Friday, September 6, 2019
Responsibilities of a paediatric first aider Essay Example for Free
Responsibilities of a paediatric first aider Essay Maintain your own safety Contact the emergency services Give accurate and useful information to the emergency services Support the casualty physically and emotionally Appreciate your own limitations Know when to intervene and when to wait for more specialist help to arrive. PEFAP 001 1.2: Describe how to minimise the risk of infection to self and others Wash your hands with soap and water before and immediately after giving first aid. If gloves are available for use in first aid situations, you should also wash your hands thoroughly before putting the gloves on and after disposing of them. (Plastic bags can be used when gloves are unavailable.) Avoid contact with body fluids when possible. Do not touch objects that may be soiled with blood or other body fluids. Be careful not to prick yourself with broken glass or any sharp objects found on or near the injured person. Prevent injuries when using, handling, cleaning or disposing of sharp instruments or devices. Cover cuts or other skin-breaks with dry and clean dressings. Chronic skin conditions may cause open sores on hands. People with these conditions should avoid direct contact with any injured person who is bleeding or has open wounds. PEFAP 001 1.3: Describe suitable first aid equipment, including personal protection and how it is used appropriately. (Print off your PPE report) All first aid boxes should have a white cross on a green background. Guidelines published by the National Association of Child Minders, NCMA, as well as Ofsted and experienced paediatric first aid trainers, recommend that the first aid box in a child care setting should contain the items listed include: 1 first aid guidance leaflet 1 large sterile wound dressing 1 pair disposable gloves 10 individually wrapped wipes 2 sterile eye pads 1 pair of scissors 1 packet hypoallergenic plasters – in assorted sizes 3 medium sterile wound dressings 2 triangular bandages 5 finger bob bandages (no applicator needed) 4 safety pins It is recommended that you do not keep tablets and medicines in the first aid box. PEFAP 001 1.4: Describe what information needs to be included in an accident report/incident record and how to record it. Details of all reportable incidents, injuries, diseases and dangerous occurrences must be recorded, including: The date when the report is made The method of reporting The date, time and place of the event Personal details of those involved A brief description of the nature of the event or disease. Records can be kept in any form but must conform to data protection requirements . PEFAP 001 1.5: Define an infant and or a child for the purpose of first aid treatment. Paediatric first aid focuses on infants and children. An infant is defined as being from birth to the age of one year and a child is defined as one year of age to the onset of puberty. Children are however different sizes and a small child over the age of one may be treated as an infant. Similarly puberty can be difficult to recognise, so treat the child according to the age that you think they are, larger children should be treated with adult techniques. PEFAP 001 3.2: Describe how to continually assess and monitor an infant and a child whilst in your care. Remember your ABC and continue to monitor the infant or child in your care until you can hand over to a doctor or paramedic. A is for AIRWAY : check that the airway remains open. Always monitor a child while in recovery position. B is for BREATHING: Check that breathing is normal and regular. C is for CIRCULATION: check the pulse (if you are trained and experienced) but ensure you take no more than ten seconds to do this: (a) In a child over one year : feel for the carotid pulse in the neck by placing your fingers in the groove between the Adam’s apple and the large muscle running from the side of the neck . (b) In an infant: feel for the brachial pulse on the inner aspect of the upper arm by lightly pressing your fingers towards the bone on the inside of the upper arm and hole them there for five seconds. PEFAP 001 4.1: Identify when to administer CPR to an unresponsive infant and a child who is not breathing normally. CPR should only be carried out when an infant or child is unresponsive and not breathing normally. If the infant or child has any signs of normal breathing, or coughing, or movement, do not begin to do chest compressions. Doing so may cause the heart to stop beating. PEFAP 001 4.3: Describe how to deal with an infant and a child who is experiencing a seizure. Witnessing a child having an epileptic seizure is a very unpleasant experience, particularly the first one. However, some young children experience what is termed a Febrile Seizure which is brought on when the child has a high