Sunday, May 24, 2020
Mermaids By Richard Van Camp Analysis - 798 Words
Tragedy is defined as an event that causes suffering, destruction and death. When one is not fully aware of their knowledge, terrible events will correspond to what one has done. In the short story Mermaids by Richard Van Camp, the human suffering of Torchy resembles an Aristotle tragedy. Firstly, Torchy demonstrates hamartia when he is gambling. Additionally, the outcome of Torchy’s hamartia leads him to peripeteia which Torchy runs out of medicine. Lastly, Torchy wonders if he is a villain and this shows anagnorisis. Torchy’s actions ultimately lead his life to a downfall that is caused through accidental events, and this overall demonstrates the concept of an Aristotle tragedy. When one has fulfilled their goal without any downfalls,†¦show more content†¦This is an enormous indication that Torchy went beyond his limit and should have stopped when he had reached his goal. As the story progresses, Torchy says â€Å"When i went back to the room, the twins had vanished with all my money†. (4) This means that Torchy’s blind actions directed him to his own self destruction. This shows peripeteia because it shows the consequence of a tragic flaw. During Torchy’s talk with Stephanie, Torchy foreshadows what will happen in his tragic future by saying â€Å"They forgot about God and anytime men forget about God, He reminds them He’s still there. That’s why he brought AIDS. Because we forgot†. (2) This is an exact analogy of what happens to Torchy as he forgets about the medicine and his forgetfulness leads him to lose all the money he won. These facts furthermore prove how Torchy’s actions resembles an Aristot le tragedy because of the downfalls that he created for himself. Lastly, Torchy portrays anagnorisis by gaining knowledge of himself in the past that he was neglecting. During his talk with Stephanie, Torchy about himself â€Å" Am I a bad man†¦ I’m not a bad man. I just leave for a while and let the bad man in†. (2) This is Torchy obtaining his knowledge of the past that he was a bad guy when he kept gambling after getting eighty thousand dollars, and letting his brother die without stopping him from committing suicide. At this point,Show MoreRelatedAn Analysis Of Mermaid By Richard Van Camp709 Words  | 3 PagesRichard Van Camp shares the story of Torchy and his series of events that takes the reader along to see and feel the tragedies of Torchy with his past and current experiences. In the short story â€Å"Mermaid†by Richard Van Camp, the author explores the realm of a true tragedy in this story through the use of the Aristotle style of the element s of tragedy displayed by the means of Torchy’s series of unfortunate events through willing blindness, dramatized actions and pity developed for the character
Wednesday, May 13, 2020
Robert Frost Biographical Profile of the Famous Poet
Robert Frost  even the sound of his name is folksy, rural: simple, New England, white farmhouse, red barn, stone walls. And that’s our vision of him, thin white hair blowing at JFK’s inauguration, reciting his poem â€Å"The Gift Outright.†(The weather was too blustery and frigid for him to read â€Å"Dedication,†which he had written specifically for the event, so he simply performed the only poem he had memorized. It was oddly fitting.) As usual, there’s some truth in the myth  and a lot of back story that makes Frost much more interesting  more poet, less icon Americana. Early Years Robert Lee Frost was born March 26, 1874 in San Francisco to Isabelle Moodie and William Prescott Frost, Jr. The Civil War had ended nine years previously, Walt Whitman was 55. Frost had deep US roots: his father was a descendant of a Devonshire Frost who sailed to New Hampshire in 1634. William Frost had been a teacher and then a journalist, was known as a drinker, a gambler and a harsh disciplinarian. He also dabbled in politics, for as long as his health allowed. He died of tuberculosis in 1885, when his son was 11. Youth and College Years After the death of his father, Robert, his mother and sister moved from California to eastern Massachusetts near his paternal grandparents. His mother joined the Swedenborgian church and had him baptized in it, but Frost left it as an adult. He grew up as a city boy and attended Dartmouth College in 1892, for just less than a semester. He went back home to teach and work at various jobs including factory work and newspaper delivery. First Publication and Marriage In 1894 Frost sold his first poem, â€Å"My Butterfly,†to The New York Independent for $15. It begins: â€Å"Thine emulous fond flowers are dead, too, / And the daft sun-assaulter, he / That frighted thee so oft, is fled or dead.