Essay --

The lady and the tiger was a story with no ending, this is bothersome because it truly left everybody wondering. That is quite possibly the brilliance of the story, it forces readers to ponder their thoughts and seminal fluid up with their own ending. Love has a lot to do with the story The Lady and the Tiger. The story gives the princess fate over her buff. The problem arose because the princesss puzzle will not allow her to be with him. The story takes place in a kingdom and involves the king, the princess, and her lover. The princesss decision on which door to gesture to her lover is presumed to earn a large impact on the story, which it does however the question that is which door her lover opens remains un-answered. The princess will open the door with the lady bottom it, she will be able to put her jealousy and romantic emotions behind human morality. The princess will lead the gentleman towards the door with the maiden behind it because it is passing unethical to kill a m an because she will have to see them together. Human morality plays a large role in her decision to do this. The pain she experiences from seeing her lover with her enemy will fade. On the other hand, the pain she would experience from seeing him die in front of her eyes would loaf on and on. Furthermore the pain of the reflection of that decision to kill him would bring her much regret. She would continue to question her morality and she would hurt from the decision she made for a very long time. In The Lady or the Tiger Stockton says Had it not been for the moiety of barbarism in her nature it is probable that the lady would not have been there (Stockton 4). That quote is proof that even though her father was semi barbaric, due to the moiety she and t... ...nd, that decision leads him to be hit in the face by the guard. Following the hit, he falls to the ground. When he stands up it is undeniably decision time. He looks up to the king and gives him a nod of respect, he also look s up at the princess and quickly gazes into her eyes. The princess subtly pointed to the left. She changed her mind the door she now wanted him to go through was on the left. He steps forward accepting the princesss suggestion to go to the left, he places his hand on the door handle. He stops and keeps his hand there for a few second then opens up the door and notices a beautiful maiden stepping out of it. Filled with joy, he wraps his arms around her and thanks God for letting him live. The priest and wedding singers espouse close behind the maiden and in the arena the two are married. The obviously guilty had in fact just been found innocent.

Nursing Diagnosis Essay -- Clinical Reasoning Cycle

J.P., a 58 year old female, presents to the Emergency Room on March 18th. She has a former(prenominal) medical history of cervical cancer, atheroembolism of the left lower extremity, fistula of the vagina, peripheral vascular disease, neuropathy, glaucoma, GERD, depression, hypertension, chronic kidney disease, and sickle cell anemia. She complains of right lower extremity throe accompanied by fatigue, a decreased appetite, increased work of breathing, burning on urination, and decreased urine output for three days.On admission, a sleep together physical assessment was performed along with a blood and metabolic panel. The assessment revealed many positive and negative findings. J.P. was positive for dyspnea and a productive cough. She excessively was positive for dysuria and hematuria, just negative for flank pain. After close examination of her integumentary and musculoskeletal system, the examiner discovered a struggley firm shin on the right lower extremity w ith +2 edema complemented by severe pain. A set of baseline vitals were also performed revealing a blood pressure of 124/80, pulse of 87 beats per minute, oxygen saturation of 99%, temperature of 97.3 degrees Fahrenheit, and respiration of 12 breaths per minute. The blood and metabolic panel exposed some(prenominal) abnormal labs. A red blood cell count of 3.99, white blood cell count of 22.5, hemoglobin of 10.9, hematocrit of 33.7%, sodium level of 13, thousand level of 3.1, carbon dioxide level of 10, creatinine level of 3.24, glucose level of 200, and a BUN level of 33 were the abnormal labs.After a thorough examination, J.P. was diagnosed with a thick-skulled vein thrombosis (DVT). DVT develops most often in the legs but can occur also in the upper arms (Ignatavicius & Workman, 2013). Due t... ...diagnoses that cause physical pain, but also problems that can cause emotional, spiritual, and psychosocial trauma. After the implementation of the stated interventions, the patien t made physical and emotional progress towards the aforementioned goals. The above goals were not hardly met, but exceeded expectations of the patient and the nurses who provided care.Works CitedAckley, B. & Ladwig, G. (2010) Nursing diagnosis handbookan evidence based guide to planning care. Maryland Heights, MO Mosbey. Ignatavicius, D. D., & Workman, M. L. (2013). Care of Intraoperative Patients. Medical-surgical nursing patient-centered cooperative care (7th ed.). St. Louis Elsevier.Taylor, C. (2011). Introduction to Nursing. Fundamentals of nursing the art and science of nursing care (7th ed.). Philadelphia Wolters Kluwer Health/Lippincott Williams & Wilkins.

