Analyzing the Epic of Gilgamesh by F. Lorey through a...

Epic of Gilgamesh Annotated Bibliography Lorey, F. 1997. The Flood of Noah and the Flood of Gilgamesh. Acts Facts. 26 (3) Web. 4 Feb. 2014. When reading the story, someone can take many different viewpoints. In the article above, the author is analyzing the Epic of Gilgamesh through a creationists view point. It contains useful comparisons and historical data to help support his analysis. The author considers the story to hold very value for Christians. It concerns the typical myths that were tied to pagan people. Despite that theory, there have been many Christians who have studied the afterlife and creation in the epic. He suggests an interesting thought when he starts to explain the story. The author hints that maybe the main†¦show more content†¦Brown, Arthur A. EAWC Essay: Storytelling, the Meaning of Life, and the Epic of Gilgamesh. EAWC Essay: Storytelling, the Meaning of Life, and the Epic of Gilgamesh. N.p., n.d. Web. 05 Feb. 2014. This analysis states a very interesting point in regards to reading The Epic of Gilgamesh. The author says To see for ourselves the meaning of a story, we need, first of all, to look carefully at what happens in the story; that is, we need to look at it as if the actions and people it describes actually took place or existed.† So she is proposing that we as readers really use our imagination and try and picture this story as it is happening to fully understand it. Also, the author also says â€Å"But we need to consider, too, how a story is put together -- how it uses the conventions of language, of events with beginnings and endings, of description, of character, and of storytelling itself to reawaken our sensitivity to the real world.† She puts this into action when she spends some time during the article focusing on Enkidu and what his true purpose was to Gilgamesh. Her analysis of Enkidu was a positive one. In her words â€Å"The gods create Enkidu as a match for Gilgamesh, a second self.† One can take that she is implying that Enkidu is the opposite self of Gilgamesh because Enkidu is â€Å"innocent of mankind,† rather Gilgamesh rapes the women and kills the young men of his kingdom. In a way, Gilgamesh is the devil and Enkidu is his angel. During the article she continues with

