Newly Qualified Nurse Responsibilities

Newly Qualified Nurse Responsibilities The aim of this assignment is to discuss the global roles and responsibilities of the newly qualified nurse. The exercise will begin by briefly looking at the transition from student to nurse and thereafter outlining the basic roles of the newly qualified nurse and try to fit them into appropriate professional skills. In addition, there will be a critical examination of two roles in more detail with one of them focusing on Patient Group Directions (PGD), and justify their importance. We will then look at some legal, professional and ethical considerations before making a conclusion on the future role development of the nurse. The NMC require a student nurse to demonstrate professional and ethical practice, be competent in care delivery and care management, and show personal and professional development in order to join the register (NMC, 2010). On becoming a qualified nurse, the expectations and dynamics of relationships changes fundamentally. Suddenly the newly qualified nurse is the one who must know the answer, whether it is a query from a patient, a carer, a work colleague or a student. The newly qualified nurse will encounter many challenging situations where she or he must lead care delivery. This includes dealing with care management within the team, dealing with patients/service users, dealing with other professionals, and dealing with the required needs of the whole workplace environment. These changes require a large shift from the experience of being a student and a mentored supervised learner, so it is essential that one is equipped with all the skills required to successfully make the transition. The newly qualified nurse must demonstrate they are fit to enter the NMC register and therefore be eligible to practice as a qualified nurse. In all cases, the newly qualified nurse is seen as: Provider of care Educator Counsellor Collaborator Researcher Change Agent Patient Advocate Manager The above are typically the roles of a newly qualified nurse which can be compressed into the NMC professional skills requirements listed below: Maintaining standards of care Making ethical and legal decisions Being accountable Teamworking Teaching others Being in charge. It is recognized that there is a certain amount of overlap in these professional skills and that some concepts cross all of them, in that there are no clear lines drawn where one skill ends and another starts. For the purpose of this analysis, we will look at the issue of making ethical and legal decisions and the Patient Group Direction. Decisions and actions are taken by nurses in the course of day-to-day practice. One would not usually consider each of the skills or concepts in isolation in relation to particular incidents but would make a decision based on the factors contributing to the situation. However, when analysing any situation, in the decisions made and the actions taken, some of the individual conceptual principles may be recognized and highlighted. For example, asking a member of staff to complete a task on your behalf is delegating. This fits neatly into leadership theory and also relates to aspects of accountability. Completing a health and safety audit in the work environment might relate to management theory and responsibility taken on. Completing a review of an individuals care and setting goals for them in multidisciplinary meetings might relate to team working theory. Reporting of poor practices or environments might relate to aspects of accountability and maintaining standards of care. However, all of the above aspects could arise from analysing one situation where the nurse has to make decisions about a certain aspect of care management thus emphasizing the great importance of making ethical and legal decisions. DECISION MAKING PROCESS Nurses are problem solvers who use the nursing process as their tool. The chief goal of ethical decision-making process is to determine right and wrong in situations where clear demarcations are not apparent, and then search for the best answer. For a newly qualified nurse, the following will be a guide to making ethical decisions: State the Dilemma State dilemma clearly, determine whether the problem/decision involves the nurse or only the patient, focus attention on ethical principles and follow the clients wishes first while considering the family input in case of unconsciousness. Collect and Analyze Data Know clients and familys wishes and all information about the problem. Keep abreast of any up to date legal and ethical issues; which may also overlap. Consider Choices of Action Most ethical dilemmas have multiple solutions, some of which are more feasible than others. The more options that are identified, the more likely it is that an acceptable solution can be identified. It may require input from outside sources and other professionals such as Social workers