temperature or infection. Recognition Stiffening of child’s body Twitching of arms and legs Loss of consciousness May wet or soil themselves May vomit or foam at the mouth Usually lasts for less than five minutes May be sleepy for up to an hour afterwards Treatment Protect them with cushioning or padding- do not hold them down. Cool them down by removing some clothing. When the seizures stop, place the child in the recovery position and monitor signs of life. If they become unresponsive or the seizure lasts for more than 5 minutes then you must call 999/112 for an ambulance. PEFAP 001 5.1: Differentiate between a mild and a severe airway obstruction. A mild airway is usually a partial obstruction, it means the entire airway is not closed off, so air is able to pass by the obstruction, and the victim can respond and cough forcefully , or may wheeze between coughs. In a serer airway obstruction, the airway is completely blocked off and the victim cannot breathe because air cannot pass by the object. PEFAP 001 5.3: Describe the procedure to be followed after administering the treatment for choking. The child may experience difficulties after having treatment for choking-for example, a persistent cough or difficulties with swallowing or breathing. It is important to monitor and assess the child’s condition and to seek medical help if the problem persists. PEFAP 001 6.1: Describe common types of wounds. A cut (incision): This can be caused from a sharp edge, such as a tin can ,that can lead to a lot of bleeding. A torn wound (laceration): is a jagged wound that can be caused by a broken toy, a fall or collision. Graze or abrasion: cause by friction or scraping, generally happens when children fall. Bruises or contusion: is bleeding underneath the skin. The blood collects and results in a black/blue mark. Children often have bruises on their skin, chin and head from knocking themselves or falling. Soft tissue bruises should be investigated if you have a concern about them. Puncture wound: cause by the body being pierced by an object, for example , a child falling whilst carrying a pair of scissors. Velocity wound: cause by an item travelling at high speed such as a bullet from a gun. PEFAP 001 6.4: Describe how to administer first aid for minor injuries. With minor bleeding from cuts and abrasions the emphasis is on keeping the wound clean and to control any blood loss. Wear disposable gloves. Examine the injury for any embedded foreign objects. Clean the wound under fresh running water. Sit the casualty down. If they feel weak and unsteady, position them on the floor. Clean the skin around the wound with wet sterile gauze or sterile non-alcoholic wipes and carefully remove any grit or dirt. Do not remove any embedded object. Elevate the injury to control any blood loss. Dry the wound with sterile gauze and apply a plaster or sterile dressing. Advise the parent or guardian of the child or infant to seek medical attention if necessary. PEFAP 001 7.1: Describe how to recognise and manage an infant and a child who is suffering from shock. After an initial adrenaline rush, the body withdraws blood from the skin in order to maintain the vital organs – and the oxygen supply to the brain drops. The infant or child will have: Pale, cold, clammy skin that is oftern grey-blue in colour, especially around the lips A rapid pulse, becoming weaker Shallow, fast breathing. In an infant The anterior fontanelle is drawn in (depressed). In an infant or a child may show: Unusual restlessness, yawning and gasping for air Thirst Loss of consciousness The treatment is the same for an infant and a child. If possible, ask someone to call an ambulance while you stay with the child . Lay the child down, keeping her head low to improve the blood supply to the brain. Treat any obvious cause, such as severe bleeding. Raise the child’s leg and support them with pillows or on a cushion on a pile of books. Loosen any tight clothing at the neck, chest and waist to help with the child/s breathing. For an infant: hold the infant on your lap while you loosen her clothing and offer comfort and reassurance. Cover the child with a blanket or coat to keep her warm. Never use a hot-water bottle or any other direct source of heat. Reassure the child: keep talking to her and monitoring her condition while you wait for the ambulance. If the infant or child loses consciousness, open her airway, check her breathing and be prepared to give rescue breaths. Do not give the child anything to eat or drink: if she complains of thirst, just moisten her lips with water. PEFAP 001 7.2: Describe how to recognise and manage an infant and a child who is suffering from anaphylactic shock. During an anaphylactic reaction, chemicals are released into the blood that widen (dilate) blood vessels and cause blood pressure to fall. Air passages then narrow (constrict), resulting