The Road to the Advancement of Professional Nursing Research Paper

The Road to the Advancement of Professional Nursing - Research Paper Example The events that took place in her life made her to develop the desire of becoming a nun. Her later experiences in life earned her more determination to become a health psychiatrist. It is from her experiences in life that made her to become the current leaning wall for most of the practicing nurses. Worthy to mention is the fact that she was the first nurse in world history to attain degree, masters, PhD and doctorate in the profession of nursing. Hildegard Peplau opted for nursing carrier by the nature of her family during her growth. Callaway (2002) mentions that Hildegard’s family was full of frustrations and unrest, which made Peplau dislike making a family of that nature. In the reports of Callaway (2002), Hildegard’s father was a tyrannical man who never let his family any chance for peace. Her mother was a homemaker who enjoyed little peace and comfort in her own family. Hildegard’s intelligence and ambition are among the factors that continued to award he r confidence of making a difference from other girls of her age in the society. She was disturbed with the stereotypes of her society that let women to decide the way of life between education and marriage (Callaway, 2002). According to Callaway (2002), Hildegard worked as storekeeper, payroll clerk and a bookkeeper. All these functions she accomplished in her hometown Reading. According to Callaway (2002), Hildegard enrolled in a nursing school after completing her course in business where she trained as nurse. On completing her nursing course, Hildegard joined Bennington College as a nursing staff (Callaway, 2002). Being under the driving influence of curiosity and determination, Callaway (2002), confirms that Hildegard managed to get a sponsorship to carry on with degree studies in nursing. Upon graduating with degree in nursing psychology, Peplau used the World War II as an advantage to secure employment in the US Army where she operated as a nurse. Being a holder of degree in N ursing Psychology, Hildegard secured a chance in a military hospital in the war torn England where she worked as a psychiatrist. While in England, Callaway (2002), reports that Hildegard invented unique techniques of diagnosing and administering psychiatric health to emotionally frustrated and exhausted soldiers from war. Her great achievements in the military hospital made her to clinch additional higher steps in the profiling among successful healthcare providers. Luckily, Hildegard on returning from the war met a rare opportunity of continuing with her education to postgraduate degree under the sponsorship of G.I. Bill. According to Callaway (2002), Hildegard had to join Columbia University’s Teachers College in the New York. However, Callaway (2002) mentions that societal stereotypes stood on Hildegard’s way but she managed to ignore them and pursue her education. Callaway (2002) mentions that at the time Peplau had to join university for her postgraduate degree co urse in nursing psychology, she already had a child whom she cared for. Sociologically, being a single parent contracted the social orders and this posed dire threat to her nursing career. Callaway (2002) speculates that Hildegard lived a life out of wedlock and managed to bring up her child in line with pursuing further education. In addition, Callaway (2002) cites that even though Hildegard had no husband to support her,

Home video game industry Essay Example for Free

Home video game industry Essay In 1972 founders Nolan Bushnell and Ted Dabney scrounged $50,000 from family, friends and local banks, formed their own company. They hired Alan Alcorn who created Pong and put a sample unit in Andy Capps Tavern in suburban Sunnyvale to see if anyone would play it. Twenty-four hours later, the owner called Bushnell in a rage and demanded that he get over to the bar with his tool kit as soon as possiblethe prototype game had broken down because it was being flooded with money. Pong was more than a game of Ping-Pong on a video screen. This was the beginning of Atari, while Atari made millions off the game consoles, they sold the software to many other major companies, and in turn they came out with their own version of pong. Although Atari saw profits from software royalties they kicked themselves out of the video game markets as other companies were using the pong model to penetrate the market. At the