Twilight 10. INTERROGATIONS Free Essays

10. INTERROGATIONS It was very hard, in the morning, to argue with the part of me that was sure last night was a dream. Logic wasn’t on my side, or common sense. We will write a custom essay sample on Twilight 10. INTERROGATIONS or any similar topic only for you Order Now I clung to the parts I couldn’t have imagined – like his smell. I was sure I could never have dreamed that up on my own. It was foggy and dark outside my window, absolutely perfect. He had no reason not to be in school today. I dressed in my heavy clothes, remembering I didn’t have a jacket. Further proof that my memory was real. When I got downstairs, Charlie was gone again – I was running later than I’d realized. I swallowed a granola bar in three bites, chased it down with milk straight from the carton, and then hurried out the door. Hopefully the rain would hold off until I could find Jessica. It was unusually foggy; the air was almost smoky with it. The mist was ice cold where it clung to the exposed skin on my face and neck. I couldn’t wait to get the heat going in my truck. It was such a thick fog that I was a few feet down the driveway before I realized there was a car in it: a silver car. My heart thudded, stuttered, and then picked up again in double time. I didn’t see where he came from, but suddenly he was there, pulling the door open for me. â€Å"Do you want to ride with me today?† he asked, amused by my expression as he caught me by surprise yet again. There was uncertainty in his voice. He was really giving me a choice – I was free to refuse, and part of him hoped for that. It was a vain hope. â€Å"Yes, thank you,† I said, trying to keep my voice calm. As I stepped into the warm car, I noticed his tan jacket was slung over the headrest of the passenger seat. The door closed behind me, and, sooner than should be possible, he was sitting next to me, starting the car. â€Å"I brought the jacket for you. I didn’t want you to get sick or something.† His voice was guarded. I noticed that he wore no jacket himself, just a light gray knit V-neck shirt with long sleeves. Again, the fabric clung to his perfectly muscled chest. It was a colossal tribute to his face that it kept my eyes away from his body. â€Å"I’m not quite that delicate,† I said, but I pulled the jacket onto my lap, pushing my arms through the too-long sleeves, curious to see if the scent could possibly be as good as I remembered. It was better. â€Å"Aren’t you?† he contradicted in a voice so low I wasn’t sure if he meant for me to hear. We drove through the fog-shrouded streets, always too fast, feeling awkward. I was, at least. Last night all the walls were down†¦ almost all. I didn’t know if we were still being as candid today. It left me tongue-tied. I waited for him to speak. He turned to smirk at me. â€Å"What, no twenty questions today?† â€Å"Do my questions bother you?† I asked, relieved. â€Å"Not as much as your reactions do.† He looked like he was joking, but I couldn’t be sure. I frowned. â€Å"Do I react badly?† â€Å"No, that’s the problem. You take everything so coolly – it’s unnatural. It makes me wonder what you’re really thinking.† â€Å"I always tell you what I’m really thinking.† â€Å"You edit,† he accused. â€Å"Not very much.† â€Å"Enough to drive me insane.† â€Å"You don’t want to hear it,† I mumbled, almost whispered. As soon as the words were out, I regretted them. The pain in my voice was very faint; I could only hope he hadn’t noticed it. He didn’t respond, and I wondered if I had ruined the mood. His face was unreadable as we drove into the school parking lot. Something occurred to me belatedly. â€Å"Where’s the rest of your family?† I asked – more than glad to be alone with him, but remembering that his car was usually full. â€Å"They took Rosalie’s car.† He shrugged as he parked next to a glossy red convertible with the top up. â€Å"Ostentatious, isn’t it?† â€Å"Um, wow,† I breathed. â€Å"If she has that, why does she ride with you?† â€Å"Like I said, it’s ostentatious. We try to blend in.† â€Å"You don’t succeed.† I laughed and shook my head as we got out of the car. I wasn’t late anymore; his lunatic driving had gotten me to school in plenty of time. â€Å"So why did Rosalie drive today if it’s more conspicuous?† â€Å"Hadn’t you noticed? I’m breaking all the rules now.† He met me at the front of the car, staying very close to my side as we walked onto campus. I wanted to close that little distance, to reach out and touch him, but I was afraid he wouldn’t like me to. â€Å"Why do you have cars like that at all?† I wondered aloud. â€Å"If you’re looking for privacy?† â€Å"An indulgence,† he admitted with an impish smile. â€Å"We all like to drive fast.† â€Å"Figures,† I muttered under my breath. Under the shelter of the cafeteria roof’s overhang, Jessica was waiting, her eyes about to bug out of their sockets. Over her arm, bless her, was my jacket. â€Å"Hey, Jessica,† I said when we were a few feet away. â€Å"Thanks for remembering.† She handed me my jacket without speaking. â€Å"Good morning, Jessica,† Edward said politely. It wasn’t really his fault that his voice was so irresistible. Or what his eyes were capable of. â€Å"Er†¦ hi.† She shifted her wide eyes to me, trying to gather her jumbled thoughts. â€Å"I guess I’ll see you in Trig.† She gave me a meaningful look, and I suppressed a sigh. What on earth was I going to tell her? â€Å"Yeah, I’ll see you then.† She walked away, pausing twice to peek back over her shoulder at us. â€Å"What are you going to tell her?† Edward murmured. â€Å"Hey, I thought you couldn’t read my mind!† I hissed. â€Å"I can’t,† he said, startled. Then understanding brightened his eyes. â€Å"However, I can read hers – she’ll be waiting to ambush you in class.† I groaned as I pulled off his jacket and handed it to him, replacing it with my own. He folded it over his arm. â€Å"So what are you going to tell her?† â€Å"A little help?† I pleaded. â€Å"What does she want to know?† He shook his head, grinning wickedly. â€Å"That’s not fair.† â€Å"No, you not sharing what you know – now that’s not fair.† He deliberated for a moment as we walked. We stopped outside the door to my first class. â€Å"She wants to know if we’re secretly dating. And she wants to know how you feel about me,† he finally said. â€Å"Yikes. What should I say?† I tried to keep my expression very innocent. People were passing us on their way to class, probably staring, but I was barely aware of them. â€Å"Hmmm.† He paused to catch a stray lock of hair that was escaping the twist on my neck and wound it back into place. My heart spluttered hyperactively. â€Å"I suppose you could say yes to the first†¦ if you don’t mind – it’s easier than any other explanation.† â€Å"I don’t mind,† I said in a faint voice. â€Å"And as for her other question†¦ well, I’ll be listening to hear the answer to that one myself.† One side of his mouth pulled up into my favorite uneven smile. I couldn’t catch my breath soon enough to respond to that remark. He turned and walked away. â€Å"I’ll see you at lunch,† he called over his shoulder. Three people walking in the door stopped to stare at me. I hurried into class, flushed and irritated. He was such a cheater. Now I was even more worried about what I was going to say to Jessica. I sat in my usual seat, slamming my bag down in aggravation. â€Å"Morning, Bella,† Mike said from the seat next to me. I looked up to see an odd, almost resigned look on his face. â€Å"How was Port Angeles?† â€Å"It was†¦Ã¢â‚¬  There was no honest way to sum it up. â€Å"Great,† I finished lamely. â€Å"Jessica got a really cute dress.† â€Å"Did she say anything about Monday night?† he asked, his eyes brightening. I smiled at the turn the conversation had taken. â€Å"She said she had a really good time,† I assured him. â€Å"She did?† he said eagerly. â€Å"Most definitely.† Mr. Mason called the class to order then, asking us to turn in our papers. English and then Government passed in a blur, while I worried about how to explain things to Jessica and agonized over whether Edward would really be listening to what I said through the medium of Jess’s thoughts. How very inconvenient his little talent could be – when it wasn’t saving my life. The fog had almost dissolved by the end of the second hour, but the day was still dark with low, oppressing clouds. I smiled up at the sky. Edward was right, of course. When I walked into Trig Jessica was sitting in the back row, nearly bouncing off her seat in agitation. I reluctantly went to sit by her, trying to convince myself it would be better to get it over with as soon as possible. â€Å"Tell me everything!† she commanded before I was in the seat. â€Å"What do you want to know?† I hedged. â€Å"What happened last night?† â€Å"He bought me dinner, and then he drove me home.† She glared at me, her expression stiff with skepticism. â€Å"How did you get home so fast?† â€Å"He drives like a maniac. It was terrifying.† I hoped he heard that. â€Å"Was it like a date – did you tell him to meet you there?† I hadn’t thought of that. â€Å"No – I was very surprised to see him there.† Her lips puckered in disappointment at the transparent honesty in my voice. â€Å"But he picked you up for school today?† she probed. â€Å"Yes – that was a surprise, too. He noticed I didn’t have a jacket last night,† I explained. â€Å"So are you going out again?† â€Å"He offered to drive me to Seattle Saturday because he thinks toy truck isn’t up to it – does that count?† â€Å"Yes.† She nodded. â€Å"Well, then, yes.† â€Å"W-o-w.† She exaggerated the word into three syllables. â€Å"Edward Cullen.† â€Å"I know,† I agreed. â€Å"Wow† didn’t even cover it. â€Å"Wait!† Her hands flew up, palms toward me like she was stopping traffic. â€Å"Has he kissed you?† â€Å"No,† I mumbled. â€Å"It’s not like that.† She looked disappointed. I’m sure I did, too. â€Å"Do you think Saturday†¦ ?† She raised her eyebrows. â€Å"I really doubt it.† The discontent in my voice was poorly disguised. â€Å"What did you talk about?† She pushed for more information in a whisper. Class had started but Mr. Varner wasn’t paying close attention and we weren’t the only ones still talking. â€Å"I don’t know, Jess, lots of stuff,† I whispered back. â€Å"We talked about the English essay a little.† A very, very little. I think he mentioned it in passing. â€Å"Please, Bella,† she begged. â€Å"Give me some details.† â€Å"Well†¦ okay, I’ve got one. You should have seen the waitress flirting with him – it was over the top. But he didn’t pay any attention to her at all.† Let him make what he could of that. â€Å"That’s a good sign,† she nodded. â€Å"Was she pretty?† â€Å"Very – and probably nineteen or twenty.† â€Å"Even better. He must like you.† â€Å"I think so, but it’s hard to tell. He’s always so cryptic,† I threw in for his benefit, sighing. â€Å"I don’t know how you’re brave enough to be alone with him,† she breathed. â€Å"Why?† I was shocked, but she didn’t understand my reaction. â€Å"He’s so†¦ intimidating. I wouldn’t know what to say to him.† She made a face, probably remembering this morning or last night, when he’d turned the overwhelming force of his eyes on her. â€Å"I do have some trouble with incoherency when I’m around him,† I admitted. â€Å"Oh well. He is unbelievably gorgeous.† Jessica shrugged as if this excused any flaws. Which, in her book, it probably did. â€Å"There’s a lot more to him than that.† â€Å"Really? Like what?† I wished I had let it go. Almost as much as I was hoping he’d been kidding about listening in. â€Å"I can’t explain it right†¦ but he’s even more unbelievable behind the face.† The vampire who wanted to be good – who ran around saving people’s lives so he wouldn’t be a monster†¦ I stared toward the front of the room. â€Å"Is that possible?† She giggled. I ignored her, trying to look like I was paying attention to Mr. Varner. â€Å"So you like him, then?† She wasn’t about to give up. â€Å"Yes,† I said curtly. â€Å"I mean, do you really like him?† she urged. â€Å"Yes,† I said again, blushing. I hoped that detail wouldn’t register in her thoughts. She’d had enough with the single syllable answers. â€Å"How much do you like him?† â€Å"Too much,† I whispered back. â€Å"More than he likes me. But I don’t see how I can help that.† I sighed, one blush blending into the next. Then, thankfully, Mr. Varner called on Jessica for an answer. She didn’t get a chance to start on the subject again during class, and as soon as the bell rang, I took evasive action. â€Å"In English, Mike asked me if you said anything about Monday night,† I told her. â€Å"You’re kidding! What did you say?!† she gasped, completely sidetracked. â€Å"I told him you said you had a lot of fun – he looked pleased.† â€Å"Tell me exactly what he said, and your exact answer!† We spent the rest of the walk dissecting sentence structures and most of Spanish on a minute description of Mike’s facial expressions. I wouldn’t have helped draw it out for as long as I did if I wasn’t worried about the subject returning to me. And then the bell rang for lunch. As I jumped up out of my seat, shoving my books roughly in my bag, my uplifted expression must have tipped Jessica off. â€Å"You’re not sitting with us today, are you?† she guessed. â€Å"I don’t think so.† I couldn’t be sure that he wouldn’t disappear inconveniently again. But outside the door to our Spanish class, leaning against the wall – looking more like a Greek god than anyone had a right to – Edward was waiting for me. Jessica took one look, rolled her eyes, and departed. â€Å"See you later, Bella.† Her voice was thick with implications. I might have to turn off the ringer on the phone. â€Å"Hello.† His voice was amused and irritated at the same time. He had been listening, it was obvious. â€Å"Hi.† I couldn’t think of anything else to say, and he didn’t speak – biding his time, I presumed – so it was a quiet walk to the cafeteria. Walking with Edward through the crowded lunchtime rush was a lot like my first day here; everyone stared. He led the way into the line, still not speaking, though his eyes returned to my face every few seconds, their expression speculative. It seemed to me that irritation was winning out over amusement as the dominant emotion in his face. I fidgeted nervously with the zipper on my jacket. He stepped up to the counter and filled a tray with food. â€Å"What are you doing?† I objected. â€Å"You’re not getting all that for me?† He shook his head, stepping forward to buy the food. â€Å"Half is for me, of course.