†On the strength of this accomplishment, he asked Elinor Miriam White, his high school co-valedictorian, to marry him: she refused. She wanted to finish school before they married. Frost was sure that there was another man and made an excursion to the Great Dismal Swamp in Virginia. He came back later that year and asked Elinor again; this time she accepted. They married in December 1895. Farming, Expatriating The newlyweds taught school together until 1897, when Frost entered Harvard for two years. He did well, but left school to return home when his wife was expecting a second child. He never returned to college, never earned a degree. His grandfather bought a farm for the family in Derry, New Hampshire (you can still visit this farm). Frost spent nine years there, farming and writing  the poultry farming was not successful but the writing drove him on, and back to teaching for a couple more years. In 1912, the Frost gave up the farm, sailed to Glasgow, and later settled in Beaconsfield, outside London. Success in England Frost’s efforts to establish himself in England were immediately successful. In 1913 he published his first book, A Boy’s Will, followed a year later by North of Boston. It was in England that he met such poets as Rupert Brooke, T.E. Hulme and Robert Graves, and established his lifelong friendship with Ezra Pound, who helped to promote and publish his work. Pound was the first American to write a (favorable) review of Frost’s work. In England Frost also met Edward Thomas, a member of the group known as the Dymock poets; it was walks with Thomas that led to Frost’s beloved but â€Å"tricky†poem, â€Å"The Road Not Taken.†The Most Celebrated Poet in North America Frost returned to the U.S. in 1915 and, by the 1920s, he was the most celebrated poet in North America, winning four Pulitzer Prizes (still a record). He lived on a farm in Franconia, New Hampshire, and from there carried on a long career writing, teaching and lecturing. From 1916 to 1938, he taught at Amherst College, and from 1921 to 1963 he spent his summers teaching at the Bread Loaf Writer’s Conference at Middlebury College, which he helped found. Middlebury still owns and maintains his farm as a National Historic site: it is now a museum and poetry conference center. Last Words Upon his death in Boston on January 29, 1963, Robert Frost was buried in the Old Bennington Cemetery, in Bennington, Vermont. He said, â€Å"I don’t go to church, but I look in the window.†It does say something about one’s beliefs to be buried behind a church, although the gravestone faces in the opposite direction. Frost was a man famous for contradictions, known as a cranky and egocentric personality – he once lit a wastebasket on fire on stage when the poet before him went on too long. His gravestone of Barre granite with hand-carved laurel leaves is inscribed, â€Å"I had a lover’s quarrel with the world Frost in the Poetry Sphere Even though he was first discovered in England and extolled by the archmodernist Ezra Pound, Robert Frost’s reputation as a poet has been that of the most conservative, traditional, formal verse-maker. This may be changing: Paul Muldoon claims Frost as â€Å"the greatest American poet of the 20th century,†and the New York Times has tried to resuscitate him as a proto-experimentalist: â€Å"Frost on the Edge,†by David Orr, February 4, 2007 in the Sunday Book Review. No matter. Frost is secure as our farmer/philosopher poet. Fun Facts Frost was actually born in San Francisco.He lived in California till he was 11 and then moved East  he grew up in cities in Massachusetts.Far from a hardscrabble farming apprenticeship, Frost attended Dartmouth and then Harvard. His grandfather bought him a farm when he was in his early 20s.When his attempt at chicken farming failed, he served a stint teaching at a private school and then he and his family moved to England.It was while he was in Europe that he was discovered by the US expat and Impresario of Modernism, Ezra Pound, who published him in Poetry. â€Å"Home is the place where, when you have to go there,They have to take you in....†--â€Å"The Death of the Hired Man†â€Å"Something there is that doesn’t love a wall....†--â€Å" Mending Wall†​ â€Å"Some say the world will end in fire,Some say in ice....--â€Å" Fire and Ice†A Girl’s Garden Robert Frost (from Mountain Interval, 1920) A neighbor of mine in the village    Likes to tell how one springWhen she was a girl on the farm, she did    A childlike thing. One day she asked her father    To give her a garden plotTo plant and tend and reap herself,    And he said, â€Å"Why not?† In casting about for a corner    He thought of an idle bitOf walled-off ground where a shop had stood,    And he said, â€Å"Just it.