etc. Make the Decision The most difficult part of the process is making the decision, following through with the action, and then living with the consequences. Ethical dilemmas produce differences of opinion and not every one is pleased with the decision but it must be emphasized that clients wishes always supercede the decision by health care providers but ideally, a collaborative decision is made by client, family, doctor and nurse thus producing fewer complications. Act Once a course of action has been determined, the decision must be carried out. Implementing the decision usually involves collaboration with others. Evaluate Unexpected outcomes are common in crisis situations that result in ethical dilemmas. It is important for decision makers to determine the impact an immediate decision may have on future ones. It is also important to consider whether a different course of action might have resulted in a better outcome. If the outcome accomplished its purpose, the ethical dilemma should be resolved and if the dilemma has not been resolved, additional deliberation is needed. Patient Group Direction (PGD) The legislation (Statutory Instrument, 200a) states that Patient Group Direction means in connection with the supply of a prescription only medicine a written direction relating to the supply and administration of a description or class of prescription only medicine or a written direction relating to the administration of a description or class of description only medicine, and which in the case of either is signed by a doctor and by a pharmacist; and relates to the supply and administration, or to administration, to persons generally (subject to any exclusions which may be set out in the Direction). In practice this means that a PGD, signed by a doctor and agreed by a pharmacist, can act as a direction to a nurse to supply and/or administer prescription-only medicines (POMs) to patients using their own assessment of patient need, without necessarily referring back to a doctor for an individual prescription. When can PGDs be used? The law is clear that the majority of care should be provided on an individual, patient-specific basis, and that the supply and administration of medicines under PGDs should be reserved for those situations where this offers an advantage for patient care (without compromising safety), and where it is consistent with appropriate professional relationships and accountability. The RCN interprets this to mean that PGDs should only be used to supply and/or administer POMs to homogeneous patient groups where presenting characteristics and requirements are sufficiently consistent for them to be included in the PGD e.g. infants and children requiring immunisation as part of a national programme. Which POMs can be supplied or administered under a PGD? PGDs can be used to supply and administer a wide range of POMs although there are currently legislative and good practice restrictions in relation to controlled drugs, antimicrobials and black triangle drugs. Controlled drugs The use of controlled drugs continues to be regulated under the Misuse of Drugs Act 1971 and associated regulations made under that Act. The Home Office has agreed to allow the supply and administration of substances on Schedule 4 (with the exclusion of anabolic steroids) and all substances on schedule 5 to be included in PGDs. Antimicrobials can be included within a PGD but consideration must be given to the risk of increased resistance within the general community. When seeking to draw up a PGD for antimicrobials, a local microbiologist should be involved and approval sought from the drug and therapeutics committee or equivalent. Black triangle drugs and medicines used outside the terms of the Summary of Product Characteristics Black triangle drugs (i.e. those recently licensed and subject to special reporting arrangements for adverse reactions) and medicines used outside the terms of the Summary of Product Characteristics (SPC) sometimes called off label use (for example, as used in some areas of specialist paediatric care) may be included in PGDs. Their use should be exceptional and justified by best clinical practice, and a direction should clearly describe the status of the products. How should PGDs be drawn up? The law (Statutory Instrument, 2000a) requires that PGDs should be drawn up by a pharmacist and the doctor who works with the nurses who will be using them. The relevant health authority should also ratify the PGD. In England, when PGDs are developed locally, HSC 2000/026 (NHSE, 2000) requires that a senior doctor and a senior pharmacist sign them off with authorisation from the appropriate health organisation, i.e. the trust, and that all nurses using the directions are specifically named within the PGD and signed by them. The RCN acknowledges this as good practice and recommends the following steps be taken throughout the UK. The NMC Standards for Medicines