Medical Marijuana :: Medicine Drugs Essays

Medical Marijuana Marijuana has been hailed as a prescription for numerous ills and physicians once used it to stimulate appetite, rectify inveterate pain, and treat asthma and migraines. But is marijuana truly a medical miracle? If so, do its clinical benefits outweigh its drawbacks? Should we legalize marijuana? Is medical marijuana really worth the risks? These are the issues one needs to think about before making the decision to legalize marijuana. Marijuana is a medicine that is derived from the dried and crop leaves of the hemp plant known as cannabis sativa. Marijuana has a variety of street names such as grass, Mary Jane, mussiness, smoke, reefer, herb, and weed. The active ingredient in marijuana is delta tetrahydrocannabinol (THC) (3). . Marijuana has been used throughout history and in many different cultures to change mood, perception, and consciousness (to get high). Its effects range from increasing creativity to provoking mystical experiences, to height ening the capacity to feel, sense and share. afterward alcohol, it is the most popular of what are called recreational drugs. It has been used around the world for other purposes. In some primitive tribes of South America, Africa, and India, cannabis is used in religious ceremonies and for medical purposes. African mine workers have used it to ease the drudgery of their work and many Jamaicans use it at the end of the day to relieve fatigue. It has been used as an intoxicant in various parts of the world for centuries and in the United States, for the most part the 20th century. Marijuana was first describe in print in a Chinese book ofmedicine, Herbal, in the 2nd century B.C., and was used in China as an anesthetic 5,000 old age ago. The ancient Assyrians, Persians, Greeks, Romans, and East Indians used the drug to control muscle spasms, reduce pain, and to treat indigestion. It was commonly used in folk medicines in Africa and Asia. As early as 1611, marijuana was cultivated fo r its fiber in Jamestown, Virginia. In 19th century America, marijuana was used by the medical profession for treating spastic conditions, headaches, fag pains, insomnia, and menstrual cramps. It is still used as a medicine in the Middle East and in Asia (9). The controversy dealing with marijuana stems from the legalization of the drug for medical use.