†And he said, â€Å"That ought to make you    An ideal one-girl farm,And give you a chance to put some strength    On your slim-jim arm.†It was not enough of a garden,    Her father said, to plough;So she had to work it all by hand,    But she don’t mind now. She wheeled the dung in the wheelbarrow    Along a stretch of road;But she always ran away and left    Her not-nice load. And hid from anyone passing.    And then she begged the seed.She says she thinks she planted one    Of all things but weed. A hill each of potatoes,    Radishes, lettuce, peas,Tomatoes, beets, beans, pumpkins, corn,    And even fruit trees And yes, she has long mistrusted    That a cider apple treeIn bearing there to-day is hers,    Or at least may be. Her crop was a miscellany    When all was said and done,A little bit of everything,    A great deal of none. Now when she sees in the village    How village things go,Just when it seems to come in right,    She says, â€Å"I know! It’s as when I was a farmerâ€â€Ã¢â‚¬â€Ã¢â‚¬     Oh, never by way of advice!And she never sins by telling the tale    To the same person twice.
Wednesday, May 6, 2020
Too Much Pressure Free Essays
Colleen Went states that cheating has been on the rise due to the fact that many teachers accept it. The teachers knew that these things went on, yet nobody seems to do anything about them. With so many people cheating, teachers have a hard time tracking down who cheated and who didn’t. We will write a custom essay sample on Too Much Pressure or any similar topic only for you Order Now Teachers assign homework every day, and they have over a hundred students. With so much assignments pouring in to be graded, teachers usually have students peer edit the assignment or they Just glance at it. The student could have Just written down something foolish and the teacher wouldn’t notice. On account of this, many teachers think cheating is fine. Because many teachers ignore cheating that is occurring right under their noses, so many students get away with It. The lenient consequences that are given to students for cheating, is another factor that is causing an increase in cheating. Penalties for getting caught cheating are mild. If someone was caught cheating, that assignment or test is usually confiscated, and you ere given a zero for that assignment. However, your parents were not called, and you were not suspended. Getting a zero on one assignment doesn’t hurt that much and the cheater doesn’t even learn a lesson. Due to the light consequences, students cheat even more in school. Colleen Went used exposition style of writing. Through exposition, she informs, explains, and clarifies her ideas and thoughts. Exposition goes beyond description to help the reader understand with greater clarity and depth the Ideas and thoughts. How to cite Too Much Pressure, Papers
Too Much Pressure Free Essays
Colleen Went states that cheating has been on the rise due to the fact that many teachers accept it. The teachers knew that these things went on, yet nobody seems to do anything about them. With so many people cheating, teachers have a hard time tracking down who cheated and who didn’t. We will write a custom essay sample on Too Much Pressure or any similar topic only for you Order Now Teachers assign homework every day, and they have over a hundred students. With so much assignments pouring in to be graded, teachers usually have students peer edit the assignment or they Just glance at it. The student could have Just written down something foolish and the teacher wouldn’t notice. On account of this, many teachers think cheating is fine. Because many teachers ignore cheating that is occurring right under their noses, so many students get away with It. The lenient consequences that are given to students for cheating, is another factor that is causing an increase in cheating. Penalties for getting caught cheating are mild. If someone was caught cheating, that assignment or test is usually confiscated, and you ere given a zero for that assignment. However, your parents were not called, and you were not suspended. Getting a zero on one assignment doesn’t hurt that much and the cheater doesn’t even learn a lesson. Due to the light consequences, students cheat even more in school. Colleen Went used exposition style of writing. Through exposition, she informs, explains, and clarifies her ideas and thoughts. Exposition goes beyond description to help the reader understand with greater clarity and depth the Ideas and thoughts. How to cite Too Much Pressure, Papers
Sunday, May 3, 2020
Case Study of John Gray-Free-Samples for Students-Myassignment