† I raised one eyebrow. He led the way to the same place we’d sat that one time before. From the other end of the long table, a group of seniors gazed at us in amazement as we sat across from each other. Edward seemed oblivious. â€Å"Take whatever you want,† he said, pushing the tray toward me. â€Å"I’m curious,† I said as I picked up an apple, turning it around in my hands, â€Å"what would you do if someone dared you to eat food?† â€Å"You’re always curious.† He grimaced, shaking his head. He glared at me, holding my eyes as he lifted the slice of pizza off the tray, and deliberately bit off a mouthful, chewed quickly, and then swallowed. I watched, eyes wide. â€Å"If someone dared you to eat dirt, you could, couldn’t you?† he asked condescendingly. I wrinkled my nose. â€Å"I did once†¦ on a dare,† I admitted. â€Å"It wasn’t so bad.† He laughed. â€Å"I suppose I’m not surprised.† Something over my shoulder seemed to catch his attention. â€Å"Jessica’s analyzing everything I do – she’ll break it down for you later.† He pushed the rest of the pizza toward me. The mention of Jessica brought a hint of his former irritation back to his features. I put down the apple and took a bite of the pizza, looking away, knowing he was about to start. â€Å"So the waitress was pretty, was she?† he asked casually. â€Å"You really didn’t notice?† â€Å"No. I wasn’t paying attention. I had a lot on my mind.† â€Å"Poor girl.† I could afford to be generous now. â€Å"Something you said to Jessica†¦ well, it bothers me.† He refused to be distracted. His voice was husky, and he glanced up from under his lashes with troubled eyes. â€Å"I’m not surprised you heard something you didn’t like. You know what they say about eavesdropners,† I reminded him. â€Å"I warned you I would be listening.† â€Å"And I warned you that you didn’t want to know everything I was thinking.† â€Å"You did,† he agreed, but his voice was still rough. â€Å"You aren’t precisely right, though. I do want to know what you’re thinking – everything. I just wish†¦ that you wouldn’t be thinking some things.† I scowled. â€Å"That’s quite a distinction.† â€Å"But that’s not really the point at the moment.† â€Å"Then what is?† We were inclined toward each other across the table now. He had his large white hands folded under his chin; I leaned forward, my right hand cupped around my neck. I had to remind myself that we were in a crowded lunchroom, with probably many curious eyes on us. It was too easy to get wrapped up in our own private, tense little bubble. â€Å"Do you truly believe that you care more for me than I do for you?† he murmured, leaning closer to me as he spoke, his dark golden eyes piercing. I tried to remember how to exhale. I had to look away before it came back to me. â€Å"You’re doing it again,† I muttered. His eyes opened wide with surprise. â€Å"What?† â€Å"Dazzling me,† I admitted, trying to concentrate as I looked back at him. â€Å"Oh.† He frowned. â€Å"It’s not your fault,† I sighed. â€Å"You can’t help it.† â€Å"Are you going to answer the question?† I looked down. â€Å"Yes.† â€Å"Yes, you are going to answer, or yes, you really think that?† He was irritated again. â€Å"Yes, I really think that.† I kept my eyes down on the table, my eyes tracing the pattern of the faux wood grains printed on the laminate. The silence dragged on. I stubbornly refused to be the first to break it this time, fighting hard against the temptation to peek at his expression. Finally he spoke, voice velvet soft. â€Å"You’re wrong.† I glanced up to see that his eyes were gentle. â€Å"You can’t know that,† I disagreed in a whisper. I shook my head in doubt, though my heart throbbed at his words and I wanted so badly to believe them. â€Å"What makes you think so?† His liquid topaz eyes were penetrating – trying futilely, I assumed, to lift the truth straight from my mind. I stared back, struggling to think clearly in spite of his face, to find some way to explain. As I searched for the words, I could see him getting impatient; frustrated by my silence, he started to scowl. I lifted my hand from my neck, and held up one finger. â€Å"Let me think,† I insisted. His expression cleared, now that he was satisfied that I was planning to answer. I dropped my hand to the table, moving my left hand so that my palms were pressed together. I stared at my hands, twisting and untwisting my fingers, as I finally spoke. â€Å"Well, aside from the obvious, sometimes†¦Ã¢â‚¬  I hesitated. â€Å"I can’t be sure – I don’t know how to read minds – but sometimes it seems like you’re trying to say goodbye when you’re saying something else.† That was the best I could sum up the sensation of anguish that his words triggered in me at times. â€Å"Perceptive,† he whispered. And there was the anguish again, surfacing as he confirmed my fear. â€Å"That’s exactly why you’re wrong, though,† he began to explain, but then his eyes narrowed. â€Å"What do you mean, ‘the obvious’?† â€Å"Well, look at me,† I said, unnecessarily as he was already staring. â€Å"I’m absolutely ordinary – well, except for bad things like all the near-death experiences and being so clumsy that I’m almost disabled. And look at you.† I waved my hand toward him and all his bewildering perfection. His brow creased angrily for a moment, then smoothed as his eyes took on a knowing look. â€Å"You don’t see yourself very clearly, you know. I’ll admit you’re dead-on about the bad things,† he chuckled blackly, â€Å"but you didn’t hear what every human male in this school was thinking on your first day.† I blinked, astonished. â€Å"I don’t believe it†¦Ã¢â‚¬  I mumbled to myself. â€Å"Trust me just this once – you are the opposite of ordinary.† My embarrassment was much stronger than my pleasure at the look that came into his eyes when he said this. I quickly reminded him of my original argument. â€Å"But I’m not saying goodbye,† I pointed out. â€Å"Don’t you see? That’s what proves me right. I care the most, because if I can do it† – he shook his head, seeming to struggle with the thought – â€Å"if leaving is the right thing to do, then I’ll hurt myself to keep from hurting you, to keep you safe.† I glared. â€Å"And you don’t think I would do the same?† â€Å"You’d never have to make the choice.† Abruptly, his unpredictable mood shifted again; a mischievous, devastating smile rearranged his features. â€Å"Of course, keeping you safe is beginning to feel like a full-time occupation that requires my constant presence.† â€Å"No one has tried to do away with me today,† I reminded him, grateful for the lighter subject. I didn’t want him to talk about goodbyes anymore. If I had to, I supposed I could purposefully put myself in danger to keep him close†¦ I banished that thought before his quick eyes read it on my face. That idea would definitely get me in trouble. â€Å"Yet,† he added. â€Å"Yet,† I agreed; I would have argued, but now I wanted him to be expecting disasters. â€Å"I have another question for you.† His face was still casual. â€Å"Shoot.† â€Å"Do you really need to go to Seattle this Saturday, or was that just an excuse to get out of saying no to all your admirers?† I made a face at the memory. â€Å"You know, I haven’t forgiven you for the Tyler thing yet,† I warned him. â€Å"It’s your fault that he’s deluded himself into thinking I’m going to prom with him.† â€Å"Oh, he would have found a chance to ask you without me – I just really wanted to watch your face,† he chuckled, I would have been angrier if his laughter wasn’t so fascinating. â€Å"If I’d asked you, would you have turned me down?† he asked, still laughing to himself. â€Å"Probably not,† I admitted. â€Å"But I would have canceled later – faked an illness or a sprained ankle.† He was puzzled. â€Å"Why would you do that?† I shook my head sadly. â€Å"You’ve never seen me in Gym, I guess, but I would have thought you would understand.† â€Å"Are you referring to the fact that you can’t walk across a flat, stable surface without finding something to trip over?† â€Å"Obviously.† â€Å"That wouldn’t be a problem.† He was very confident. â€Å"It’s all in the leading.† He could see that I was about to protest, and he cut me off. â€Å"But you never told me – are you resolved on going to Seattle, or do you mind if we do something different?† As long as the â€Å"we† part was in, I didn’t care about anything else. â€Å"I’m open to alternatives,† I allowed. â€Å"But I do have a favor to ask.† He looked wary, as he always did when I asked an open-ended question. â€Å"What?† â€Å"Can I drive?† He frowned. â€Å"Why?† â€Å"Well, mostly because when I told Charlie I was going to Seattle, he specifically asked if I was going alone and, at the time, I was. If he asked again, I probably wouldn’t lie, but I don’t think he will ask again, and leaving my truck at home would just bring up the subject unnecessarily. And also, because your driving frightens me.† He rolled his eyes. â€Å"Of all the things about me that could frighten you, you worry about my driving.† He shook his head in disgust, but then his eyes were serious again. â€Å"Won’t you want to tell your father that you’re spending the day with me?† There was an undercurrent to his question that I didn’t understand. â€Å"With Charlie, less is always more.† I was definite about that. â€Å"Where are we going, anyway?† â€Å"The weather will be nice, so I’ll be staying out of the public eye†¦ and you can stay with me, if you’d like to.† Again, he was leaving the choice up to me. â€Å"And you’ll show me what you meant, about the sun?† I asked, excited by the idea of unraveling another of the unknowns. â€Å"Yes.† He smiled, and then paused. â€Å"But if you don’t want to be†¦ alone with me, I’d still rather you didn’t go to Seattle by yourself. I shudder to think of the trouble you could find in a city that size.† I was miffed. â€Å"Phoenix is three times bigger than Seattle – just in population. In physical size -â€Å" â€Å"But apparently,† he interrupted me, â€Å"your number wasn’t up in Phoenix. So I’d rather you stayed near me.† His eyes did that unfair smoldering thing again. I couldn’t argue, with the eyes or the motivation, and it was a moot point anyway. â€Å"As it happens, I don’t mind being alone with you.† â€Å"I know,† he sighed, brooding. â€Å"You should tell Charlie, though.† â€Å"Why in the world would I do that?† His eyes were suddenly fierce. â€Å"To give me some small incentive to bring you back.† I gulped. But, after a moment of thought, I was sure. â€Å"I think I’ll take my chances.† He exhaled angrily, and looked away. â€Å"Let’s talk about something else,† I suggested. â€Å"What do you want to talk about?† he asked. He was still annoyed. I glanced around us, making sure we were well out of anyone’s hearing. As I cast my eyes around the room, I caught the eyes of his sister, Alice, staring at me. The others were looking at Edward. I looked away swiftly, back to him, and I. asked the first thing that came to mind. â€Å"Why did you go to that Goat Rocks place last weekend†¦ to hunt? Charlie said it wasn’t a good place to hike, because of bears.† He stared at me as if I was missing something very obvious. â€Å"Bears?† I gasped, and he smirked. â€Å"You know, bears are not in season,† I added sternly, to hide my shock. â€Å"If you read carefully, the laws only cover hunting with weapons,† he informed me. He watched my face with enjoyment as that slowly sank in. â€Å"Bears?† I repeated with difficulty. â€Å"Grizzly is Emmett’s favorite.† His voice was still offhand, but his eyes were scrutinizing my reaction. I tried to pull myself together. â€Å"Hmmm,† I said, taking another bite of pizza as an excuse to look down. I chewed slowly, and then took a long drink of Coke without looking up. â€Å"So,† I said after a moment, finally meeting his now-anxious gaze. â€Å"What’s your favorite?† He raised an eyebrow and the corners of his mouth turned down in disapproval. â€Å"Mountain lion.† â€Å"Ah,† I said in a politely disinterested tone, looking for my soda again. â€Å"Of course,† he said, and his tone mirrored mine, â€Å"we have to be careful not to impact the environment with injudicious hunting. We try to focus on areas with an overpopulation of predators – ranging as far away as we need. There’s always plenty of deer and elk here, and they’ll do, but where’s the fun in that?† He smiled teasingly. â€Å"Where indeed,† I murmured around another bite of pizza. â€Å"Early spring is Emmett’s favorite bear season – they’re just coming out of hibernation, so they’re more irritable.† He smiled at some remembered joke. â€Å"Nothing more fun than an irritated grizzly bear,† I agreed, nodding. He snickered, shaking his head. â€Å"Tell me what you’re really thinking, please.† â€Å"I’m trying to picture it – but I can’t,† I admitted. â€Å"How do you hunt a bear without weapons?† â€Å"Oh, we have weapons.† He flashed his bright teeth in a brief, threatening smile. I fought back a shiver before it could expose me. â€Å"Just not the kind they consider when writing hunting laws. If you’ve ever seen a bear attack on television, you should be able to visualize Emmett hunting.† I couldn’t stop the next shiver that flashed down my spine. I peeked across the cafeteria toward Emmett, grateful that he wasn’t looking my way. The thick bands of muscle that wrapped his arms and torso were somehow even more menacing now. Edward followed my gaze and chuckled. I stared at him, unnerved. â€Å"Are you like a bear, too?† I asked in a low voice. â€Å"More like the lion, or so they tell me,† he said lightly. â€Å"Perhaps our preferences are indicative.† I tried to smile. â€Å"Perhaps,† I repeated. But my mind was filled with opposing images that I couldn’t merge together. â€Å"Is that something I might get to see?† â€Å"Absolutely not!† His face turned even whiter than usual, and his eyes were suddenly furious. I leaned back, stunned and – though I’d never admit it to him – frightened by his reaction. He leaned back as well, folding his arms across his chest. â€Å"Too scary for me?† I asked when I could control my voice again. â€Å"If that were it, I would take you out tonight,† he said, his voice cutting. â€Å"You need a healthy dose of fear. Nothing could be more beneficial for you.† â€Å"Then why?† I pressed, trying to ignore his angry expression. He glared at me for a long minute. â€Å"Later,† he finally said. He was on his feet in one lithe movement. â€Å"We’re going to be late.† I glanced around, startled to see that he was right and the cafeteria was nearly vacant. When I was with him, the time and the place were such a muddled blur that I completely lost track of both. I jumped up, grabbing my bag from the back of my chair. â€Å"Later, then,† I agreed. I wouldn’t forget. How to cite Twilight 10. INTERROGATIONS, Essay examples