Management (2007) state that the administration of drugs via PGDs may not be delegated and students cannot supply or administer under a PGD. Students would however be expected to understand the principles and be involved in the process (NMC 2007). Failure to ascertain that a PGD is the most appropriate route can lead to waste of valuable time and resource and place increased risk on delivery and quality of patient care. Anyone involved with PGDs (whether developing, authorising or practising under them) should understand the scope and limitations of PGDs as well as the wider context into which they fit to ensure safe, effective services for patients. Any extension to professional roles with regard to administration and supply of medicines must take into account the need to protect patient safety, ensure continuity of care and safeguard patient choice and convenience. It also has to be cost effective and bring demonstrable benefits to patient care. Any practice requiring a PGD that fails to comply with the criteria falls outside of the Law and could result in criminal prosecution under the Medicines Act. With regard to the written instruction required for the supply and administration of medicines by non-professionals, Medicines Matters (2006) (3) clarifies that a suitably trained non-professional member of staff can only administer medicines under a Patient Specific Direction (PSD). Medicine Matters (2006) states that: Patient Specific Direction is the traditional written instruction, from a doctor, dentist, nurse or pharmacist independent prescriber, for medicines to be supplied or administered to a named patient. The majority of medicines are still supplied or administered using this process. There is nothing in legislation to prevent PSDs being used to administer medicines to several named patients e.g. on a clinic list. PSDs are a direct instruction and therefore do not require an assessment of the patient by the health care professional instructed to supply or administer the medicine. Pharmacy Only (P) and General Sales List (GSL) Medicines Medicines legislation states that a PGD is not required to administer a P or GSL medicine. The use of a simple protocol is advisable for best practice and from a governance perspective. All medicines administered must be recorded in the patients medical record. Where a GSL medicine is to be supplied it must be taken from lockable premises and supplied in a pre-pack which is fully labelled and meets the GSL requirements. A PGD will be necessary for the supply of P medicines by anyone other than a registered pharmacist. Recommend further advice to be sought from a pharmacist. (Ref: NPC PGDs 2004). For safe administration of drugs, the newly qualified nurse must give the right dose of the right drug to the right patient in the right route at the right time. When giving medications, the nurse needs to be aware of possible interactions between the patients different drugs. It is the nurses responsibility to protect the patient from harm. If they think the wrong drug or the wrong dose has been ordered, they must ask for help from the nurse or the doctor in charge. The newly qualified nurse needs to know the doses of the drug which are safe to administer. Sometimes the pharmacy gives out drugs in grams when the order specifies milligrams, or the other way around. They need to know how to convert these. It is important to know what types of dilemmas newly qualified nurses may face during their careers and how they may deal with it. It is also important for nurses to understand what malpractice is and how they may protect themselves from a malpractice suit. Firstly, it is important to understand the difference between law and ethics. Ethics examines the values and actions of people. Often times, there is no one right course of action when one is faced with an ethical dilemma. On the other hand, laws are binding rules of conduct. When laws are broken, it is punishable by an authority. There are four types of situations that pertain to law and ethics. The first would be an action that is both legal and ethical. An example of this would be a nurse carrying out appropriate doctors orders as ordered. A nurse may also be faced with an action that may be ethical but not legal, such as allowing a cancer patient to smoke marijuana for medicinal purposes. The opposite may arise where an action may be legal but not ethical. Finally, an action may be neither legal nor ethical. For example, when a nurse makes a medication error and does not take responsibility to report to it appropriately. The right of service users to expect practitioners to act in their best interests is reinforced by professional codes of conduct and legislation such as the Mental Health Act. It is also reflected in equality of opportunity legislations such as the Sex Discrimination Act and the Race Relation Act, which aim to ensure that everybody has equal access