in breathing difficulties. In addition, the tongue and throat can swell, obstructing the airway. An infant or child with anaphylactic shock will need urgent medical help as this can be fatal. The following signs and symptoms may come all at once and the child may rapidly lose consciousness: High-pitched wheezing sound Blotchy, itchy, raised rash Swollen eyelids, lips and tongue Difficulty speaking, then breathing Abdominal pain, vomiting and diarrhoea If you suspect an infant or child is suffering from anaphylactic shock, follow the steps below: Call an ambulance. If the child has had a reaction previously, she will have medication to take in case of more attacks. This should be given as soon as the attack starts, following the instructions closely. Help the child into a comfortable sitting position to relieve any breathing problems and loosen any tight clothing at her neck and waist. Comfort and reassure her while you wait for the ambulance. If the child loses consciousness, open her airway, check her breathing and be prepared to stat rescue breaths. PEFAP 001 6.2: Describe the types and severity of bleeding and the affect it has on an infant and a child. Even tiny a mounts of blood can seem like a lot to a child. Any bleeding may frighten children because they are too young to realise that the blood loss will stop when clotting occurs. When a child loses a large amount of blood, he or she may suffer shock or even become unconscious. Platelets and proteins come into contact with the injured site and plug the wound. This process begins within ten minutes if the loss of blood is brought under control. There are different types of bleeding: Bleeding from arteries : This will pump blood from the wound in time with the heartbeat and is bright re in colour. If the bleeding from a major artery will lead to shock, unresponsiveness and death within minutes. Bleeding from veins: The bold will gush from the wound or pool at the site of the wound. This will depend on the size of the vein that has been damaged. The blood will be dark red in colour due to the oxygen being depleted. Bleeding from capillaries: Oozing at the site as with an abrasion or maybe internally from a bruising to muscle tissue and internal organs. PEFAP 001 6.3: Demonstrate the safe and effective management for the control of minor and major external bleeding. With minor bleeding from cuts and abrasions the emphasis is on keeping the wound clean and to control any blood loss. Wear disposable gloves Examine the injury for any embedded foreign objects Clean the injured area with cold water, using cotton wool or gauze Do not attempt to pick out pieces of gravel or grit from a graze. Just clean gently and cover with a light dressing if necessary Sit the child down if they feel weak and unsteady, position them on the floor. Elevate the injury to control any bold loss Record the injury and treatment in the Accident Report Book and make sure that the parents/carers of the child are in formed. When a child is bleeding severely, your main aim is to stem the flow of blood. With severe wounds and bleeding the emphasis is on controlling blood loss and treating for shock. Wear disposable gloves Sit or lay the child down on the floor to help prevent shock Examine the injury to establish the extent of the wound and to check for any foreign embedded objects Try to stop the bleeding: Apply direct pressure to the wound: use a dressing or a non-fluffy material, such as a clean tea towel Elevate the affected part if possible: if the wound is on an arm or leg, raise the injured limb above the level of the heart Apply a dressing: if the blood soaks through, do not remove the dressing, apply another on top and so on Support the injured part and treat the child for shock. Keep them warm and do not let them have anything to eat or drink Call 999/112 for an ambulance and monitor the child’s condition Contact the child’s parents or carers If the child loses consciousness, follow the ABC procedure for resuscitation Always record the incident and the treatment given in the Accident Report Book. Always wear disposable gloves if in an early years setting, to prevent cross-infection.
The Inspiration And Reliability of The Bible Essay Example for Free