Compassion in nursing free essay sample

The vision set out by the Chief Nursing Officer for England and Department of Health Nursing Director recognised the importance of addressing the quality of care following the failings at Winterbourne View and Mid-Staffordshire Hospital (Cummings, J and Bennett, V, 2012). The Chief Nursing Officer for England and Department of Health Nursing Director consequently founded the six essential values of a care giver; care, compassion, communication, competence, courage and commitment (6C’s) (Cummings, J and Bennett, V, 2012). This essay is going to look at the meaning of compassion, explore its importance within a healthcare setting and outline how compassionate care can be delivered. This essay will also identify reasons why compassionate care can become exhausted and how to overcome this problem. Compassion is about providing intelligent care which exhibits empathy, kindness, trust, respect and dignity, but moreover, it is how the patient feels about the care they receive (Cummings and Bennett 2012). To provide compassionate care requires a personal obligation to recognise the suffering of another person and to actively commit to alleviate that pain (Straughair, 2012). The nurse has a duty to provide care and promote health and wellbeing of the patient, therefore, in moments of suffering it is important to provide compassion (Cingel 2009). Nurses and midwives are bound by the NMC Code (2010) to treat patients as individuals with kindness, consideration and dignity in a non-discriminatory way. Compassion in practice is important to show patients that they are not alone in their suffering, if it is not acknowledged, patients will feel ignored, thus escalating the feelings of distress and denying the importance of a loss (Cingel, 2009). This can be demonstrated from a workplace observation where a patient with a brain injury was left alone sobbing in the dining room while staff ignored and dismissed her usual behaviour, this led to her becoming anxious and more withdrawn. The absence of compassion gave rise to feelings of uncomfortableness and although it was questioned, on reflection, the lack of experience and courage meant this insensitive behaviour was regretfully not fully challenged. Cingel (2009), suggests acknowledging the suffering can help the patient to deal with underlying emotions such as anger or anxiety, however, compassion does not eliminate the suffering it simply allows a patient to feel cared for. A workplace example demonstrates this point; whilst comforting someone during the aftermath of a traumatic labour, where the patient’s baby had been rushed to the neonatal unit and the mother left on a post natal ward feeling anxious and scared. This particular case required both compassion and communication i. e. good listening, eye contact, and a gentle hand placed on the patient’s hand represented a caring and compassionate touch. Being empathetic allowed the patient to talk through her emotions which alleviated some of her stress but it did not take away the pain she was feeling inside and the longing to be with her baby. Foster (2013) believes that compassion is an innate quality which can be delivered in many different ways and Cingel (2009) believes that to deliver compassionate care in practice involves building relationships with patients by creating common ground whilst being able to maintain a professional standard. This means that nursing staff need to be able to distance themselves from making personal judgments whilst being able to connect with the patient on an individual level, in order to personalise compassionate care. For example, one occasion when helping a distressed breastfeeding mother whose baby would not latch required encouragement in a non-judgemental way so that she did not feel a failure. Remaining professional in order to educate her with a method that best suited her and sharing personal experiences allowed the patient to feel that she was not alone. In order for compassion to be delivered by nursing staff it should be role modelled by leaders (Foster, 2013), this means that health care workers must be supported and leaders must recognise the tiring effects of emotional labour. In a Nursing Standard (2013) article one student reports that by seeing the delivery of good care by their peers gives student nurses an opportunity to appreciate the value of the 6C’s which could create a passion to adopt them in their own working methods. In a study carried out on student nurses it was discovered that the students were able to better empathise by disclosing information about themselves, this in turn allowed patients to trust and confide in the students which was conducive for better relationships (Curtis, 2013). It was however, noted that students were uncertain of their boundaries and some student nurses found that they were having to mask their emotions in order to cope with the emotional demands of compassionate practice for them to remain professional. Despite this uncertainty students were encouraged with the obvious relief of suffering as a direct result of their interaction and compassion (Curtis, 2013). Nevertheless, students feared that becoming too emotionally attached could lead to vulnerability and they felt it was necessary to learn to toughen up (Curtis, 2013). Students were also worried that by hardening their emotional exterior would lead to becoming uncompassionate thus having detrimental effects on patients and their own wellbeing (Curtis, 2013). Detrimental effects seen in one American study discovered that when there was a patient rise in relation to staffing numbers, this resulted in higher numbers of nurse burnout which in turn increased the number of health care associated infections. The study found that with every ten percent increase of nurse burnout, the urinary tract infection rate went up by nearly one per one thousand patients and surgical site infections went up by two in one thousand patients (Cimiotti, 2012). From experience, staff have been observed performing inefficient hand hygiene techniques during excessively busy spells which could, in part, explain the link between increased infection rates and staff burnout. Research suggests that burnout occurs on a gradual basis when the demands of work become too stressful to manage. Burnout presents itself in a change of attitudes and behaviours such as lack of enthusiasm and frustration (Sabo 2006). The manifestation of burnout is thought to increase the chances of experiencing the acute onset of compassion fatigue (Sabo 2006). Compassion fatigue occurs with the prolonged suffering of a patient that requires nursing staff to deliver intense levels of care and compassion. When a health care provider is continuously exposed to the stressfulness of emotional situations compassion discomfort can occur. If compassion discomfort is not acknowledged and dealt with it could lead to compassion stress which further leads to compassion fatigue, this is when compassion has become completely exhausted and is unlikely to be regained. A health care worker who is exhausted of compassion tends to make more errors due to a lack of concentration, they become more irritable and less eager to please. Emotionally they find it hard to cope and when it starts to take over a person’s life both personally and professionally sickness levels may rise (Coetzee and Klopper 2010) which will consequently have an adverse effect on staffing levels. Increased absences and sickness reporting loses the NHS five billion a year and four billion can be attributed to thirty million days lost from certified psycho-neurotic disorders (Brykczynska, 1997). Since it is important for nurses to be compassionate and caring Coetzee and Klopper, (2010) believes that in order to prevent compassion fatigue it is important to provide in-house training. This would help staff to identify the signs of compassion discomfort and compassion stress thus preventing the debilitating effects of compassion fatigue, furthermore, it would enable staff to spot the signs developing in their colleagues. They suggest that to prevent the development of compassion fatigue free counselling and life education services should be offered to all members of nursing staff. It was also suggested that student nurses should be educated on compassion fatigue so that they can be empowered to spot the signs and implement strategies to protect themselves against it (Coetzee and Klopper 2010). Curtis (2013) also suggested a better support system would help students achieve and sustain compassionate practice. One study suggests that nurse burnout can be reduced by providing clinical supervision and as long as there is professional resources available and good mental and physical capacity, it can promote motivation and wellbeing amongst staff. However, the study questioned how many people suffering with staff burnout were more susceptible to stress due to their personality traits; consequently it was unclear if clinical supervision would be of benefit to them (Koivu et al, 2012). In Conclusion compassion is about identifying the suffering of another person and having a strong will to alleviate the pain. It would suggest that in order to provide good compassionate care it should be role modelled by leaders as well as other members of staff, however, it is important for new healthcare workers coming into the profession to have appropriate personality traits such as a natural compassion. Compassion can become exhausted due to the stresses and pressures of a busy working environment which puts strain on the emotions of workers. To ensure compassionate care is constantly delivered, there should be a good support network and the provision of education for current members of staff as well as students nurses which would help to reduce vulnerability, burnout and compassion fatigue. Providing clinical supervision in conjunction with personal and professional resources could boost staff morale and wellbeing. A happy workforce is less inclined to be compromised thus reduces the chance of burnout and compassion fatigue which in turn would create better compassionate care that could be sustainable. If all these support systems are in place, the healthcare associated infection rate could be reduced as well as creating a stronger and healthier workforce thus alleviating a financial burden to the NHS.

The Crucible Literary Analysis free essay sample

1. The Crucible is not so much a dramatization of â€Å"witch hunting† as it is an illumination of human weakness, hypocrisy, and vindictiveness. Examine the play for all three elements, providing solid support from the text. 2. Explain how The Crucible not only attacks the weaknesses of Puritanism, yet also highlights some of its finest strengths and values in the lives of individual characters. 3. The play uses the â€Å"trial† situation as a dominant metaphor for the action of the entire play. Discuss various â€Å"trials† dramatized in the play, noting the appropriateness of this metaphor to the overall work. 4. Much of the force of the play derives from irony, or a pointed discrepancy between appearance and reality. Identify at least three instances of irony in the play, and explain how each contributes to the overall effectiveness of the drama. 5. Among the many subjects explored in The Crucible are guilt, hypocrisy, the nature of authority, courage, justice, and hysteria. We will write a custom essay sample on The Crucible Literary Analysis or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page What is the single most important subject in the play? (You may choose one not on this list, as well.) Support your choice with specific reasons and references to the text. 6. A dynamic character is one who changes significantly as a result of events, conflicts, or other forces. Some of the dynamic characters in The Crucible include John Proctor, Elizabeth Proctor, Mary Warren, and John Hale. Pick one character, and trace the change he/she undergoes throughout the play. Be specific in explaining both HOW and WHY this character changes. Rubric Literary Analysis Essay: The Crucible 8-9This essay has a clear thesis that is clearly argued and supported. Quotations and examples are used effectively to support arguments. Paragraphs are well-organized and the introduction and conclusion are effective not repetitive. 6-7This essay has a clear thesis but is not thoroughly developed. Some sloppiness is evident in the format for quotations, their accuracy, or in the writing. The argument is not clearly presented and/or supported. The introduction/conclusion is not effective in opening and closing the body. 4.5 The essay does not have a real thesis but does address some issue in the works. or This essay has a thesis, but the writing is poor. Use of text is adequate, but at times inaccurate. 2.3 This essay has no thesis and is poorly written. Quotations and examples are sometimes inaccurately or inappropriately presented. 0-1This essay has no thesis or represents a misreading of the texts. The argument is not well thought out and/or is superficial. Grammar/Usage/Mechanics -0Sophisticated sentence structures and minimal errors in usage/grammar -1Simplistic sentence structures and/or occasional errors (one or two errors using 2nd person, contractions, run-ons,comma splices, citations, format etc.) -2Significant and frequent sentence errors (more than two errors using 2nd person, contractions, run-ons, comma splices, citations, format etc.) -3Difficult to read because of the frequency of writing errors.