to and is offered equal care by health and social care service. Patients right to confidentiality under statutory duties is stipulated in the Data Protection Act, Article 8 European Convention of Human Rights, Access to Personal Files Act 1987 and Access to Health Record Acts 1990. The code does require that nurses must disclose information if they believe someone may be at risk of harm in line with the law. As a nurse, respecting autonomy means you must effectively communicate with patients, be truthful, enable patients to make decisions freely, provide appropriate information and accept the patients preferences. Legally, patients must be given enough information to make a balanced judgement however we must be aware that if nurses fail to comply with the legal duty of disclosure, they could face a negligence claim. However, under the principle of therapeutic privilege they can legally withhold information that they think will harm the patient Some patients whether children or adults are unable either to make or to communicate their decisions therefore they lack (or have limited) capacity. The Mental Capacity Act 2005 that create and clarifies the common law on consent in England and Wales, affects everyone aged 16 and over, and provides a statutory framework to empower and protect people who may not be able to make some decisions for themselves. The moral justifications for acting without consent are the principles of beneficence (the duty to do good) and non-maleficence (the duty to do no harm). Paternalism is overriding someones autonomy because you think it is for their own good. However, it is justifiable if we can demonstrate that the patient is at risk of significant, preventable harm, or the action will probably prevent the harm, or the patients capacity for rational reflection is either absent or significantly impaired, or at a later time, it can be assumed that the patient will approve of the decision taken on his/her behalf, or the benefits to the patient of intervention outweigh the risks. Also, we live in a society where demands for accountability and taking responsibility are so commonplace that pinning the blame on someone or something has become almost a fad. The NHS culture of blame has developed basically because no one wants to be accountable or responsible for actions or omissions hence there are no longer any accidents or mistakes. Principles of beneficence and non-maleficence underpin the concept of fault which lies at the heart of negligence law. Beneficence means that you must act in ways that benefit others (i.e. duty to care), and Non-maleficence means that you have a duty not to harm others nor subject them to risk of harm. Every nursing intervention that aims to benefit patients may at the same time also harm them. Sometimes the harm will be unavoidable or even intentional and at other times it can be unintentional and unexpected, therefore it is appropriate to think about the principles of non-maleficence and beneficence together in order to balance harm and benefits against each other. We can resolve this problem responsibility and accountability. These words are sometimes used interchangeably because they do overlap but in actual fact they do not mean the same thing. Being responsible can mean that it is your job or role to deal with something and/or that you have caused something to happen. Accountability on the other hand is about justifying your action or omissions and establishing whether there are good enough reasons for acting in the way you did. Even where the newly qualified nurse delegate tasks to others, such as nursing auxiliaries or care assistants she/he is accountable to the patients through a duty of care, underpinned by a common-law duty to promote safety and efficiency, and legal responsibility through civil law, the employer as defined by your contract of employment, the profession as stated in the relevant codes of conduct and the public. Conclusion All newly qualified nurses were faced with assumptions from others that they should know everything. This was also a high expectation they had of themselves. In meeting the NMC standards of proficiency the nurse should have demonstrated the relevant knowledge and skills in order to practise in their relevant specialized fields. However, it is important to recognize that not every nurse knows everything about everything in their field, especially if they are practising in highly specialized fields. What they need is to be able to develop and adapt to changing situations. Therefore, for the nurse it is impossible to know everything, but they should have developed the skills to find out relevant information, reflect on it, and apply this to their practice. In essence they should have learned how to learn. There is a great deal to be learned once qualified, especially related to a nurses new area of work and a good deal of the development needs to take place on the job.