time of the U. S. crash, there were numerous consoles on the market, including the Atari 2600, Atari 5200, Bally Astrocade, ColecoVision, Emerson Arcadia 2001 Magnavox Odyssey 2,and the Vectrex. Home computers had more memory and faster processors than a console, they permitted more sophisticated games. They could also be used for tasks such as word processing and home accounting. Games were easier to duplicate, since they could be packaged as floppy disks or cassette tapes instead of ROM modules. This opened the field to third-party software developers. In 1986, Nintendo president Hiroshi Yamauchi noted that Atari collapsed because they gave too much freedom to third-party developers and the market was swamped with rubbish games. In response, Nintendo limited the number of titles that third-party developers could release for their system each year, and promoted its Seal of Quality, which it allowed to be used on games and peripherals by publishers that met Nintendos quality standards]. The North American video game crash had two long-lasting results. The first result was that dominance in the home console market shifted from the United States to Japan. When the video game market recovered in the late 1980s, Nintendos NES was by far the dominant console, leaving only a fraction of the market to a resurgent Atari battling Segas Master System for the number-two spot soon after. By 1989, home video game sales in the United States had reached $5 billion, surpassing the 1982 peak of $3 billion during the previous generation. A large majority of the market was controlled by Nintendo, whose NES ultimately sold more than 35 million units in the United States, exceeding the sales of other consoles and personal computers by a considerable margin With the introduction of the Sega Genesis in America, Sega of America launched an anti-Nintendo campaign to carry the momentum to the new generation of games, with its slogan Genesis does what Nintendont. This was initially implemented by Sega of America President Michael Katz. When Nintendo launched its Super Nintendo Entertainment System in 1991, Sega changed its slogan to Welcome to the next level. Sega re-branded itself with a new game and mascot, Sonic the Hedgehog. This shift led to a wider success for the Genesis and would eventually propel Sega to 65% of the market in North America for a brief time. On May 11, 1995, Sega released the Sega Saturn in the American market. Segas first CD console that was not an add on, utilized two 32-bit processors and preceded both the Sony PlayStation and the Nintendo 64 The lack of a strong Sonic and its high price in comparison to the PlayStation were among the reasons for the failure of the console. The 3DO Company lacked the resources to manufacture consoles themselves, and instead licensed the hardware to other companies for manufacturing. Trip Hawkins recounted that they approached every electronics manufacturer, but that their chief targets were Sony and Panasonic, the two largest consumer electronics companies in the world. Founder trip Hawkins thought by selling his software to the main markets he could penetrate the market with a high price brining in a high profit margin. The launch price of the Play Station in the American market was US$299, undercutting their competitors, but knew that they would sell more consoles and make profit in the long-term. Xbox entered the console market because of a direct threat from Sony. They thought that consoles would take over web-browsing and directly hurt their main network in home computer systems. With annual revenues of close to 20 billion dollars Microsoft decided to invest 4 billion to develop the Xbox. With already a huge brand name and high product value in the computer market, Xbox was a massive success in the gaming network knowing they had the capability to keep up with the technical aspects of the other competitors. While Nintendo’s Game Cube was a bust, Nintendo knew they needed to use knew software in order to compete with the dominating Xbox and Play Stations new motion sensitive technology was cheap to integrate in software and Nintendo took advantage of that market. The Nintendo Wii launched in 2007, used old game that branded the Nintendo name including The Mario Brothers, which appealed to both old and new generations. Technology is driving the new markets, but Nintendo, Sony and Microsoft control the gaming market of today because of their ability to create affordable gaming while still being innovating.