Bio Research Better Health Essays

Bio Research Better Health Essays Bio Research Better Health Essay Bio Research Better Health Essay Disease is any condition that adversely affects the function of any part of a living thing. Health is the wellbeing of the organism. All our body functions, which are under the control of our genes, work together to maintain health. Difficulties in determining health and disease: Disease can cover a wide range of conditions including minor conditions, such as a cut finger or an ant bite, as well as the more obvious diseases like cancers. Health varies on a daily basis and is not just the absence of disease. Health varies with age and the susceptibility to disease. It is a state of physical, mental and social wellbeing. The difficulties of defining the terms health and disease include that: * it is possible for a person to be healthy and have a disease at the same time * The terms are used in general conversation and have different meaning to the scientific definition. * For example: pregnancy affects â€Å"normal functioning† of the body BUT IS NOT considered a disease. * The terminology again, is subjective and biased to how the individual perceives themselves to be healthy or not Infectious and non-infectious disease: * Nons of inherited non-infectious conditions include cystic fibrosis and Down syndrome, and examples of conditions caused by environmental or lifestyle factors include heart disease and skin cancer. Ways of prevent of non-infectious diseases can be for example cutting down on exposure to cigarette smoke and the sun’s rays as these will prevent certain types of cancers and eating healthier which can prevent diabetes. * Infectious diseases are caused by pathogenic microorganisms, such as bacteria, viruses, parasites or fungi; the diseases can be spread, directly or indirectly, from one person to another. Zoonotic diseases are infectious diseases of animals that can cause disease when transmitted to humans. Infectious diseases can be transmitted from the air, contact with infected people like kissing, consuming infected water or foods, sexually and from blood for example mosquitoes passing on malaria to a person. Many infectious diseases are bigger problems in underdeveloped countries, where there is less control of sanitation, fewer vaccinations and other problems that contribute to higher levels of infectious disease. Examples of infectious diseases include colds, flu, herpes, measles and aids. Pathogens: A pathogen is any organism that can produce a disease. Pathogens range from viruses so small that thousands will fit side by side in one millimetre to tapeworms that can be several metres long. They are all infectious. Transmission of pathogens occurs through many different routes, including airborne, direct or indirect contact, sexual contact, through blood, breast milk, or other body fluids. Pathogens may live outside the body, such as the fungus that causes ringworm, inside particular organs, such as parasitic worms in the intestine, in tissues or inside cells. Prions: A Prion is an infectious agent that is composed primarily of protein. To date, all such agents that have been discovered propagate by transmitting a miss-folded protein state; the protein itself does not self-replicate and the process is dependent on the presence of the polypeptide in the host organism. Prion’s cause neurodegenerative disease by aggregating extracellular within the central nervous system to form plaques known as amyloid, which disrupt the normal tissue structure. This disruption is characterized by holes in the tissue with resultant spongy architecture due to the vacuole formation in the neurons. While the incubation period for Prion diseases is generally quite long, once symptoms appear the disease progresses rapidly, leading to brain damage and death. Prions, like viruses, are not actually alive, although both can reproduce by hijacking the functions of living cells. Example of Prion diseases include Bovine spongiform (mad cow disease) encephalopathy and Creutzfeldt-Jakob disease. Viruses: Viruses are tiny organisms that may lead to mild to severe illnesses in humans, animals and plants. This may include flu or a cold to something more life threatening like HIV/AIDS. A virus is not a living thing as it can’t reproduce outside its host. The virus particle or the virions attack the cell and take over its machinery to carry out their own life processes of multiplication and growth. An infected cell will produce viral particles instead of its usual products. Viruses Consist of DNA or RNA enclosed in protein, live inside living cells. They are so small that they cannot be seen with a light microscope. Bacteria: Bacteria do not contain a nucleus. If bacteria form a parasitic association with other organisms, they are classed as pathogens. Pathogenic bacteria are a major cause of human death and disease and cause infections such as tetanus, typhoid fever, diphtheria, syphilis, cholera, food borne illness, leprosy and tuberculosis. Protozoan: Protozoa are a diverse unicellular group of organisms. Some kinds of protozoa act as a parasite in humans; they cause diseases like malaria, Amoebiasis and Chagas disease. Fungi: Fungi are living creatures; some fungi can cause serious diseases in humans, several of which may be fatal if untreated. These include aspergilloses, candidoses and mycetomas. Other fungi can attack eyes, nails, hair, and especially skin, the so-called dermatophytic and keratinophilic fungi, and cause local infections such as ringworm and athletes foot. Fungal spores are also a cause of allergies, and fungi from different taxonomic groups can evoke allergic reactions fungi is also used as a drug to kill bacteria and fungi infections for example penicillin. Macro-parasites: Macro-parasites are parasites that are large enough to be seen by the naked eye; examples of macro-parasites include ticks, mites and flatworms. Malaria Malaria is a disease caused by a protozoan of the genus Plasmodium. It has a complicated life cycle requiring a mosquito of the Anopheles genus to carry the Plasmodium to its host. The disease is common in tropical areas where the Anopheles mosquito lives. The female mosquito requires a blood meal to complete the reproduction cycle of the mosquito. During the blood meal the Plasmodium (sporozoites) are transferred from the mosquito salivary glands into the blood system of the host. The sporozoites travel to the liver via the blood system and enter cells in the liver. After 12 days a new form of the protozoan called merozoites are released and these enter blood cells. At the same time toxins are released. This causes the sweats and fever that are associated with the disease. Some of the merozoites develop into gametocytes and may be sucked up by another mosquito in another blood meal. In the gut of the female mosquito the gametocytes become gametes and are fertilised. This forms sporozoites which will travel to the salivary glands of the female mosquito and await the next blood meal to enter another host. The disease was known from the start of recorded history but it took many researchers to uncover the complicated life cycle above. Sir Ronald Ross (1857 1932) was a British medical officer working in India. For thousands of years, people had been puzzled about the way in which malaria spread but they knew that malaria was common in areas close to swampy land. In the late 1800s, people were beginning to wonder if mosquitoes could spread malaria. Ross collected mosquitoes and painstakingly dissected them under a microscope. He discovered the micro-organism that was known to cause malaria, inside the bodies of Anopheles mosquitoes. This led to the realisation that insects could carry pathogens, that is, they can be vectors of disease. Date| Development| 18 BC| The disease malaria was described by the Romans. Malaria was thought to come from swamps so the name means bad air. | 1820| Quinine used to prevent the disease, and was very effective but had bad side effects. | 1880| Charles Laveran a French army doctor observed the malarial parasite. | 1886| Golgi observed asexual reproduction in the protozoan Plasmodiumand identified two species. | 1897| Ronald Ross discovered that Plasmodium was the protozoan that caused the disease malaria. | 1988| Giovanni Grassi named the Anopheles mosquito as the carrier of the malarial parasite| 1940| Chloroquinine the first synthetic anti-malarial drug was use| HIV| Cause| The Human immunodeficiency virus | Transmission| HIV can be transmitted from an infected person to another through: * Blood (including menstrual blood) * Semen * Vaginal secretions * Breast milkActivities That Allow HIV Transmission * Unprotected sexual contact * Direct blood contact, including injection drug needles, blood transfusions, accidents in health care settings or certain blood products * Mother to baby (before or during birth, or through breast milk)| Host response| Antibodies to HIV are formed but these neither clear the infection nor are protective. | Major symptoms| Early stage: * No early symptoms some people notice no early infection symptoms * Sore throat * Body rash * Flu-like symptoms * Fever * Headache * Tiredness * Enlarged lymph nodes Late stage: * persistent tiredness * night sweats * weight loss * persistent diarrhoea * blurred vision * white spots on the tongue or mouth * dry cough * shortness of breath * fever of above 37C (100F) that lasts a number of weeks * swollen glands that last for more than three months| Treatment| Theres no cure for HIV/AIDS, but a variety of drugs can be used in combination to control the virus. Each of the classes of antis include efavirenz (Sustiva), etravirine (Intelence) and nevirapine (Viramune). Nucleoside reverse transcriptase inhibitors (NRTIs). NRTIs are faulty versions of building blocks that HIV needs to make copies of itself. Examples include Abacavir (Ziagen), and the combination drugs emtricitabine and tenofovir (Truvada), and lamivudine and zidovudine (Combivir). Protease inhibitors (PIs). PIs disable protease, another protein that HIV needs to make copies of itself. Examples include atazanavir (Reyataz), darunavir (Prezista), fosamprenavir (Lexiva) and ritonavir (Norvir). Entry or fusion inhibitors. These drugs block HIVs entry into CD4 cells. Examples include enfuvirtide (Fuzeon) and maraviroc (Selzentry). Integrase inhibitors. Raltegravir (Isentress) works by disabling integrase, a protein that HIV uses to insert its genetic material into CD4 cells. | Prevention| * Use a new condom every time you have sex. * Use a clean needle. * If youre pregnant, get medical care right away. If youre HIV-positive, you may pass the infection to your baby. But if you receive treatment during pregnancy, you can cut your babys risk by as much as two-thirds. * Tell your sexual partners if you have HIV. * Use the drug trudava which helps to prevent the virus, but a condom should still be used during sex. | control| To control HIV it is important to inform people about the ways it can be transmitted and how to eliminate the risk of getting it, also all blood donors have to be tested for HIV and all myths to be dispelled. | Epidemiology: lung cancer as an example Epidemiology is the study of the patterns, causes, and effects of health and disease conditions in defined populations. It is the cornerstone of public health, and informs policy decisions and evidence-based medicine by identifying risk factors for disease and targets for preventive medicine. To be valid the study must be focused on a large group of people rather than a few individuals and relate a certain population that can be identified. Through doing so it allows for trends and causative factors to be observed. The study must also have unequal exposure to the thing that is suspected to cause the disease for example studying if cigarettes create a higher risk of lung cancer, the population should consist of people who smoke and people who don’t. Also other considerations like age, sex, ethnic and group and occupation must also be noted. Epidemiology has three main aims: * To describe disease patterns in human populations. * To identify the causes of diseases (also known as aetiology). * To provide data essential for the management, evaluation and planning of services for the prevention, control and treatment of disease Epidemiologic studies determine whether people exposed to a certain risk factor (e. g. , cigarette smoking) are significantly more likely than those not exposed to develop a certain health outcome (e. g. , lung cancer)- in other words, is there a strong relationship between the exposure and the illness. Analysis is accomplished through statistical manipulation of data regarding the health problem under investigation. * Descriptive: First type of study when investigating the cause of a disease. In relation to smoking causing cancer they looked at age, sex, exposure. * Analytical: Used to collect more data, which is then statistically analysed to develop hypotheses as to the likely cause(s) of the disease. Two indicators include: Morbidity (number of cases of the diseases) and mortality (% of the population that dies from the disease). * Case control studies: Compare people with the disease (case) to people without the disease (control) and looking for different exposure to the possible causes of the disease. * Cohort studies: Involves studying two or more similar groups who are free of the disease. * Intervention: Used to test the effectiveness of a treatment, or the effectiveness of a public health campaign to change the behaviour of the population as a whole in order to decrease the incidence of the disease. Inherited disease Cystic fibrosis: Inherited diseases are genetically transmitted and are caused by errors in genetic information. Cystic fibrosis (CF) is a chronic disease that affects organs such as the liver, lungs, pancreas, and intestines. Cystic fibrosis is caused by a mutation in a gene called the cystic fibrosis transmembrane conductance regulator (CFTR), which serves an important function in creating sweat, mucus, and digestive juices. Only one copy of this gene is needed to prevent cystic fibrosis, and most people have two copies. However, if a person lacks at least one unaltered version of this gene that can produce a CFTR protein, cystic fibrosis will result. Cystic fibrosis is a hereditary disease in that one can only get it if his or her parents both are carriers. A child must inherit two copies of the defective gene in order to have CF. A child with two parents who are carriers of the defective gene has a 25% chance of having cystic fibrosis and being a carrier of two defective copies of the gene, a 25% chance of not being affected nor a carrier of a defective copy of the gene, and a 50% chance of not being affected by CF but carrying one defective copy of the gene. Symptoms: * Recurrent and severe chest infections. * Malabsorption of nutrients and failure to thrive. * Passing by large, foul-smelling motions. * Excessive salt in sweat. * Infertility. There is no treatment but giving supplements to their diet to counter the effect of insufficient digestion and absorption of nutrients and daily physiotherapy breathing exercises to prevent the excessive build up of mucous in the lungs, helps to control the disease. Nutritional deficiencies (Scurvy) Nutritional deficiencies are caused by diets lacking the proper balance and amounts of nutrients. Scurvy is a disease caused by a diet that lacks vitamin C (ascorbic acid). This may be due to ignorance, famine, anorexia, restrictive diets (due to allergies, food fads, etc. ), or difficulty orally ingesting foods. Patients develop anaemia, debility, exhaustion, edema (swelling) in some parts of the body, and sometimes ulceration of the gums and loss of teeth. Initial symptoms: * Pain and tenderness in the legs. * Swelling of the long bones. * Swollen, purplish and spongy gums. Advanced symptoms: * Gangrene. * Re-opening of old wounds. * Spontaneous haemorrhaging. Treatment: Simply involves the inclusion of adequate amounts of Vitamin C in the diet. In order to prevent the occurrence of scurvy, adequate amounts of Vitamin C should be included in the daily diet. Environmental diseases (Mesothelioma). Environmental diseases are those caused by lifestyle or exposure to chemicals. Mesothelioma, more precisely known as malignant mesothelioma is a rare cancer of the mesothelial cells, most commonly those in the lining that covers the lungs. Mesothelioma is caused by exposure to asbestos and patients dont get any symptoms until 20 to 30 years after exposure. There is no cure and treatment can only slow down the progression of the disease. Symptoms: * Shortness of breath caused by tumour squashing the lungs. * Chest pain. * Weight loss, loss of appetite, fatigue, fevers and anaemia. Smoking and lung cancer: Smoking can causes lung cancer as tobacco smoke contains 70 different cancer causing substances. When you inhale smoke, these chemicals enter your lungs and spread around the rest of the body. Scientists have shown that these chemicals can damage DNA and change important genes. These causes cancer by making cells grow and multiply out of control. Lung cancer isn’t just caused from smoking it can also be hereditary, from second hand smoking, HPV infection, exposure to substances (chromium, tar, arsenic, and nickel) and the second most likely cause of smoking radon gas. Statistics for smoking causing lung cancer: Between 80 and 90% of lung cancers are due to smoking, yet 10% of men and 20% of women who develop the disease have never smoked. On the other side of the equation, many people who smoke do not develop lung cancer. An earlier Canadian study quoted the lifetime risk for male smokers at 17. 2% (11. 6% in women) versus only 1. 3% in male non-smokers (1. 4% in female non-smokers). In a 2006 European study, the risk of developing lung cancer was: * 0. 2% for men who never smoked (0. 4% for women) * 5. 5% for male former smokers (2. 6% in women) * 15. 9% for current male smokers (9. 5% for women) * 24. 4% for male â€Å"heavy smokers† defined as smoking more than 5 cigarettes per day (18. 5% for women) Skin cancer (melanoma) | Occurrence| Australia has the highest incidence of melanoma in the world and melanoma is often referred to as Australias national cancer. * Melanoma makes up only 2. 3% of all skin cancers but is responsible for 75% of skin cancer deaths. * Melanoma is the third most common form of cancer in Australian men and women (10% of all cancers) * 1 in 17 Australians will be diagnosed with melanoma before age 85 * Melanoma is more commonly diagnosed in men than women. The risk of being diagnosed with melanoma by age 85 is 1 in 14 for men compared to 1 in 23 for women. | Symptoms| Main symptom is Unusual moles To help identify characteristics of unusual moles that may indicate melanomas or other skin cancers, think of the letters A-B-C-D-E:A is for asymmetrical shape. Look for moles with irregular shapes, such as two very different-looking halves. B is for irregular border. Look for moles with irregular, notched or scalloped borders - characteristics of melanomas. C is for changes in colour. Look for growths that have many colours or an uneven distribution of colour. D is for diameter. Look for new growth in a mole larger than 1/4 inch (about 6 millimetres). E is for evolving. Look for changes over time, such as a mole that grows in size or that changes colour or shape. Moles may also evolve to develop new signs and symptoms, such as new itchiness or bleeding. Other suspicious changes in a mole may include: * Scaliness * Itching * Spreading of pigment from the mole into the surrounding skin * Oozing or bleedingCancerous (malignant) moles vary greatly in appearance. Some may show all of the changes listed above, while others may have only one or two unusual characteristics. | Cause| Like other cancers, melanomas are composed of cells which multiply without the normal control of the bodys regulating systems. It has not yet been possible to completely identify how melanoma develops however a significant link between exposure to sunlight and the development of melanoma has been established. People living in climates with high levels of ultraviolet light have an increased risk of melanoma. Indoor tanning beds increase the risk of melanomas as they produce high levels of UV light. Melanoma could also be hereditary as test can now be done to see if people are at higher risk of getting melanomas. | Treatment/management| Surgery is the best option during the early stage of the melanoma as it can get rid of it before it spreads to certain organs and places which are hard to treat. Drugs or other substances can be used to target and destroy melanoma cells and leave normal cells. Radiation therapy. Immunotherapy is a type of systemic therapy useful in the treatment of melanoma at high risk for recurrence and for metastatic disease. Chemotherapy is a type of therapy in which a medication is given to treat melanoma. The goal of chemotherapy is to destroy melanoma cells throughout the body. | Bibliography: * C Parker E Neville, Lung cancer 8: Management of malignant mesothelioma, Thorax scientific journals 2003 volume 58 issue 9, http://thorax. bmj. com/content/58/9/809. full * Epidemiology [on-line] 2011, health. qld. gov. au/epidemiology/, 2/9/2011 * Glenda CHIDRAWI MARGARET ROBSON with Stephanie HOLLIS, Biology In Focus, The McGraw-Hill companies, First published in 2008. * HSC online Search for better health: 2. Infectious and non-infectious diseases [On-line] 2013, http://hsc. csu. edu. au/biology/core/better_health/9_4_2/942net. html * Melanoma [online] 2013, cancer. org. au/about-cancer/types-of-cancer/skin-cancer/melanoma. html, 19/3/2013 * Mesothelioma [ON-LINE] 2013, betterhealth. vic. gov. au/bhcv2/bhcarticles. nsf/pages/Mesothelioma, 23/07/2013 * Pathogen information [On-line] 2011, epa. gov/enviro/html/icr/pathogens. html, 28/10/2011