Is Flag Burning protected under the First Amendment? :: Persuasive, Exemplification Essay

Is Flag Burning protected under the First Amendment?          There is a proposed amendment to make flag burning illegal. Congress tried to pass the Flag Protection Act of 1989, but the act failed because it is seen as a form of public protection.   There have been other attempts to pass legislation to protect the American flag but all of the attempts have failed so far.    Flag burning is very controversial because people have different definitions of what â€Å"freedom of speech† means and what our flag stands for. This essay explores these definitions from the proponent’s viewpoint for a law protecting the flag and the opponents view point against such a law. The most debated question being asked at this time is:   is flag burning protected under the First Amendment guaranteeing the freedom of speech? It all depends on how a person defines the flag and interprets the First Amendment.    In order to help answer this question let’s being by defining what a flag is. The proponents (veterans, Citizens Flag Alliance, and other organizations of this type) of the amendment for protection of the flag define the flag as a â€Å"cultural artifact with meaning significance, and usage determined by the particular system employing it (Guenter 18).† Some flag historians have recognized the impact of culture on the shifting significance and usage of the national banner, although no one has ventured a full-scale probe of the subject (Guenter 16). The flag in the beginning was a symbol of freedom and enlightenment. The flag design has even changed. The very first flag contained thirteen stars that were in a circle with the red and white stripes. As the nation grew so did the flag, until the flag became what we know of it today.    The proponents also feel that, the flag should never be used for advertising purposes in any manner whatsoever (www.legion.org/flagcode.htm). It should not be embroidered on such articles as cushions or handkerchiefs and the like, printed or otherwise impressed on paper napkin or boxes or anything that is designed for temporary use and discard (www.legion.org/flagcode.htm). Advertising signs should not be fastened to a staff or halyard from which the flag is flown. No part of the flag should ever be used as a costume or athletic uniform (www.legion.org/falgcode.htm).      However, a flag patch may be affixed to the uniform of military personnel, firemen, policemen, and members of patriotic organizations.

Future of Marketing: Recent Trends, Emerging Issues & Future Outlook Essay

Marketing decisions are an important part of the management practice. Large-scale databases and applications are methods that have increased tremendously over the years. â€Å"In the twenty-first century we expect that marketing managers will increasingly customize products and services and the supporting marketing programs.† (Leeflang & Wittnk, 2000) There have been several areas that have advanced in the future of marketing. Most organizations have customized services and products to customers’ needs and wants. This has become a normal activity in order to stay competitive in today’s market. A guest editorial written by Naresh K. Malhotra explains that â€Å"leading scholars from several different areas of marketing were invited to contribute† to answer such questions as â€Å"What have we learned? What gaps remain? Is marketing as a discipline well positioned to meet the challenges of the next century? What future directions should marketing take?† (Malhotra, 1999) These questions are vital to refine the present theories in order to meet future challenges in marketing. Marketing research is a useful tool in checking how things are going as well as to find out if there are any unanticipated problems that may arise. Finding any gaps in marketing is also found by research and can help in the implementation of new technology of the future. Knowing how to attract more potential cliental is a direction that marketing needs to take in order to stay competitive in the global market. Implementing a gap analysis will help in finding out if there are any gaps in the marketing of any product. This analysis will identify what needs to be addressed and how to address the issue. This will also help in finding the type of market the product should be marketed. The analysis will also help in meeting the challenges of the next century and what direction the company needs to take in marketing their product. â€Å"The 20th century saw considerable advances in both marketing theory and practice.† (Taylor, 2000) At the end of the century, important research developed that has advanced knowledge in several areas that include relationship marketing, international marketing, and marketing services to name a few. But the introduction of cyberspace has been the largest emerging issue in marketing. With the internet becoming very useful to the consumer, these users have increased sales dramatically. â€Å"However, keeping up with the rapid advances in technology will be a challenge for marketing researchers for years to come.