The Inspiration And Reliability of The Bible Essay The Bible is not an ordinary book in circulation. In fact, because of its ordinary features, the Bible has been in question and had been greatly criticized for many years. It was not only the atheists and the liberals who were the greatest of its critics but the list also includes the religious non-Christian community. It is not however the responsibility of the Christian community to defend the Bible against its critics. This is because the Bible itself can prove its integrity and reliability. It is for this reason that the Bible is held extraordinary, inspired and reliable book. The Christians’ responsibility is to believe.            In this paper, this writer aims to provide several but essential points that will prove the integrity of the Bible. This writer also explored several writings by respected and reliable theologians, archeologists and writers who worked on finding the answers to the questions and criticisms which aimed to disprove the truth of the Bible’s reliability. TEXTUAL QUESTIONS ON THE BIBLE            Critics have been consistently claiming that there is a great possibility that the Bible passages have been copied and transmitted from generation to generation (C. Blomberg). Critics therefore point to the question whether the Bible has been accurately translated and transmitted. Craig Blomberg referred to this as the Bible’s textual question. The textual questions include the occurrence of textual variations and the claims that the Bible has lost some truths.            There are several evidences available to us that prove these claims wrong. First, there are evidences that the Bible can be reconstructed from the original texts. Rabbi Glenn Harris, in his article entitled, Why the Bible is the Word of God: Can I Trust the Bible?†made a good comparison of Homer’s â€Å"Iliad†and the Bible’s New Testament in order to stress the textual integrity of the Bible. Of the 20,000 lines content of the New Testament, only 40 lines are said to be in question and that is about just a half percent. As with Iliad, which is said to be the second ancient Greek/Latin literature having the most number of manuscript testimony, have 764 lines in question out of its 15,600 lines. IN comparison, the lines in question account for five percent. It is still to be noted that the textual criticisms of the New Testament will sum up to a matter of missing letters and misspellings that are too insignificant to alter the essence of the texts involved. Another point of comparison is on the number of manuscript evidences relative to the two ancient writings. Relative to the New Testament, there are more than 24,000 manuscript copies existing to date, 10,000 of which were in Latin versions and the rest were in other early versions. The Iliad had only 643 surviving manuscripts (F. Kenyon). HISTORICAL QUESTIONS OF THE BIBLE            The Bible, especially the Old Testament, is full of stories- narratives that place the Bible in question. However there are archeological evidences that prove these events, places and Bible characters to have been actually taken place and existed. Of the long list provided by archeologists and Bible scholars, Bryant Wood has provided some of them. King Solomon, for example, who was made famous for his great wealth have been proven to have actually existed. Archeological records have proven his wealth exactly as the Bible described. The land of Canaan was also in question as to its existence but writings on clay tablets recovered in Syria in 1970s in the Ebla archive proved it to be true. The Assyrian king â€Å"Sargon†mentioned by the prophet Isaiah was proven to have actually lived when the king’s palace was discovered in Khorsabah in Iraq. In the same discovery also the proved the occurrence of the capture of Ashdod by its records in the walls of the palace exactly as how Isaiah had recorded. Upon the discovery of the Hittite’s records and their capital at Bogazkoy in Turkey that proved the Bible’s records of their existence.            By dating the manuscripts, the Bible can prove itself historically reliable. A well-known archeologist said that â€Å"the average gap between an original composition and the earliest available copy is over 1,000 years for other works of manuscript†(N. Geisler). The New Testament autographs, according to Harris dated 40 to 100 A.D. while its earliest copy was printed about 125 A.D. The gap of 250-300 years between the said dates therefore corroborates with the average gap. AS with the Old Testament, the Dead Sea Scrolls discovered in 1947 must be sufficient enough to prove its integrity. Including a copy of Isaiah’s scroll, the Dead Sea Scrolls also revealed a 95 percent similarity to the said texts of our Modern Hebrew Bible. The remaining five percent of the text, according to Gleason Archer â€Å"accounts for the obvious slips of the pen and variations of spellings†(G. Archer, 1974). It is thus fair to conclude that â€Å"archeology has confirmed the substantial historicity of the Old Testament Tradition†(F. Albright). THEOLOGICAL QUESTIONS OF THE BIBLE            The Bible is not merely a historical book that records the events relative to the foundation of Christianity. The Bible, more importantly, is a book that contains moral guidelines and ethical religious standards set for all mankind. Simple analysis will therefore answer the question why the Bible has been theologically criticized. Since the Bible by itself is authoritative, in the sense that there were not few rules and regulations contained therein, there are people who will be made morally guilty, and if not, uncomfortable. It is but a natural reaction of the concerned ones to object to the Biblical doctrines and by all means, to have it rendered as a myth. The Bible is therefore held in the situation where it has to prove itself true and reliable.            