How to Get a Recommendation Letter for Graduate School

How to Get a Recommendation Letter for Graduate School The letter of recommendation is the part of the graduate school application that students stress most over. As with all elements of the application process, your first step is to be sure that you understand what you’re asking for. Learn about letters of recommendation early, well before it is time to apply to graduate school. What Is a Recommendation Letter? A letter of recommendation is a letter written on your behalf, typically from an undergrad faculty member, that recommends you as a good candidate for graduate study. All graduate admissions committees require that letters of recommendation accompany students’ applications. Most require three. How do you do about getting a letter of recommendation, specifically a good letter of recommendation? Prep Work: Develop Relationships with Faculty Begin thinking about letters of recommendation as soon as you think youd like to apply to graduate school because developing the relationships that are the foundation of good letters takes time. In all honesty, the best students seek to get to know professors and get involved regardless of whether they are interested in graduate study simply because its a good learning experience. Also, graduates will always need recommendations for jobs, even if they dont go to graduate school. Seek experiences that will help you develop relationships with faculty that will get you excellent letters and help you learn about your field. Choose Faculty to Write on Your Behalf Carefully choose your letter writers, keeping in mind that admissions committees seek letters from specific types of professionals.  Learn about what qualities to look for in referees and dont fret if youre a nontraditional student or one who seeks entry to graduate school several years after graduating from college. How to Ask Ask for letters appropriately. Be respectful and remember what not to do. Your professor does not have to write you a letter, so do not demand one. Demonstrate respect for your letter writers time by providing him or her with plenty of advance notice. At least a month is preferable (more is better). Less than two weeks is unacceptable (and may be met with a No). Provide referees with the info they need to write a stellar letter, including info about the programs, your interests, and goals. Waive Your Rights to See the Letter Most recommendation forms include a box to check and sign to indicate whether you waive or retain your rights to see the letter. Always waive your rights. Many referees will not write a non-confidential letter. Also, admissions committees will give letters more weight when they are confidential under the assumption that faculty will be more candid when the student cannot read the letter. Its OK to Follow-Up Professors are busy. There are many classes, many students, many meetings, and many letters. Check in a week or two before its due to see if the recommendation has been sent or if they need anything else from you. Follow-up but don’t make a pest out of yourself. Check with the grad program and contact the prof again if it hasnt been received. Give referees lots of time but also check in. Be friendly and dont nag. Afterwards Thank your referees. Writing a letter of recommendation takes careful thought and hard work. Show that you appreciate it with a thank you note. Also, report back to your referees. Tell them about the status of your application and definitely tell them when you are accepted to graduate school. Theyll want to know, trust me!