Question: Discuss about the Case Study of John Gray. Answer: Introduction: Nursing is a profession that is based on practice and experience (Levett-Jones, 2013). Therefore, the application of clinical reasoning methods in nursing is considered an essential aspect of the profession. A nurse who possesses a well-defined skill for clinical reasoning has a greater level of effectiveness in terms of providing a positive impact on individuals (Levett-Jones, 2013). These individuals provide a considerable amount of positivity in the clinical outcomes for the patients and their families (Alatri et al., 2012). Patients and their families often obtain a positive and satisfactory clinical experience upon interacting with nurses who display clinical reasoning skills. On the contrary, the lack of clinical reasoning in a nurse often leads to the failure of identification of signs of deterioration in the health of the patient. Nurses who lack sufficient skills of clinical reasoning often are unable to identify patient concerns and signs of ill-health (Parth, Hrusto-Lemes, Lffler-Stastka, 2014). The outcomes of patient experience generally depend upon the level of satisfaction of each individual towards the nurse and the experience that they gain from the health care experience (Huh et al., 2012). Particularly in mental health nursing or psychiatric nursing, the practice of developing critical thinking and clinical reasoning in order to determine the outcomes for the patient at every stage of healthcare is one of the most essential aspects of healthcare (Puntil et al., 2013). Patients of mental health concerns, depression in particular, have several levels of challenges and these problems translate to nursing care concerns (Smith et al., 2014). Depression has a high aetiology rate and is becoming increasingly common in the recent years and is considered a common occurrence. Mental health issues and depression demand the existence of clinical reasoning amongst psychiatric nurses (Osafo, Knizek, Akotia, Jhelmeland, 2012). Depression is an enfeebling disorder and often weakens the individual in body and spirit. In mental health nursing, it is of critical importance to analyse the various stages of patient care. The clinical reasoning model that is followed in the current essay i s the Levett-Jones model of clinical reasoning. This model follows a series of steps for the evaluation of patient condition, information, and clinical signs and symptoms (Levett-Jones, 2013). Clinical reasoning comprises of the assessment of patient concerns and considerations. This is followed by the collection of the patient information and listing the observations from the patient history and previous and/or ongoing medical treatments (Linkins et al., 2012). This is followed by the analysis of the patient information and history, recognition of the specific concerns for that patient, setting of nursing goals, identification of the nursing goal that has highest priority, and a final evaluation of the fulfilment of the nursing priorities identified. The current essay evaluates the patient outcomes for John Gray, a 28-year-old male patient diagnosed with severe depression followed by a failed suicide attempt. The present article follows the individual steps for patient nursing priorities for John. Considerations for the patient: John is a 28-year-old male patient admitted to the hospital following an episode of self-harm. John has a farming background in Brisbane and his father was a grazier. John is expected to supervise the family farm, which has been greatly affected by a long-term drought condition, and relieve his father of his duties by taking over. The primary considerations of the patient include depression, self-harm and suicidal tendencies, lack of interaction, unstable intake routine of medication, mood-swings, and behavioural inconsistencies. Collection of information and cues from patient history and presentations: Johns behaviour has been stand-offish and relatively repulsive. He does not display any interest in conversation and was rude upon introduction. He has very little or no appetite. His medical records indicate normal-slightly low blood pressure (125/75), normal body temperature (36.3 degree Celsius), normal (borderline low) pulse rate (66 beats per minute), and a normal rate of respiration (18 per minute). John has a mark on his neck caused by the rope that he used whilst attempting suicide. He additionally has broken skin patches and few bruises caused from the fall upon failure of his attempt. He is not found with any serious injuries and his bruises have been bandaged. He does not show any interest in group activities or one-on-one conversation. Johns ongoing treatment protocol includes anti-depressant drug venlafalxine with a daily dosage of 75 mg bd and doses of vitamin B and multivitamin