† (Taylor, 2002) Notably there are a few areas that have realized that â€Å"In today’s environment, customer share should replace market share, customer managers should replace brand managers, and customer profitability should replace product profitability. With the vast increases in information technology it is now possible to apply these ideas in consumer markets. Financial service and transportation firms appear to be making steady progress in this direction.† (Leeflang & Wittnk, 2000) Take for an example, our public transportation here in Pinellas County. Just recently this organization has placed investigators onboard these busses to ask customers questions on how the service is and what improvements should be done. In the last couple of months there have been a few new bus routes added to accommodate new customers in areas that haven’t had any bus routes before. The future of marketing today has a few bumps to overcome. One is in the academic field, where there is a concern whether academic classes are closing the gap from the past to the future and the other is marketing through the internet. The role of academic marketing helps in the theory and methods in the practice of marketing in the future. â€Å"There is an alarming and growing gap between the interests, standards, and priorities of academic marketers and the needs of marketing executives operating in an ambiguous, uncertain, fast-changing, and complex marketspace.† (Dekimpe & Hanssens, 2000) This growing gap is becoming damaging to the marketing long-term outcome for the future. The future of business schools is to advance the practice of business, practice of marketing which includes its impact on business strategy, the businesses success and society’s ability to address these challenges, and should become a part of the decision in advancement in the marketing field. With the education that business schools provide, the decisions on relevant issues and making a difference in the practice of the marketing student. This is one field that the future of marketing needs to work on in order to have educated personnel. It is unfortunate that the academics field of marketing doesn’t seem to advance quickly in the information provided, but the future can hold new information as the marketing field continues to grow and have more models to give illustrations. The future â€Å"for the whole marketing academic community to work on relevant business problems is an easier path to undertake after tenure has been achieved than before, at least until the structural changes are in place.† (Reibstein, Day & Wind, 2009) This is well said and does show that the future in marketing academics is going to be something to take into consideration for any future business major The future of marketing should provide more emphasis on societal research. â€Å"There are three further issues that merit consideration: (1) intrinsic research characteristics and constraints, (2) research receptivity by the journal reviewers today, and (3) personal motivation and purpose.† (Wilkie & Moore, 2012) All of the above considerations are based on facts, theories, methods and applications learned. Studying marketing in society will offer many opportunities and careers that will invite future marketers to pursue. Online marketing is another form of marketing for the future. This form of strategy allows the organization to â€Å"demonstrate the growing power of online communities in building brand reputations and customer relationships.† (Harris & Rae, 2009) When first introduced, the internet only provided customers to view the organizations web site. Now social networks advertise products for companies worldwide. Social networks such as YouTube and Facebook use company’s advertisements to provide a free service to those networks clients, and to help the companies that advertise to market their product. Social networking is changing the way businesses and their customers relate to one another. Social networking does have a good side and a bad side. On the good side of social networking, a company can offer a means where customers can write a review of the company’s product and other customers are able to read these reviews. This can lead to more customers providing that the reviews are positive. The bad side of social networking is criticism of the customer service provided by the company. If a customer had a bad experience, they would post that experience to the company’s blog or to an online community such as www.getsatisfaction.com. This website provides a forum for customers to raise questions or to complain about a wide range of companies resulting in discussions displayed for other inquirers to search and view. The only thing wrong with this site is if the company doesn’t monitor this site and give input to the complaint, the company may look to the consumer as hiding something. Although this is all new and still in the beginning stages, social networking can be a very useful new tool for organizations in the future. . References Dekimpe, M. G., & Hanssens, D. M. (2000). Time-series models in marketing: Past, present and future. International Journal of Research in Marketing, 17(2-3), 183-193. doi: http://dx.doi.org/10.1016/S0167-8116(00)00014-8 Harris, L., & Rae, A. (2009). Social networks: the future of marketing for small business. Journal of Business Strategy, 30(5), 24-31. doi: 10.1108/02756660910987581 Leeflang, P. S. H., & Wittnk, D. R. (2000). Building