The most effective way of treating depression is through regular Essay

The most effective way of treating depression is through regular exercise discuss - Essay Example The paper will also focus on other ways of treating depression, which can complement exercises. The other ways of treating depression to be addressed in the paper include the use of antidepressants and psychotherapy. Depression refers to a mental disorder characterized with such behaviors as guilt feelings, depressed mood, disturbance in sleeping patterns, low self-esteem, lack of appetite, as well as lack of enough energy. Depression can be regarded as a chronic condition that affects many people. There may be high instances of relapse associated with the issue of depression. Factors that cause depression include stressful encounters both in the workplace and at home. Depression may also be cause by the interactions that people have with those around them and how effective they are in these interactions. Depression is a significant cause of somatic and co-morbid illnesses (Knapen et. al. 2009, p. 78). Persons who suffer from depression have high risks of contracting diseases such as osteoporosis, type 2 diabetes, as well as heart diseases. As a result, there are higher risks of contracting heart diseases for persons with depression than in the general population. Persons with depression are less active in their lives than those without depression. Moreover, are not as physically fit as persons without depression and they have low cardio-respiratory fitness. According to studies, lack of exercises and physical activity can be associated with depression, lack of proper health body composition and mass, cardiovascular diseases, and osteoporosis. Evidence shows that physical exercises play a crucial role in the treatment of depression. Exercises are essential for the treatment of both moderate and mild depression; the role played by exercises in the treatment of depression can be likened to the effect of psychotherapy and antidepressants in depression. Exercise also treats severe dep ression as it creates positive effects,

Business entity part 2 Essay Example | Topics and Well Written Essays - 250 words

Business entity part 2 - Essay Example Realistic goal means that set objectives are within reach and can be achievable. Cash increase as a goal that can be achieved by starting a saving plan, thus identifying the financial capability of the corporation. Revenue growth is a financial goal necessary for a corporation’s growth (Krus, 2005). The long term goal means steady elevation of sales that lead to income increase. This can be achieved by setting aside crisis funds. This ensures the corporation has a back up and encounters no lose in the income. This enhances a corporation’s income which results to revenue growth that is fundamental in the financial unit. Returns increase is a long term financial goal that a corporation can set. Return increase means profit increase in a corporation. The returns increase objective should be specific, which implies that the corporation should put precise figures in an orderly manner. (Krus, 2005). The goal should be achievable without the corporation being under pressure to enable it fulfil the goal. This goal can be achieved by creating a budget that will identify credits and

I Know Why the Caged Bird Sings (Maya Angelou) Essay Example for Free

I Know Why the Caged Bird Sings (Maya Angelou) Essay In I know Why the Caged Bird Sings, Maya Angelou shows us a dark side of American history and how racism and discrimination can affect people, but she also shows us the power of the human spirit in our ability to overcome negativity and succeed in spite of great difficulties in life. One of the earliest examples of race relations in the book symbolizes the major separation of opportunity for black and white children. On the second page of the book, Marguerite explains how she wished that she would â€Å"wake up in a white world, with blond hair, blue eyes, and she would shudder from the nightmare of being black. † Thus, from the beginning of the book, race relations were one of the major themes. The way that Marguerite was thinking at this point, was the same way that other young black children were thinking during this time. They were so use to the white children being praised, they felt that if they looked that way, they would be praised and have the finer things in life as well. According to Valà ©rie Baisnà © (1994), â€Å"Angelous autobiographies in the midst of literature, were written during and about the American Civil Rights movement. The American Civil Rights Movement (1955–1968) refers to the reform movements in the United States aimed at abolishing racial discrimination against African Lupton states that Caged Bird captures the vulgarity of white Southern attitudes toward African Americans. Angelou demonstrates, through her involvement with the black community of Stamps, her developing understanding of the rules for surviving in a racist society, something she is not able to articulate for many years, when she finally writes the book. Angelou also vividly presents racist characters so real one can feel their presence.† Maya Angelou’s early experiences with racism are so powerful, that in 1982, during an interview with Bill Moyers in Stamps, she is unable to cross some railroad tracks into the white part of town. Bill Moyers was an American Journalist and public commentator. Critic Pierre A. Walker (1995), characterizes Angelous book as political; he stresses that the â€Å"unity of her autobiographies serves to underscore one of Angelous central themes: the injustice of racism and how to fight it.† Walker (1995) also states that Angelous biographies’, beginning with Caged Bird, consists of a sequence of lessons about resisting racist oppression. This sequence leads Angelou, as the protagonist, from helpless rage and indignation to forms of subtle resistance, and finally to outright and active protest throughout all six of her autobiographies. Maya Angelou used all that she has been through to write her stories. Her childhood was not really a child hood because she had to accept what had happened to her and move on which caused her to grow up faster than normal. The events that took place in her life made her the strong woman that she is today. She decided not to let her situation define her, instead, she decided to define her situation. Far too many times there are individuals who allow things that happen to them tear them down and they never seem to recover, but not Maya Angelou. She was determined. During the time that this book was written, there were a lot of things going on in the country. One major event was the Civil Rights Movement. The Civil Rights Movement was a time in American History where Blacks were protesting and fighting to be able to have the same rights as a those of non-blacks. Bibliography Angelou, Maya (1969). I Know Why the Caged Bird Sings. New York: Random House. Random House Inc is the worlds largest English-language general trade book publisher Baisnà ©e, Valà ©rie (1994). Gendered resistance: The autobiographies of Simone de Beauvoir, Maya Angelou, Janet Frame and Marguerite Duras. Amsterdam Walker, Pierre A. Racial protest, identity, words and form in Maya Angelous I Know Why the Caged Bird Sings.. College Literature 22.3 (1995): 91+. Academic OneFile. Web. 8 Aug. 2012.

Essay --

1. INTRODUCTION Internet abuse is generally means an employee is surfing inappropriate web sites during work hours. Visited web pages are prohibited in organizational policy, or simply because of time or frequency of an employee web browsing problem. Abuser finder project is a project that can detect and check what staff in SMK Taman Ria Jaya do during working hour such as opening sites that is unrelated to their work. It is useful to superiors to monitor what staffs do at work. Is it working or doing other work. If so, staff opened the other sites during work, superiors can criticize or take action against the staff. 2. PROBLEM STATEMENT Problem statement is where before making a solution sure there is the problem. Here, there are some problems to be solved. Among them are:- ï‚ž Staff open other website during working hours ï‚ž Staff not focusing on their work while working ï‚ž IT Staff cannot monitor what staff are doing when working hours because quite a lot of staff 3. OBJECTIVES It is a must to achieve this by solving the problem of internet abuse faced by workers today. Th...

Human’s Wisdom from Environment Essay

The relationship between the Bangal tiger Richard parker and Pi Patel is the main focus in the novel ‘Life of Pi’.Their relationship are continually changing and it is the struggle for survival makes them need to change.A long time ago,human are weaker than animal as they don’t have strong body as animal .They do not have the sharp claws as Richard Parker does to protect themselves.However,as time going on ,human starts to dominate the earth by creating their own technology and weapon to protect themselves.The change of the relationship between Pi and Richard Parker can be seen as how human developed their skill from learning skill from the animals. In the beginning of the surivial adventure,Richard Parker is always the one who dominate the boat ,he can walk wherever he likes and to scare Pi to get off the boat because he has a much stronger power than Pi has. However,at the end,Pi is actually the one who takes control over Richard Parker and force Richard to follow his command.He does it by using the method which our ancestors used before in history.He used his weapon for attack,turtle shells for defence and his whistles for calling people to come rescue.This can shows human’s wisdom over the animal. The other thing which interested me in this novel is how Pi can adapt the new environment so quickly,he losts a lot of thing that we think we need to use in our daily life,he doesn’t have a phone,map or anything to guide him the direction or call for help.However,he reverted to the animals ways which his ancestors did before.When he arrived on the island , he started to analyze the environment and realize that the water is acidic there and it is dangerous for him to stay there . Also ,he marked down all the animal ‘s rountine.He learned some habits from Richard Parker and he did the same thing as Richard does.He adapt to become something Richard can used to live with.This remind me one extrodinary person in history which is Darwin.Charles Robert Darwin is an English naturalist.He established that all species of life have descended over time from common ancestors.The thing amaze me is Darwin did the same thing as Pi does,both of them do journal to record down what they experience and learned.When we looked back to the beginning of the novel, the zebra couldn’t adapt because it was injured ,and become the first animal to dead . Then the orangutan couldn’t adapt to the foreign environment so he was eaten by the hyena.Lastly the hyena couldn’t adapt to the new threat ,which is the tiger,therefore it get killed by Richard.However, for Pi ,he worked in zoo before so he know some of the animals behavior and that’s why he can prepare the protection for himselves first.This show s human can be adaptable to the nature as if they have enough knowledge of the environment and animal ,and the knowledge come from the analyze towards animal’s habit,that’s what make huaman on top of the food chain. Of course,it is not necessary for us to go to an island and learned all those skills because we can learn those skill from our biology book now.We should really thankful for those people who does the research before.Throughout this novel,the author Yann Martel shows us what do we need to adapt through conflict,which can also apply to our life.When we have difficulty towards our life,we should not feel panic,instead ,we should keep calm and analyze the problem we have in order to find out the solution for it.