tablets. Analysis and processing of the obtained information: The patient information indicates that there is an absence of physical or physiological illness or injury. The history of the patient suggests that the primary cause for his depression is likely to be the lack of a stable future and the drought that has severely impacted the everyday life of his family and thus, his own. Since John is expected to take over the farm activities, it is most likely the cause for severe worry and resultant depression. John has no vital abnormalities in his physical health parameters, which indicate a near-optimal physical health status. However, John seems to have a relatively low pulse, respiratory rate, and body temperature. John has attempted suicide recently and is still suicidal and uninterested in group activities or conversation. Since depression is a debilitating mental health condition, it can drain the energy and strength in a person (Kelton et al., 2013). Therefore, multivitamin tablets and Vitamin B has been included into the medical treatment regimen for the individual (Puntil et al., 2013). Identification of specific problems: John presents with a severe case of depression and is suicidal. He has attempted suicide in the past and does not seem to have recovered completely from the shock and the trauma of the failure of his attempt. The primary concerns for this specific patient is the pharmacological and medical treatment for bruises and mild injuries and more importantly, his depression symptoms. The use of anti-depressant drug Venlaflaxine can lead to mood swings, which can prove dangerous in John, since he is suicidal and has many mood swings (Coutre, Leung, Tirnauer, 2015). Venlaflaxine causes mood swings, behavioural changes, hyperactive or restless behaviour, hostility and aggression, impulsivity, irritation, lack of interest, and agitation. John displays most of these symptoms and shows severe disinterest in activities or conversation, along with being moody or hostile. The primary concern in this patient is therefore to focus on monitoring his reactions to Venlaflaxine and closely monitoring and e nsuring the regular intake of his Vitamin tablets and medication. The patient has to be closely monitored to prevent suicidal or aggressive behaviour. An attempt to build a trusting and pleasant nurse-client relationship and rapport is crucial (Cuker, Gimotty, Crowther Warkentin, 2012). Establishment of nursing goals: The goals and priorities identified for John include: Monitoring and ensuring the regular intake of Venlaflaxine, Vitamin B, and multivitamin tablets. Closely monitoring and recording changes in behaviours, moods, and attitudes Prevention of self-harm and hostile behaviour with the help of a trusting and pleasant nurse-client relationship. The present case of John presents several challenges for the fulfilment of the goals identified in nursing. The effects of Venlaflaxine can be adverse in certain conditions and can catalyse hostile or suicidal tendencies in young adults. The nursing priorities must therefore focus on interventions that can help prevent self-harm, suicide, or behavioural and mood changes. Therefore, of the three nursing goals established, the most critical goal is to the prevention of self-harm and suicide. These goals can be achieved by monitoring the patients mood and behaviour changes. Action and execution: The realisation of the goals and priorities set for the nursing intervention for John are complex and difficult to achieve, due to the inconsistencies of moods and behaviour in the patient. Therefore, my action plan is to: Prevention of self-harm and suicidal tendencies by watching the patient closely and controlling the availability of objects that can be used for self-harm. The patient has to be observed continuously; however, care has to be taken that the patient does not learn that he is being watched or monitored, in order to avoid suspicion or irritation in the patient. Monitor the intake of drugs periodically by closely watching the drug intake behaviour in the patient. Building a patient and trusting rapport with the patient by constantly engaging him in conversations, despite his aloof or cold reaction. However, at times if he is reluctant or shows severe disinterest, I have chosen to give him additional time. Outcomes of the action and evaluation: The current case of John Gray has been particularly challenging in terms of building a rapport and monitoring his mood swings or behavioural adversities without his knowledge. The primary nursing priority was to prevent self-harm. I ensured this by restricting availability of objects that can be used for self-harm. I monitored his progress gradually and the outcomes of my