Phonics and Whole language methods Essay -- essays papers

Phonics and building block language methods Phonics is a technique that teaches lowerning readers to associate a particular drop dead with each garner of the first principle or letter combination (Unger, 1996). Students receive explicit instruction in the mechanics of reading before they begin the existent process. Once students know what sounds cope with with each letter or letter combination, they move on to sounding unwrap words. The English language has only close to forty-four sounds, so when students begin to read, they move along in strict order so that he or she only sees words whose letter sounds they start out already learned (Flesch, 1983). An instance from Rudolf Fleschs book Why Johnny Still Cant Read is that students would have learned the sounds of n, d, m, p, ill-considered a, and short I before stressful to read the sentence Ann and Dan pin up the map, (1983). Students continue learning to read in such a way, using lowly (beginning) readers. The sente nces get progressively harder as students learn more letter and letter combination sounds. Phonics instruction also emphasizes the memorization of rules that help the student sound out words. Some of these rules include that of the close e and double vowels. The silent e rule is used in words such as like, dress, and use. In each of these words, the e does not make a sound, but it makes the preceding vowel say its name. In other words, the vowel preceding the e is long. The double vowel rule includes such letter combinations as oa, ai, ea, and ee. These pairs make the sound of the first letter (Wilber, 2002). Some students are taught a short poem to help them return this rule When two vowels go walking, the first one does the talking. Other rules that phonics instructors teach... ...ics and whole language, dean says. Retrieved October 9, 2002, from Purdue University News Website http//www.purdue.edu/UNS/html4ever/9804.Haring.literacy.html Moats, L. C. (2000, October). The illusion of balanced reading instruction. Retrieved November 17, 2002, from the Thomas B. Fordham Foundation website http//www.edexcellence.net/ program library/wholelang/moats.htmlReading/literacy. (2002). Retrieved November 19, 2002, from the Education cathexis of the States web site http//www.ecs.org/html/issue.asp?issueid=97Schlafly, P. (1996, July). Phonics vs. whole language. The Phyllis Schlafly Report, 29(12). Retrieved on October 9, 2002, from http//www.eagleforum.org/psr/1996/july96/psrjul96.html Wilber, P. M. (2002, April). Phonics vs. whole language. Teach a child to read. Retrieved on October 23, 2002, from http//www.succeedtoread.com/phonics.html Phonics and Whole language methods Essay -- essays papersPhonics and Whole language methods Phonics is a technique that teaches beginning readers to associate a particular sound with each letter of the alphabet or letter combination (Unger, 1996). Students receive explicit instruction in the mechanics of r eading before they begin the actual process. Once students know what sounds correspond with each letter or letter combination, they move on to sounding out words. The English language has only about forty-four sounds, so when students begin to read, they move along in strict order so that he or she only sees words whose letter sounds they have already learned (Flesch, 1983). An example from Rudolf Fleschs book Why Johnny Still Cant Read is that students would have learned the sounds of n, d, m, p, short a, and short I before trying to read the sentence Ann and Dan pin up the map, (1983). Students continue learning to read in such a way, using basal (beginning) readers. The sentences get progressively harder as students learn more letter and letter combination sounds. Phonics instruction also emphasizes the memorization of rules that help the student sound out words. Some of these rules include that of the silent e and double vowels. The silent e rule is used in words such as li ke, make, and use. In each of these words, the e does not make a sound, but it makes the preceding vowel say its name. In other words, the vowel preceding the e is long. The double vowel rule includes such letter combinations as oa, ai, ea, and ee. These pairs make the sound of the first letter (Wilber, 2002). Some students are taught a short poem to help them remember this rule When two vowels go walking, the first one does the talking. Other rules that phonics instructors teach... ...ics and whole language, dean says. Retrieved October 9, 2002, from Purdue University News Website http//www.purdue.edu/UNS/html4ever/9804.Haring.literacy.html Moats, L. C. (2000, October). The illusion of balanced reading instruction. Retrieved November 17, 2002, from the Thomas B. Fordham Foundation website http//www.edexcellence.net/library/wholelang/moats.htmlReading/literacy. (2002). Retrieved November 19, 2002, from the Education Commission of the States web site http//www.ecs.org/html/issu e.asp?issueid=97Schlafly, P. (1996, July). Phonics vs. whole language. The Phyllis Schlafly Report, 29(12). Retrieved on October 9, 2002, from http//www.eagleforum.org/psr/1996/july96/psrjul96.html Wilber, P. M. (2002, April). Phonics vs. whole language. Teach a child to read. Retrieved on October 23, 2002, from http//www.succeedtoread.com/phonics.html

The Symbolic Meaning of the Radio in The Enormous Radio Essay -- Enorm

The Symbolic Meaning of the Radio in The Enormous Radio Many authors use the personification of inanimate objects to symbolize the feelings and expressions of their characters. One example of this is in John Cheevers short story, The Enormous Radio. Although critics argue that the characteristics of the radio are the opposite of those of Jim and Irene Westcott, the radio truly reflects the couples life. Even though in the beginning of the story the Westcotts old radio is outdated and constantly malfunctioning, it has the same innocence and simplicity as the couple. The radio, being an old instrument (817), and the couple, resembling statistical reports in college alumni bulletins (817), are both average and uncomplicated. Neither Jim nor Irene understood the mechanics of the radio (817), just as the radio, a machine, did not understand the human music and language it transmitted. Eventually the couples life begins to fall apart. This happens as the old radio get worsened and fina lly the music from the radio faded away all together (817). When the ...

The Symbolic Meaning of the Radio in The Enormous Radio Essay -- Enorm

The Symbolic Meaning of the Radio in The Enormous Radio Many authors procedure the personification of inanimate objects to symbolize the feelings and expressions of their characters. One example of this is in John Cheevers short story, The Enormous Radio. Although critics argue that the characteristics of the wireless are the opposite of those of Jim and Irene Westcott, the radio actually reflects the couples life. Even though in the beginning of the story the Westcotts old radio is outdated and constantly malfunctioning, it has the same innocence and simpleness as the couple. The radio, being an old instrument (817), and the couple, resembling statistical reports in college alumni bulletins (817), are both average and uncomplicated. Neither Jim nor Irene understood the mechanics of the radio (817), just as the radio, a machine, did not understand the human music and language it transmitted. Eventually the couples life begins to fall apart. This happens as the old radio aim wor se and finally the music from the radio faded away all together (817). When the ...