Procedure of Performing Ankle Brachial Pressure Index

Procedure of Performing Ankle Brachial Pressure Index Description I accompanied the District Nursing Team on placement to a Doppler Clinic for patients referred by their GPs to be assessed for compression bandages. I was talked through the procedure of performing Ankle Brachial Pressure Index (ABPI), which required the following equipments: Hand-held Doppler ultrasound machine; 8 MHz probe (5 MHz probe if required for large or oedematous limbs); ultrasound transducer gel; sphygmomanometer and cuff and cling film/vapour-permeable film dressing or equivalent. I was then asked to carry out the task with another nurse. I washed my hands, put on my gloves and apron. I raised the bed to my level so I could reach him. Seeking her consent, I asked the patient to remove any tight articles of clothing, which may cause pressure on the blood vessels proximal to the site where the blood pressure is being measured. I measured the brachial systolic blood pressure by selecting a sphygmomanometer cuff of an appropriate size and wrapped it around the patients upper arm just above the elbow. I palpated the brachial pulse and applied ultrasound gel. I angled the Doppler probe at 45 degrees to the direction of the blood flow (towards the heart) and adjusted the position to locate the best signal. The Doppler emitted an audible signal and inflated the sphygmomanometer cuff until the signal disappeared. I then deflated the cuff slowly and recorded the pressure at which the signal returned. I repeated this procedure using the patients other arm. I continued this procedure in measuring the ankle systolic pressure by palpating the posterior tibial artery and that of either the anterior tibial or peroneal artery. I then used the higher of these two readings to calculate the ABPI using the following equation: ABPI = highest ankle systolic pressure/highest brachial systolic pressure. I then recorded and explained the results to the patients. I thanked the patient for her cooperation. Feelings Due to the fact that I had never completed a Doppler observation before, I felt extremely anxious and uneasy. These feelings were made greater as I became more aware of being judged; not only by my mentor and other nurses but also by the patients most of whom came with their spouses. I felt the pressure more as there were other patients waiting to be seen and taking up too much time may delay them. In spite of these, I preserved and completed the task. Evaluation Throughout this procedure I really concentrated and made sure no interruptions took place as I can miss the sphygmomanometer sounds. I actually couldnà ¢Ã¢â€š ¬Ã¢â€ž ¢t get the first sphygmomanometer sounds on my first attempt so I explained to the patient and gained permission again to take the recording to which she agreed, I felt self-conscious and nervous as I had missed the first sphygmomanometer sounds but very pleased when I did manage to get the recording a second time. I feel I have gained a learning skill. The more Doppler recordings I took made me soon realised that no two patients were the same. I also learned that different factors can affect blood pressure, from the patient rushing in late for his appointment which can lead to elevated blood pressure. It has also given me a lot of confidence in myself as I improved my communication skills. Analysis An ABPI is a simple non-invasive method of identifying arterial insufficiency within a limb. It compares the ankle and brachial systolic blood pressures. A slight drop in the blood pressure in the legs can be an indicator of peripheral vascular disease. Peripheral vascular disease refers to blockage of arteries. Basically, as compared to the arms, low blood pressure in the lower part of legs can be an indicator of a serious health. In the management of leg ulcers, the ABPI forms a fundamental part of the assessment. Accurate assessment is necessary to determine the correct aetiology of the ulcer and exclude those patients with arterial disease for whom compression is dangerous (Stacey et al, 2002). In normal circumstances, the blood pressure in the lower leg area is a bit more than that at the elbow. Where an ABPI is greater than 0.9, it is supposed to be normal and holds no risk of peripheral vascular disease. If the ABPI value is more than 1.3, it is an indicator of severe peripheral vascular disease. If the patient is unable to lie flat, the legs will be elevated to the level of the heart. By elevating the legs, the hydrostatic pressure to the legs is reduced. In order to prevent cross-infection the Doppler probe should be cleaned twice with an alcohol impregnated wipe prior to its use (Kibria et al, 2002). It should be noted that the ABPI should not be undertaken in isolation, but should be used in conjunction with a holistic assessment, and a medical and clinical examination of the limb. Conclusion There is controversy about the circumstances in which an ABPI should not be performed, so more research is required. It has been suggested that an ABPI should not be performed if the patient has a suspected deep vein thrombosis, because there is a risk of emboli; or the patient has cellulitis; or because the procedure would be too painful; or the patient has severe ischemia; or because there is a risk of further tissue damage. Action Plan As an inexperienced learner, I hope to read more about Doppler and ABPI. I believe having an underpinning knowledge in the procedure for taking Doppler blood pressure helps to understand the theory behind the practice. I aim to do more at any given opportunity in terms of, patient anxiety; incorrect positioning of the patient; incorrect size of sphygmomanometer cuff; putting excessive pressure on the blood vessel during the procedure; releasing the sphygmomanometer cuff from the patient too quickly; prolonging inflation of the sphygmomanometer cuff or repeated inflation; and moving the Doppler probe during the procedure.

