * At any one site the number of sherds indicative of the technology used was minute in comparison with the total number of sherds examined. A number of sherds were too small to have any identifiable characteristics on them’ (1974: 2). Never theless her findings arc significant in understanding the introduction of a new ceramic tradition (wheel made, glazed earthenwares) to Mexico. The ceramic data from the Tcotihuacin Valley do not suggest any direct, obvious, immediate, or striking ceramic acculturation on the part of the Aztecs during the sixteenth century and the first half of the seventeenth century. The Aztec III ceramic complex, manufactured and in use at the time of the conquest, underwent an initial sixteenth century florescence resulting in the production of Aztec IV Black/Orange. The aesthetic influences were handled to such a degree within the canons of Aztec Black/Orange style that most scholars have recognised the Aztcc IV innovations but have attributed them to prcconquest manufacture. With the exception of this florescence the major trends in Aztec ceramics from a.d. 1519 to a.d. 1650 involve increasing frequencies of undccorated wares, a decrease in burnishing and polishing, and the increased use of Red/Orange and Red/Brown slips on plain vessels. Outside the Teotihuacin Valley, in Texcoco, Tenochtitlan, and possibly Tonala (Jalisco), there is evidence of Spanisli influence on ceramics, both in terms of a Spanish ceramic tradition and in terms of a modification of aboriginal ceramic traditions for Spanish tastes. The wares include Majolicas, glazed earthenwares, and Tonala brunida ware (Roberta Rciff Katz, personal communication, 1974). In the Tcotihuacan Valley similar ceramics do not make their appearance until after a.d. 1650, at which time lands freed by declining and centralised Indian popula tions were being exploited by the Spanish in Ranchos and Haciendas. Table 1 suggests two mechanisms whereby glazed earthenwares were introduced. Santa Maria Tilmatlan is an Aztec community which persisted into the eighteenth century. TA-246, C.A. 16 appears to be the midden of a Spanish Rancho or Hacienda. The two sites   have Majolica complexes which indicate that they were occupied at the same time. However, the glazed earthenwar es at TA-246, C.A. 16 represent 50-2 per cent, of the total ceramic assemblage, the rest consisting of unglazcd Spanish earthenwares of the seventeenth century and some tin enamelled Majolicas. At Santa Maria Tilmatlan glazed earthenwares represent only 0-57 per cent, of the assemblage which is heavily Aztec in origin (table 2). Not only arc the two sites occupied at the same time, but the glazed earthen- ware complexes at each show similar frequencies of wheel and mould made sherds (tabic 1). I suggest that glazed earthenwares were introduced as part of the ceramic inventory of Spanish settlers during the seventeenth century. Access to such wares by the surviving aboriginal population was restricted as evidenced by their low frequency at Santa Maria Tilmatlan. An intermediate situation occurred at Ranchos and Haciendas of the same period (e.g. TA-247, C.A. 15) owned and operated by Spaniards but worked by Indians. In these sites there occurs an interesting amalgam of Aztec and Spanish ceramic traditions, midway between the complexes reported from TA-246, C.A. 16 and Santa Maria Tilmatlan. These sites, as I have noted elsewhere (1974), served as alternative population foci for the Indians and resulted in an incomplete application of the Congregation policy in the area.   From the time of their first introduction during the seventeenth century until the first decade of the nineteenth century, the glazed earthenwares increased in frequency from 19-9 to 49*1 per cent, of the ceramic assemblage (table 2). Although the data are presently incomplete there appears to have been a gradual shift from the use of the wheel to the use of moulds in ceramic manufacture (tabic 1). .ua02a50b213259eb23b3b0de59330f08d , .ua02a50b213259eb23b3b0de59330f08d .postImageUrl , .ua02a50b213259eb23b3b0de59330f08d .centered-text-area { min-height: 80px; position: relative; } .ua02a50b213259eb23b3b0de59330f08d , .ua02a50b213259eb23b3b0de59330f08d:hover , .ua02a50b213259eb23b3b0de59330f08d:visited , .ua02a50b213259eb23b3b0de59330f08d:active { border:0!important; } .ua02a50b213259eb23b3b0de59330f08d .clearfix:after { content: ""; display: table; clear: both; } .ua02a50b213259eb23b3b0de59330f08d { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ua02a50b213259eb23b3b0de59330f08d:active , .ua02a50b213259eb23b3b0de59330f08d:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ua02a50b213259eb23b3b0de59330f08d .centered-text-area { width: 100%; position: relative ; } .ua02a50b213259eb23b3b0de59330f08d .