Having the Bible in an acid test, let us first look into the reliability of the prophecies contained therein. The Bible has so far fulfilled 2,000 of its 2,500 prophecies to date (H. Ross). It is true that it is the fulfillment of his prophecies that distinguishes a genuine prophet with that of a mere fortuneteller. The Bible has been proven to have the genuine prophets as by the fulfillment of their prophecies with 100 percent accuracy. Hugh Ross in his article entitled â€Å"Prophecy: Evidence for the Reliability of the Bible†presented thirteen independent prophecies and their fulfillment. This writer, for the purpose of discussion, would like to have five of the well-known prophecies and the fulfillments.            The Prophet Daniel’s prophesied of the coming Messiah and the account of his death. After the restoration of Jerusalem in 458 B.C, Jesus Christ’s ministry began 483 years later, exactly as had been prophesied. His death, according to the prophecy, will occur before the destruction of the Jerusalem, which had actually happened in 70 A.D. The birth of the Messiah in Bethlehem is a historical fact which happened exactly how prophet Micah foretold. The Land of Edom, now part of Jordan, has been foretold by the prophet Jeremiah, to become a barren and uninhabited wasteland. Examining the area in our time, the prophet had it accurately described. The prophet Isaiah prophesied that Cyrus will destroy the mighty Babylon, including Egypt, and will make the Jews free without ransom. After 150 years, Cyrus was born, had conquered Babylon and won over Egypt after 30 years. The Jewish exile also occurred according to what the prophet predicted. Another prophecy that has been historically proven to have been fulfilled was the betrayal of Jesus by Judas Iscariot. As had been prophesied by Zechariah, Jesus was betrayed in exchanged for 30 pieces of silver, the sum of which were used to purchase a piece of land as place of burial for poor aliens. THE INSPIRATION OF THE BIBLE            The evidences and proofs of the Bible’s integrity and historical authenticity as have been explained and mentioned in the above sections. These evidences are enough to prove itself worth as infallible and divinely inspired. However, there are still doubts that the Bible is just a compilation of the writings of ordinary human beings who lived before and after the birth of Jesus Christ, the Messiah. This claim can be disputed by mere presentation of the obvious facts about the Bible. The authors of the forty authors of the different books of the Bible were persons of different socio-economic and educational backgrounds. Those authors came from the different continents of Africa, Asia and Europe and who wrote in different languages-Hebrew, Greek and Aramaic. The said authors were kings like Solomon, political and religious leaders like Paul, ordinary fishermen like Peter, physician like Luke and many others. The fact that their works were written in different styles and forms and were actually written with a thousand years time span, it is but hard to question how the views and events they have recorded came in harmony even if they have not personally met. If the Bible is not divinely inspired, it would be hard to imagine how the different books will come together in harmony, relative to its content. Here is one formidable foundation of establishing the reliability of the Bible:            Jews preserved it as no other manuscript has ever been preserved. With their massora, they kept tabs on every letter, syllable, word and paragraph. They had special classes of men within their culture whose sole duty was to preserve and transmit these documents with practically perfect fidelity†(R. Bernard, 1949).            J.C. Ryle, in his â€Å"The Inspiration of the Bible†has carefully explained few of the many reasons why one should have faith on the fact that the Bible has been divinely inspired. This writer adapted the five listed facts on the said article as follows:            The extraordinary depth, fullness and richness on the Bible’s contents- Ryle had specially mentioned the intangible spiritual things that were importantly discussed in the Bible. Since the Bible is not just a record book, it has special accounts of the soul, eternity, the Holy Spirit, the Heaven and the Hell, eternity and many more. These things are beyond man’s imagination and man’s capacity to explain and yet these things are true and existing. If the Bible has been man’s own ideas and feelings, it would have been a compilation of the things that he can comprehend. If the Bible is just a mere religious writing, then it should have included man’s own criticisms on the other religions that contradict to what it fosters as Christian doctrines. The Bible has also a complete account of the world’s beginning and end including its inhabitants and the other creatures and things in the universe. It has accounts of both good and bad conditions and the means of getting along with it. To sum it up, the Bible is complete in the sense that it has treated all the aspects of human existence and the things and events that affect the whole world.            