Ethical Issues in the Workplace

Ethical Issues in the Workplace Thesis Description Choosing to work in a predominately male environment while working the same late hours, enduring the same amount of time on deployments, and listening to males argue over how much tougher they are than females, is a challenge to a woman in a leadership role. The predominantly male field is not the place for a female who is sensitive. When a female decides to enter the military and work with a military that has a male majority, it can cause things to be shaken up a bit. In fact, placing a female in charge of males may cause friction in a work environment.A situation occurred while on a seven month deployment out to sea in which a fellow sailor wanted to call home to check on her child at a specific time. In addition, she had promised her child she would be available to call. However, the time she asked to call was during a time when our ship would be entering a training evolution that would take about three hours. I was placed in char ge by my Chief to monitor the times the phone could be used by my division’s team members. Due to the training environment the ship would be entering, use of the phone would be unauthorized by team members.No one would be allowed to use the phone until the training evolution was completed. Training evolutions are a common exercise conducted by ships on a deployment. Training is conducted by members to help prevent safety mishaps and prepare for unforeseen attacks. Therefore, training is essential to keep the crew and the ship safe. While in a training environment the Commanding officer takes the opportunity to inspect his crew while walking around to ensure everyone is performing their work safely and efficiently.This is where the ethical dilemma began to appear in the workplace. Each team member was only able to use the phone for ten minutes at a time because the ship would travel in one direction for a specified amount of time to allow multiple people to place their phone c alls before changing directions. Therefore, time ran out to use the phone because the ship had scheduled the training evolution earlier in the day. The female sailor had a hard-charging personality, confident in tone, and performed all tasks assigned in a timely manner.She was a single mother with little support at home because the husband had abandoned her and her son. By making a decision to allow her to call home could affect the way my team would view my decision. Moreover, my Chief would be disappointed by my actions as a leader. On another note, to not allow her to call home could affect her work ethic, behavior, and her son’s behavior. SH Analysis My watch team consisted of seven males and another female. Each member of my team came from different states with various views, religions, ethics, morals, and principles.Nevertheless, by allowing someone on the team to use the phone during a training evolution could be viewed as favoritism and unauthorized. Favoritism amongs t the team could cause a trickle effect. When it would come to delegating duties to other members of the team, some may feel jealous of the female sailor I allowed to slide by with making an unauthorized phone call. The other members could report my actions to the Chief or eventually place a grievance due to favoritism. The overall affect would decrease the cohesiveness of the watch team whereby affecting the production of work.If the Sailor was unable to call home her performance may decline rapidly due to the stress of worrying about her situation. She would not have the energy needed to perform her job as well as the focus which could affect the team as to job accomplishments, picking up her slack, and complaining. This would overall affect the division as it trickles up and down the chain of command. Her child if not checked on could also have issues that the mother should be aware of such as health, food or anything in which the mother would have to provide guidance to over the phone.As a result, the son could suffer from the decision made. Conclusion The cause of this issue is the manning of the ship and the personnel that have been recruited that are very sensitive to specific needs. The Navy consists of ship life and shore duty life. Ship life is very demanding and is on a tight schedule. Numerous missions, lack of sleep, possible lack of nutrition, and being away from family from long periods of time. People from all different walks of life are grouped together and forced to accomplish a mission.How is this possible when there are so many different work ethics, morals and principles involved? The stress this brings requires specialized individuals to endure. On the other hand, many shore commands are not bad. It is basically like working an 8-4 at the end of the day in which one is able to go home to his or her family living a mostly normal life. Before recruiting personnel in the navy both males and females should be able to go out to sea for at leas t a month to see what it’s actually like and if they can cope with the lifestyle.This method would eliminate bad recruits, but it would also help the navy determine where personnel should be placed—sea duty or shore duty. On a smaller scale, whether female or male, the supervisor that has the issue in regards to their personnel requiring special treatment or needs should always be aware of the possible consequences of decisions made. When making decisions in your workplace as a supervisor or manager one should possess social skills, open mindedness, critical thinking skills, and be a good listener.A female leader must realize that every decision made will have some type of consequence that will follow her. Getting to know assigned personnel helps as one makes important decisions throughout her career. Lastly, it allows the load to be lighter and allows subordinates to open up with concerns which would help solve many issues that may occur. As a female in the military i t is more important to think clearly about all consequences of decisions made and behavior exhibited to others.

Censorship vs First Amdendment essays

Censorship vs First Amdendment essays Censorship versus the First Amendment Throughout the history of the United States of America, the Constitution has always been put to the test. The first amendment guarantees freedom of speech and the press. The founders of the United States of America originally created the first amendment to allow colonists to speak out against the British. The press in the 17th century was accurate and informative with little competition among journalists. But today in the 20th century the circumstances are different and the stakes are higher. Due to an incredibly high amount of competition among journalists today, the information show to the viewers is usually exaggerated in order to capture a viewing audience. The media is everywhere you turn. You can find the media in various forms such as television, radio, magazines, newspapers, and now on the information superhighway. In the process of capturing ratings, who is the media harming more? Is it people who are accused of a crime, such as O.J. Simpson, or is it the American publics stupidity for believing everything they hear? Limitations greatly need to placed upon the first amendment of the U.S. Constitution in regard to freedom of the press because presently the media is doing more harm than good. The job of the media is to find the truth and tell it to the people. The media has the power to inform the public, but often the information they receive is distorted. The media has shaped our view of society and the process by which we choose our leaders, make our rules, and construct our values. The media has the power, although indirectly, to encourage people to like or hate the government. The media promotes what it believes is easiest for the public to accept, but in the process it fails to cover the issues adequately. The media can make us wiser, fuller, sure and sweeter than we are. (Orr 61) But, the media can also cloud the publics judgments, and cause confusion and disillu...

Idioms and Expressions With All

Idioms and Expressions With All The following English idioms and expressions use the word all. Each idiom or expression has a definition and three example sentences to help your  understanding of these common idiomatic expressions with all.   All-Nighter Definition: Do something (for instance a study session) that lasts all night We pulled an all-nighter to get ready for the exam.The graduation party was an all-nighter.Im afraid Im going to have to pull an all-nighter to get the report ready for tomorrow. All Over Something Definition: Very fond of something Hes all over the latest fashions.Peters all over antique furniture.Im all over that authors works. All Right Definition: Yes, okay, fine Thats all right by me!All right! I got an A on my term paper.I think hes all right with the changes we foresee.   All Shook Up Definition: extremely excited, worried, or disturbed about something Hes all shook up about his mothers illness.Wow! Im all shook up about Alice.I dont want you to get all shook up over the news. All That and Then Some Definition: even more than what has been mentioned He did all that and then some to get the new job.Yes, thats right. All that and then some!I think hell do all that and then some in order to get the company back on its feet.   All the Way (With Go) Definition: do something completely Hes going all the way for the scholarship.We went all the way to California on our vacation.I think you can go all the way to finals in this competition. Dash It All Definition: Expression used when very upset Dash it all! I didnt do very well.Dash it all! She cant come this weekend.Im afraid the position didnt work out. Dash it all! For All I Know Definition: Based on what I know (usually expressing displeasure) For all I know, hell come and win the prize.Theyve decided to hire Jack for all I know.For all he knows, she wants to get married.   Free for All Definition: Crazy, non-restricted activity (generally a fight) It was a free for all! Everyone went crazy!They stepped in to break up the free for all.Black Friday is generally a free for all that I try to avoid.   Have It All together Definition: Be very poised, successful He has it all together. The house, the wife, the kids, the great job - everything!I was very impressed with the candidate. She seemed to have it all together.I hope the new recruit has it all together. We need a team player.   Hold All the Aces Definition: Have all the advantages Unfortunately, Tom holds all the aces right now. Youll have to do what he says.Im holding all the aces so I can do whatever I want.Im afraid this is a situation in which you dont hold all the aces. Know All the Angles Definition: Be very clever about something Jack knows all the angles. Be careful!The salesman knew all the angles, and by the end of our talk I had bought a new computer!If you need some help with math talk to Peter. He knows all the angles.   Know It All Definition: Someone who seems to know everything and lets everybody know that he / she knows everything, used in a negative sense I know you think you are a know it all, but you dont know everything.  I hate Tom. Hes such a know it all in class.Dont think you know it all.   Not All There Definition: Not intelligent, not completely focused on an activity Im afraid Peter is not all there. He needs some help badly.Unfortunately, I was not all there and lost the final match.Be quiet. The boss is not all there today. Give him plenty of room. Of All the Nerve Definition: expression of anger at someones behavior Of all the nerve! Did you see how that woman treated me?Of all the nerve! She took my seat!You didnt buy him a present?! Of all the nerve! That guy has always treated you well.   Once and for All Definition: Finally (usually putting an end to something) Im going to stop his behavior once and for all!Lets get this over once and for all.Id like to review the grammar one more time. Hopefully, this will make it clear once and for all.   Pull out All the Stops Definition: make every possible effort to do something He pulled out all the stops on the exam.Were going to pull out all the stops on our presentation.Id like to throw a huge party that pulls out all the stops.   You Cant Win Them All Definition: Expression of acceptance after a loss or disappointment Well, you cant win them all. Lets go home.You did your best. You cant win them allI tried to get the job, but I didnt. You cant win them all.