The Dance Class by Edgar Degas Essay Example | Topics and Well Written Essays - 1000 words

The Dance Class by Edgar Degas - Essay Example Edgar paid more attention to color in the painting The Dance Class by expressing the tutus and motions of the ballet dancers. The picture is well enveloped by the ceiling, and the space of the painting is expanded by using the oblique point of view. The ballet teacher who happens to be a real character is standing in the middle of the class and some of the ballerinas are facing him while practicing. Ballerinas see each other busy with their practice and other activities involved in a ballet class. The painting gives us a striking balance between the inelegancy of the ballet in wait and the glamour of the dancing ballerinas. There is also the floor and wall colors that make the painting complete, more dazzling and suitable for the painting. The painting is The Dance Class, it was made in 1873 by Edgar Degas. The artist has defined the image through the shading of those forms dark to light with the hope that they infuse the scenes with immediacy.Edgar used dazzling colors, which are we ll distributed in the painting. The main colors used include red, white, grey, yellow, blue, green, black and brown. The colors saturation was well painted depending on the color intensity. The red was fire red in all characters of the painting. Each color represents a deep meaning to the painting, they are all symbolic to the painter and the people who appreciate art. The texture of the paint is rough yet very appropriate for this particular work. There are brushstrokes at the edges of the paintings.

Is simulation an effective educational tool in teaching procedural Dissertation

Is simulation an effective educational tool in teaching procedural skills to pediatric residents - Dissertation Example The use of simulation technologies for medical training has been studied by the SAEM (Society for Academic Emergency Medicine), the Josiah Macy Jr. Foundation, and the CEMRD (Council of Emergency Medicine Residency Directors) among others. The use of simulators relegates the need for learning through observing and doing. It is considered to be a safer alternative to the traditional methods for providing medical training. Through simulation experience, medical trainees can acquire procedural experience in addition to medical knowledge. There are also other newer methods in use in medical education such as computer or web-based training and using virtual reality systems. The simulation can involve exercises with the full body, provide immersive environments or scenarios, or involve specific tasks or procedures. â€Å"High-fidelity simulators are full-body automated mannequins designed to provide realistic tactile, auditory, and visual stimuli† (Vozenilek et al., 2004). Hence, si mulations can also involve the use of models such as mannequins or other anatomic structures instead of being entirely computer-based. The quality of the mannequins is improving, as technology develops so as to provide an increasingly realistic experience. In immersive simulation, there is greater provision for developing organization, communication and multitasking abilities alongside. The benefits and long-term effectiveness of simulation training Numerous studies have shown the benefits of simulation training. For example, Rosenthal et al. 2006) showed how scenario-based simulation training (SST) can be effective for medical interns to develop airway management skills. A study by Overly et al. (2007) demonstrated the usefulness of HFS as an assessment tool specifically for developing the ability of pediatric residents to manage acute airways. The study was observational based involving 16 residents and 2 scenarios. The success rate was 56%. Thus, many areas were identified for im proving skills but HFS had the potential for assessing ability as well as for teaching the necessary skills for managing acute pediatric airways. According to the Center for Medical Simulation (CMS, 2009), providing simulation practice leads to â€Å"improved real-world communication, collaboration, teamwork, and crisis management†. Residents also appreciate the value of simulators but prefer training in the form of small-group sessions (Shanks et al., 2010). The advantages of simulation training prove to be especially beneficial in cases where the required care involves high risk or invasive procedures, when training for difficult environments and preparing for disaster scenarios. For example, Hayden et al. (2002) suggested simulations are ideal â€Å"for low frequency but critical procedures†. These procedures would usually be applied in life-threatening situations such as cardiopulmonary arrest for example. Training for rare events tends to be uneven across a large number of medical residents and many residents never get the opportunity to witness or manage such an event, let alone one in which a child is involved (Becker, 2007). Hence, simulation training provides this much need opportunity so that when a real situation is faced, there is better preparation. Instilling confidence in trainees is of particularly importance where the risk to patients is high. In Becker’s (2007) study, assessment was made of how prepared radiology residents were for recognizing and managing children’