Analysis: The American Perspective On Hackers Essay -- social issues

Analysis: The American Perspective On Hackers The issue of public information has always been a controversy in our world. One of our country’s founding arguments was based on the necessity of free speech and free information. Many now believe that our government is being overly restrictive on information, blocking and controlling some aspects of free speech that first amendment advocates feel are necessary to maintain our American society. These advocates of free information have been using the nickname â€Å"hackers† for over twenty years, but improper use by the media has stretched the word to slanderous levels. Hackers are now stereotyped as mindless vandals and miscreants, although the word â€Å"hacker† has been used as a term for computer programmers and technicians since the late 1970s. Modern-day hackers refer to themselves as intelligent socio-political activists who want to raise social awareness of threatening problems. Governments worldwide are trying to persecute hackers when vandals, not hacker s, are most often the ones breaking laws and causing damage. The conflict between hackers and the American public is a deeply rooted standoff, caused by misinformation and sensationalism from the media and the government. To evaluate and analyze this conflict objectively, both points of view must be put into proper perspective. This was a simple task for me, because I am a very technically oriented person who does not get lost in the â€Å"computer jargon† used by both the â€Å"hackers† and the political forces. I have worked as a security engineer for three Internet Service Providers. I am presently a security programmer at the second-largest private Internet Service Provider in Tampa. To do my job, I must to understand the thoughts and methods of the cyber-delinquents often misnamed as â€Å"hackers.† This experience has given me a strong perspective of both the intruder and victim’s side. Firstly, take the view of the American people. This includes people who do and do not have computers at home, and do not understand their core functions. This group also makes up the majority of the users on the Internet. Most of them are home users with no intentions of understanding the machine they own. They see â€Å"hackers† as being electronic vandals and information thieves, breaking computer networks and destroying data. They fear anyone with cyber-power, because they do not un... ... This part of our society has proven that it is unable to accept other individuals and groups who are more intelligent and still believe in our Nation’s first amendment, out of fear that the rest of the world might evolve around them, without them. Rather than persecute and attack the hackers in our society and in our world, we need to embrace them. They are the people trying their hardest to make a difference in our government and society. They are the ones speaking out as we all should about atrocities, such as the East Timor Massacre in Indonesia seven years ago (http://www.2600.com/hacked/). True hackers are not out to destroy things. They want to learn and make a difference in our world. Our society should stop limiting their potential as human beings and citizens by slandering them. Our society should stop blindly believing stories about them without hearing both sides, as our Government, which is run by â€Å"We, the People† must become educated before creati ng and enforcing laws. Otherwise, we, as a society, are burying ourselves in ignorant beliefs, disrupting learning and the growth of knowledge. After all, no one can honestly say that they want to live in an ignorant society.

Literary Genre Essay

Literary genres are determined by literary technique, tone, content and by critics’ definitions of the genres. A literary genre is a category, type or class of literature. Major forms of literature The major forms of Literature are: * Novel * Poem * Drama * Short story * Novella Various forms of literature are written in and further categorized by genre. Sometimes forms are used interchangeably to define genre. However, a form, e. g. , a novel or a poem, can itself be written in any genre. Genre is a label that characterizes elements a reader can expect in a work of literature. The major forms of literature can be written in various genres. Classic major genres Genre is a category characterized by similarities in form, style, or subject matter. The classic major genres of Literature are: * Drama * Romance * Satire * Tragedy * Comedy * Tragicomedy Genre categories: fiction and nonfiction Genre may fall under one of two categories: Fiction and Nonfiction. Any genre can be either: a work of Fiction (nonfactual descriptions and events invented by the author) or a work of Nonfiction (a communication in which descriptions and events are understood to be factual). Common genres: fiction Subsets of genres, known as common genres, have developed from the archetypes of genres in written expression. The common genres included in recommended Literature from kindergarten through Grade Twelve by the CaliforniaÃ'Ž Department of Education are defined as:[1] * Drama – stories composed in verse or prose, usually for theatrical performance, where conflicts and emotion are expressed through dialogue and action * Fable – narration demonstrating a useful truth, especially in which animals speak as humans; legendary, supernatural tale * Fairy tale – story about fairies or other magical creatures, usually for children * Fantasy – fiction with strange or other worldly settings or characters; fiction which invites suspension of reality * Fiction narrative – literary works whose content is produced by the imagination and is not necessarily based on fact * Fiction in verse – full-length novels with plot, subplot(s), theme(s), major and minor characters, in which the narrative is presented in (usually blank) verse form * Folklore – the songs, stories, myths, and proverbs of a people or â€Å"folk† as handed down by word of mouth * Historical fiction – story with fictional characters and events in a historical setting * Horror – fiction in which events evoke a feeling of dread and sometimes fear in both the characters and the readerÃ'Ž * Humor – Usually a fiction full of fun, fancy, and excitement, meant to entertain and sometimes cause intended laughter; but can be contained in all genres * Legend – story, sometimes of a national or folk hero, that has a basis in fact but also includes imaginative material * Mystery – fiction dealing with the solution of a crime or the unraveling of secretsÃ'Ž * Mythology – legend or traditional narrative, often based in part on historical events, that reveals human behavior and natural phenomena by its symbolism; often pertaining to the actions of the gods * Poetry – verse and rhythmic writing with imagery that creates emotional responses * Realistic fiction – story that is true to lifeÃ'Ž * Science fiction – story based on impact of actual, imagined, or potential science, usually set in the future or on other planets * Short story – fiction of such brevity that it supports no subplots * Tall tale – humorous story with blatant exaggerations, swaggering heroes who do the impossible with nonchalance Common genres: nonfiction * Biography/Autobiography – Narrative of a person’s life. A true story about a real person. * Essay – A short literary composition that reflects the author’s outlook or point. * Narrative nonfiction – Factual information presented in a format which tells a story. * Speech – Public address or discourse. * Textbook – Authoritative and detailed factual description of a topic. Literary fiction vs. genre fiction Literary fiction is a term used to distinguish certain fictional works that possess commonly held qualities that constitute literary merit. Genre works are written with the intent of fitting into a specific literary genre in order to appeal to readers and fans already familiar with that genre. Literary fiction may fit within a classification of market fiction, but also possesses generally agreed upon qualities such as â€Å"elegantly written, lyrical, and †¦ layered† that appeals to readers outside genre fiction. Literary fiction has been defined as any fiction that attempts to engage with one or more truths or questions, hence relevant to a broad scope of humanity as a form of expression. There are many sources that help readers find and define literary fiction and genre fiction. Literary element A literary element is an element found in the whole works of literature. Literary elements are not â€Å"used† by all authors; instead, they exist inherently in forms of literature and are derived by the readers of a work in question. [1] This distinguishes them from literary techniques, which are less universal and are used intentionally rather than being emergent characteristics of a literary work. For example, characterization, conflict, setting, and point of view would be considered literary elements, whereas irony or foreshadowing are considered literary techniques. Literary elements are most frequently used to help discussion on a work or better understand a work of literature. For instance, the New York State Comprehensive English Regents Exam requires that students utilize and discuss literary elements relating to specific works in each of the two essays,[2] much like many other state-level high school exams nationwide. Literary elements  * antagonist * archetype (prototype/original/classic/model) * characterization * climax * conflict * dialogue * diction * denouement (resolution) * dramatic structure * falling action * language * mood * moral * motif (feature/recurring design) * narrative mode (point of view) * narrative structure * Peripheral (minor/not a central important)Ã'Ž * plot * protagonist * rising action * setting * speaker * syntax * theme * Tone * Literary Analysis: Using Elements of Literature Students are asked to write literary analysis essays because this type of assignment encourages you to think about how and why a poem, short story, novel, or play was written. To successfully analyze literature, you’ll need to remember that authors make specific choices for particular reasons. Your essay should point out the author’s choices and attempt to explain their significance. Another way to look at a literary analysis is to consider a piece of literature from your own perspective. Rather than thinking about the author’s intentions, you can develop an argument based on any single term (or combination of terms) listed below. You’ll just need to use the original text to defend and explain your