models for marketing decisions:: Past, present and future. International Journal of Research in Marketing, 17(2-3), 105-126. doi: http://dx.doi.org/10.1016/S0167-8116(00)00008-2 Malhotra, N. K. (1999). Guest editorial: The past, present, and future of the marketing discipline. Journal of the Academy of Marketing Science., 27(2), 116-119. doi: 10.1177/0092070399272001 Reibstein, D. J., Day, G., & Wind, J. (2009). Guest editorial: Is marketing academia losing its way?. American Marketing Association, 73(4), 1-3. doi:10.1509/jmkg.73.4.1 Taylor, C. R. (2000 ). Emerging issues in marketing. (6 ed., Vol. 17, pp. 441-447). New York: John Wiley & Sons. Wilkie, W., & Moore, E. (2012). Expanding our understanding of marketing in society. Journal of the Academy of Marketing Science, 40(1), 53-73. doi: 10.1007/s11747-011-0277-y

Iwt1-Task-1 Essay - 899 Words

IWT1 Task 1 000251565 Polly A. Welch Impressionism and Post Impressionism In Paris in the late 19th century (1874-1882), several artists who called themselves the Anonymous Society of Painters, Sculptors, Printmakers, etc. organized an exhibit that launched the movement called Impressionism. These artists, such as Eduoard Manet, Edgar Degas, Claude Monet, Pierre Auguste Renoir, and Mary Cassatt, sparked worldwide following and revolutionized Western conceptions of painting. Appearing to other artists to be a group, these independent painters with quite diverse artistic approaches, were only unified in their rejection by the official annual Salon (the Acadà ©mie des Beaux-Arts which is a French academic organization that†¦show more content†¦The renovated city became a popular subject for Impressionists such as Camille Pissarro and Gustave Caillebotte. During this period, factories for manufacturing consumer goods were increasing. Fashion was becoming more prevalent in society and industry was being revolutionized. Directly affecting impressi onism were scientific advances such as better quality brushes and synthetic paint pigments that became available. Post-Impressionism came about later in 19th century (1880-1890s) France. During that time, Edouard Vuillard, Pierre Bonnard, and Maurice Denis, members of a group of experimental artists known as the Nabis, played a significant role in the revival of decorative painting. Their experimentation with the arrangement of line and color was meant to function as a visual equivalent of nature without replicating its appearance. They also hoped to reassert the role of paint in decorating interior living spaces. Influenced by Impressionists use of color, yet pushing the appearance of nature, especially stressing high-keyed color, they developed bold new styles using innovative brushwork and emphasizing geometric shapes and figures. These techniques are known as Divisionism or Pointillism and they contrast significantly with the short, spontaneous canvases of Impressionism. Cont ributing to these developments were the likes of Vincent Van Gogh, Paul Gaugin, and George Seurat. These techniques later influenced many abstract painters of the early 20thShow MoreRelatedWgu Iwt1 Task 11405 Words   |  6 PagesFUNDAMENTAL CONCEPTS, METHODS, MODES IN THE HUMANITIES – Task 1 A1 - Renaissance The Renaissance period began in Italy around 1300 and spread throughout Europe during the 1400 and 1500’s. This period signified the beginning path to incredible change in customs, ways of life and institutions that had existed in Europe for almost a thousand years. Many of the new ideas of this period still influence our lives today. The beginning of this period the European countryside was broken up intoRead MoreIwt1 Task 1 Wgu Essay1294 Words   |  6 PagesIWT1 Task 1 Impressionism and Post Impressionism By WGU student In early 19th century, the French government controlled the academies and salons of paintings. The impressionism took place in second half of 19th century, which was results of French artists rejecting the traditional government sanctioned academic painting that was dominating their arts at the time. The first independent art exhibition was held in 1874 for one month. Few of the famous artists’ who participated and help organizeRead MoreA Brief Note On Impressionism And Post Impressionism958 Words   |  4 PagesIWT1 Task 1 Impressionism and Post Impressionism By WGU student In early 19th century, the French government controlled the Academies des Beaux-Arts and Salon de Paris of paintings. The Academies were considered the ruling authority and held annual art exhibits called salons. The salons featured works of art that conformed to their standards. In the second half of the 19th century, Impressionism began which was a result of French artists rejecting traditional government and their standards. In 1874Read MoreComparison of Two Historical Art Periods1131 Words   |  5 Pages Comparison of Two Historical Art Periods: Middle Ages (Gothic) and Renaissance Architecture Christina Plunkett Western Governors University IWT1 Humanities Task 1 Gothic style came about in the middle of the twelfth century. It was named after the Goths that controlled France during that time. It was developed as a result of Christian ideals. Christian leaders wanted big, tall, ornate churches to represent their strong faith. Later it was also used for non-religious buildings