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ua02a50b213259eb23b3b0de59330f08d .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ua02a50b213259eb23b3b0de59330f08d .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ua02a50b213259eb23b3b0de59330f08d:hover .ctaButton { background-color: #34495E!important; } .ua02a50b213259eb23b3b0de59330f08d .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ua02a50b213259eb23b3b0de59330f08d .ua02a50b213259eb23b3b0de59330f08d-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ua02a50b213259eb23b3b0de59330f08d:after { content: ""; display: block; clear: both; } READ: Frida Kahlo The Mexican Surrealist artist EssayThis may represent a trend for aboriginal potters to acquire the knowledge necessary to glaze ceramics while retaining their basic shaping technology. Thus there arc two technological trends, one representing a gradual acceptance or acquisition of the techniques of glazing; the other representing a conservative trend, the retention of moulding and an application of this technique to vessels to which glaze was applied. These trends support the concept of a regular, gradual, and continuous fusion of Spanish and Indian cultures in the Teotihuacdn Valley (cf. Wolf 1955). On the other hand an examination of the trends in the develo pment of decoration in the same period indicates quite obviously that there was virtual stagnation and extreme conservatism in this area. The relative frequencies of Monochrome and Bichromc sherds remain the same from the time of first introduction into the area until the early nineteenth century (see tabic 2). This stagnation in decorated glazed earthenwares reflects the general level of artistic development in the ceramic assemblage from a.d. 1650 to c. a.d. 1810-20. The generally drab ceramic complex of this time includes five kinds of ceramic materials: modified, simplified, and generally undccorated Aztec ceramics; unglazed wares of cither Spanish or abo riginal derivation, but made according to Spanish standards of taste; unglazcd Spanish wares; well decorated tin enamelled wares (Majolicas); and glazed earthen wares, generally undccorated. A high level of decoration and sense of artistic accomplishment are to be found only in the Majolicas and in the wares manufac tured by aborigines but for Spanish taste (e.g. Tonala bruiiida ware). The richly decorated contemporary glazed earthenware tradition of the Tcoti huacdn Valley developed out of this rather uninspired Colonial glazed earthenware tradition. During the period a.d. i8io-a.d. 1969 the frequency of glazed earthen wares in the ceramic assemblage continued to increase following the trend established in the Late Colonial period. During the same period, however, there was a diversification of glazed earthenwares both in decorations and in forms (see table 2). Initially during the nineteenth century Bichromc decorations increased in frequency. To these, at the end of the century, were added a variety of Polychrome decorations. This expanding and diversifying ceramic tradition resulted in the contemporary glazed earthenware complex. In addition to the local elaborating ceramic sequence the twentieth century has witnessed the introduction of ceramics from many other parts of Mexico. This has further increased the complexity of designs found in the sites of the twentieth century. During the nineteenth and twentieth centuries the trend away from wheel made to mould-made pottery has continued (see table i). Contemporary glazed earthenwares of the Teotihuacin Valley have a restricted time depth and are the result of a burst of creative energy beginning in the early nineteenth century and continuing to the present. The modern ceramics do not derive from transformed Aztec Black/Orange variants but arc aesthetically new. Technologically they incorporate Spanish glazing and Indian moulding. In these technological aspects of ceramic manufacture there has been a long, gradual, fusion of aboriginal and introduced elements. The stagnation and limited application of decorations to pottery during the Late Colonial period probably resulted from the existence of guilds which controlled designs. With the War for Independence from Spain these guilds and their privi leges were abolished and * cualquicr persona con cl saber suficiente podia aspirar a realizar variedades mas selectas . ..’ (Lameiras et al. 1968).