argument to the reader. Allegory – narrative form in which the characters are representative of some larger humanistic trait (i. e.greed, vanity, or bravery) and attempt to convey some larger lesson or meaning to life. Although allegory was originally and traditionally character based, modern allegories tend to parallel story and theme. * William Faulkner’s A Rose for Emily- the decline of the Old South * Robert Louis Stevenson’s Strange Case of Dr. Jekyll and Mr. Hyde- man’s struggle to contain his inner primal instincts * District 9- South African Apartheid * X Men- the evils of prejudice * Harry Potter- the dangers of seeking â€Å"racial purity† Character – representation of a person, place, or thing performing traditionally human activities or functions in a work of fiction * Protagonist – The character the story revolves around. * Antagonist – A character or force that opposes the protagonist. * Minor character – Often provides support and illuminates the protagonist. * Static character – A character that remains the same. * Dynamic character – A character that changes in some important way. * Characterization – The choices an author makes to reveal a character’s personality, such as appearance, actions, dialogue, and motivations. Look for: Connections, links, and clues between and about characters. Ask yourself what the function and significance of each character is. Make this determination based upon the character’s history, what the reader is told (and not told), and what other characters say about themselves and others. Connotation – implied meaning of word. BEWARE! Connotations can change over time. * confidence/ arrogance * mouse/ rat * cautious/ scared * curious/ nosey * frugal/ cheap Denotation – dictionary definition of a word Diction – word choice that both conveys and emphasizes the meaning or theme of a poem through distinctions in sound, look, rhythm, syllable, letters, and definition Figurative language – the use of words to express meaning beyond the literal meaning of the words themselves * Metaphor – contrasting to seemingly unalike things to enhance the meaning of a situation or theme without using like or as * You are the sunshine of my life. * Simile – contrasting to seemingly unalike things to enhance the meaning of a situation or theme using like or as * What happens to a dream deferred, does it dry up like a raisin in the sun * Hyperbole – exaggeration * I have a million things to do today. * Personification – giving non-human objects human characteristics * America has thrown her hat into the ring, and will be joining forces with the British. Foot – grouping of stressed and unstressed syllables used in line or poem * Iamb – unstressed syllable followed by stressed * Made famous by the Shakespearian sonnet, closest to the natural rhythm of human speech * How do I love thee? Let me count the ways * Spondee – stressed stressedÃ'Ž * Used to add emphasis and break up monotonous rhythm * Blood boil, mind-meld, well- loved * Trochee – stressed unstressed * Often used in children’s rhymes and to help with memorization, gives poem a hurried feeling * While I nodded, nearly napping, suddenly there came a tapping, * Anapest – unstressed unstressed stressed * Often used in longer poems or â€Å"rhymed stories† * Twas the night before Christmas and all through the house * Dactyls – stressed unstressed unstressed * Often used in classical Greek or Latin text, later revived by the Romantics, then again by the Beatles, often thought to create a heartbeat or pulse in a poem * Picture yourself in a boat on a river, With tangerine trees and marmalade skies. The iamb stumbles through my books; trochees rush and tumble; while anapest runs like a hurrying brook; dactyls are stately and classical. Imagery – the author’s attempt to create a mental picture (or reference point) in the mind of the reader. Remember, though the most immediate forms of imagery are visual, strong and effective imagery can be used to invoke an emotional, sensational (taste, touch, smell etc) or even physical response. Meter – measure or structuring of rhythm in a poem Plot – the arrangement of ideas and/or incidents that make up a story * Foreshadowing – When the writer clues the reader in to something that will eventually occur in the story; it may be explicit (obvious) or implied (disguised). * Suspense – The tension that the author uses to create a feeling of discomfort about the unknown * Conflict – Struggle between opposing forces. * Exposition – Background information regarding the setting, characters, plot. * Rising Action – The process the story follows as it builds to its main conflict * Crisis – A significant turning point in the story that determines how it must end * Resolution/Denouement – The way the story turns out. Point of View – pertains to who tells the story and how it is told. The point of view of a story can sometimes indirectly establish the author’s intentions. * Narrator – The person telling the story who may or may not be a character in the story. * First-person – Narrator participates in action but sometimes has limited knowledge/vision. * Second person – Narrator addresses the reader directly as though she is part of the story. (i. e. â€Å"You walk into your bedroom. You see clutter everywhere and†¦Ã¢â‚¬ ) * Third Person (Objective) – Narrator