nursing intervention are the following: His comfort-level and rapport with have greatly improved. He has started to greater interest and participation in one-on-one and group activities and conversations His self-harm tendencies seem reduced. He has learned to cope with mood swings resulting from Venlaflaxine intake by limiting conversation at times of disinterest or irritability. He has developed insight on his mood swings and has improved sustenance to these side-effects of his anti-depressant, Venlaflaxine medication. He has improved relations with his peers and physicians. He reports absence of suicidal thoughts. Reflections of the nursing experience: The case of John Gray was both devastating and emotionally disturbing for me, especially because he is a young individual. His attempt at suicide and the subsequent depression was severe and has annihilated his interest in life. Gradually, with the nursing intervention and the progress of my interactions with him, I discovered that persons with depression respond to nurses or simply individuals who pay keen attention to their well-being as compared to their response to medication. I have found that Johns improvement resulted from a variety of factors, including his interactions with me, his nurse. I learned from this episode, that the psychiatric nurse plays a crucial role in the prevention of suicide and in cases of depression, it is the critical reasoning that a nurse displays, that can eliminate the likelihood of suicidal tendencies. References American Psychiatric Nurses Association (2015). Psychiatric-Mental Health Nurse Essential Competencies for Assessment and Management of Individuals at Risk for Suicide. Retrieved fromhttps://www.apna.org/files/public/Resources/Suicide%20Competencies%20for%20Psychiatric-Mental%20Health%20Nurses(1).pdf. Levett-Jones, T. (Ed.) (2013). Clinical reasoning: learning to think like a nurse. Frenchs Forest, New South Wales, Australia: Pearson Education. Levett-Jones, T., Sundin, D., Bagnall, M., et al. (2013). Learning to think like a nurse. HNE Handover: For Nurses and Midwives, 3(1), 15-19 Miller, C.A. Hunter, S. (Ed.) (2012). Nursing for wellness in older adults. Sydney, NSW: Lippincott Williams Wilkins Huh, J. T., Weaver, C. M., Martin, J. L., Caskey, N. H., O'Riley, A., Kramer, B. J. (2012). Effects of a late-life suicide risk-assessment training on multidisciplinary healthcare providers. The American Geriatrics Society, 60(4), 775-780. doi:10.111/j.1532-5415.2011.03843.x Osafo, J., Knizek, B. L., Akotia, C. S., Jhelmeland, H. (2012). Attitudes of psychologists and nurses toward suicide and suicide prevention in Ghana: A qualitative study. International Journal of Nursing Studies, 49(6), 691-700. doi:10.1016/j.ijnurstu.2011.11.010 Puntil, C., York, J., Limandri, B., Greene, P., Arauz, E., Hobbs, D. (2013). Competency-based training for PMH nurse generalists: Inpatient intervention and prevention of suicide. Journal of the American Psychiatric Nurses Association, 19(4), 205-210. doi:10.1177/107839031349275 Smith, A. R., Silva, C., Covington, D. W., Joiner, Jr., T. E. (2014). An assessment of suicide-related knowledge and skills among health professionals. Health Psychology, 33(2), 110-119. doi:10.1037/a0031062 Alatri, A., Armstrong, A. E., Greinacher, A., Koster, A., Kozek-Langenecker, S. A., Lance, M. D., et al. (2012). Results of a consensus meeting on the use of argatroban in patients with heparin-induced thrombocytopenia requiring antithrombotic therapya European Perspective. Thromb. Res., 129, 426433. doi: 10.1016/j.thromres.2011.11.041 Coutre, S., Leung, L. L. K., and Tirnauer, J. S. (2015). Management of Heparin-Induced Thrombocytopenia. Retrieved from https://www.uptodate.com/contents/management-of-heparin-induced-thrombocytopenia - H37. Cuker, A., Gimotty, P. A., Crowther, M. A., and Warkentin, T. E. (2012). Predictive value of the 4Ts scoring system for heparin-induced thrombocytopenia: a systematic review and meta-analysis. Blood, 120, 41604167. Kelton, J. G., Arnold, D. M., and Bates, S. M. (2013). Nonheparin anticoagulants for heparin-induced thrombocytopenia. N. Engl. J. Med., 368, 737744. Linkins, L. A., Dans, A. L., Moores, L. K., Bona, R., Davidson, B. L., Schulman, S., et al. (2012). Treatment and prevention of heparin-induced thrombocytopenia: antithrombotic therapy and prevention of thrombosis, 9th ed: American college of chest physicians evidence-based clinical practice guidelines. Chest, 141, (Suppl. 2), e495Se530S. Parth, K., Hrusto-Lemes, A., and Lffler-Stastka, H. (2014). Clinical reasoning processes and authentic clinical care for traumatised patients. J. Trauma. Stress Disord. Treat. Sci.
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