is unnamed/unidentified (a detached observer). Does not assume character’s perspective and is not a character in the story. The narrator reports on events and lets the reader supply the meaning. * Omniscient – All-knowing narrator (multiple perspectives). The narrator knows what each character is thinking and feeling, not just what they are doing throughout the story. This type of narrator usually jumps around within the text, following one character for a few pages or chapters, and then switching to another character for a few pages, chapters, etc. Omniscient narrators also sometimes step out of a particular character’s mind to evaluate him or her in some meaningful way. Rhythm – often thought of as a poem’s timing. Rhythm is the juxtaposition of stressed and unstressed beats in a poem, and is often used to give the reader a lens through which to move through the work. (See meter and foot) Setting – the place or location of the action. The setting provides the historical and cultural context for characters. It often can symbolize the emotional state of characters. Example – In Poe’s The Fall of the House of Usher, the crumbling old mansion reflects the decaying state of both the family and the narrator’s mind. We also see this type of emphasis on setting in Thomas Mann’s Death in Venice. Speaker – the person delivering the poem. Remember, a poem does not have to have a speaker, and the speaker and the poet are not necessarily one in the same. Structure (fiction) – The way that the writer arranges the plot of a story. Look for: Repeated elements in action, gesture, dialogue, description, as well as shifts in direction, focus, time, place, etc. Structure (poetry) – The pattern of organization of a poem. For example, a Shakespearean sonnet is a 14-line poem written in iambic pentameter. Because the sonnet is strictly constrained, it is considered a closed or fixed form. An open or free form poem has looser form, or perhaps one of the author’s invention, but it is important to remember that these poems are not necessarily formless. Symbolism – when an object is meant to be representative of something or an idea greater than the object itself. * Cross – representative of Christ or Christianity * Bald Eagle – America or Patriotism * Owl – wisdom or knowledge * Yellow – implies cowardice or rot Tone – the implied attitude towards the subject of the poem. Is it hopeful, pessimistic, dreary, worried? A poet conveys tone by combining all of the elements listed above to create a precise impression on the reader.

A Sad Day in My Life Essays

A Sad Day in My Life Essays A Sad Day in My Life Essay A Sad Day in My Life Essay Essay Topic: In the Waiting Room A Sad Day in My Life My grandma and I were like best friends. We were very close. I would always visit her at least two or three times a week, more than anyone else in our family. We would always have a good and fun time together. Well one day I was on my way to visit her at her house but I had found out that she had gone to the emergency room because she was bleeding through the brain. When I found that I out I just broke down and got to the hospital as fast as I could. I knew because of that, that she wasn’t going to last much longer. She was going to have to get brain surgery. The doctor said it was going to be very difficult to do. I cried that whole day and the next few days. My family talked to the doctor and he told them that if they succeed she will be fine and healthy but it would take some time for her to be back to her normal self, well the procedure was successful but they realized that she wasn’t going to be healthy like they thought she would. We found out that she had a high chance of being a veggie, which means she would still be alive but wouldn’t be able to move or talk. My grandma told my uncles and me to go in the room because she had something to tell us. Well we did and she told us if she would become a veggie then she would want us to pull the plug on her. A couple days later after she told us she passed away unfortunately. Everyone was sad and depressed especially myself. It hurt me the most. I wouldn’t talk to anyone or even acknowledge that they were there. My heart felt like it had stopped beating for a couple seconds. I was crying and shaking in the waiting room. This was the saddest day of my life. Not only did I lose my grandma, I lost one of my best friends. She taught me how to cook, make coffee, helped me take my first steps, and a lot of other things I do to this day. I was so sad and angry that day that I bawled my fists up and punched a hole in the waiting room wall. I started yelling and crying and the doctor â€Å"I thought you said that she would be alright. You lied to us. † My uncles pulled me back and started hugging me trying to calm me down. That day was the first time that my family has ever seen me down like that before. Every day I think about her and reminisce about all the good times we had and say to myself that she is in better place with my grandpa. A couple weeks later we had her memorial with pictures, a slideshow, and flowers. Family from all around the U. S came to her memorial at my uncle’s house. Every night I repeat to myself this quote by an unknown author â€Å"When someone you love becomes a memory, the memory becomes a treasure. †