The Bible has the extraordinary unity and harmony in its contents. This is despite the fact that the Bible has different authors in different walks of life, who lived in different periods and eras, who spoke different languages and written in different forms and styles. â€Å"They all write as if they were under one dictation†(C. Ryle).  In whatever way they have expressed the ideas, they all unified to one central thought: the relationship of man and God.            There is extraordinary wisdom and majesty in the style of the Bible that makes it unique among all writings that existed and still existing. The Bible cannot be compared to other readings in any aspect because it stands on its own: unique and proven reliable and true. The Bible speaks of wisdom and not just mere knowledge. Without using internal evidences, that is, by using its own words, the Bible has been proven its unquestionable integrity. As Ryle said, â€Å"there are no weak points, and motes, and flaws, and blemishes.†If we are to look into the laws, the rules and regulations it had set forth for man, we can clearly draw the fact that the Bible speaks with authority. It has truth and the Bible is determined to foster the truth and to reveal what God wants of the human race. The Bible speaks without doubt and sort of uncertainty as to its stand and views on every little thing. The Bible has the element of accuracy and preciseness in its presentation of facts. With God as the central figure in the Old Testament and His Son, Jesus Christ in the New Testament, the Bible had established and made shine the Majesty of God. What the Bible teaches cannot be bought and acquired anywhere and with any other means other than reading the Bible and with faith in God.            The Bible contains spiritual things that suit the need of mankind. Man is not a mere creature that can be compared to robots. Man is a moral creature, unique to other creatures for its feelings, reasoning ability, the spirit and his relationship with God. It is therefore vital for man to have his spiritual needs to be satisfied and that these cannot be given by even the writings of the most intelligent human being on earth. What I am trying to point out is that the Bible has the purpose of guiding man towards building and taking care of his personal relationship with God. The Bible distinguishes the food of the body from the food of the soul.            There is also the extraordinary fact of the Bible’s effect on the nations where it was written, taught and read. As has been said earlier, the Bible does not only aim to educate and to inform. It has also the vital purpose of satisfying the spiritual needs of every human being that no other book can provide. The Bible is the only book that speaks accurately of the facts of the future, the present and the future of the world the human race. CONCLUSION            By discussing the different questions and criticisms about the Bible, we were able to establish the fact of its integrity and reliability. By using external evidences like archeological records and discoveries, we were able to prove that the Bible is historically reliable. By looking at the prophecies and comparing them to the fulfilled ones, we were able draw out the conclusion that the Bible has in fact ninety five percent textual reliability and has one hundred percent accuracy on its prophecies. Relative to its inspiration, we have proven that the Bible is divinely inspired as evidenced by its fair and complete presentation and treatment of ideas and things even those beyond what the human mind can comprehend. In is therefore but fair enough to conclude that even without defending the Bible, it can by itself stand firm enough to prove its integrity and reliability. WORKS CITED Archer, Gleason L. â€Å"Survey of Old Testament Introduction†. Chicago: Moody Press, 1974. Blomberg, Craig. â€Å"Can the Scriptures be Trusted?†Retrieved on May 29, 2007 from http://www.dtl.org/bible/article/trusted.htm Harris, Glenn. â€Å"Can I Trust the Bible?†Retrieved on May 29, 2007 from http://www.gospeloutreach.net/bible.html Kenyon, Frederick G. â€Å"The Bible and Archaeology†. Harper Row, New York, ,1940, p. 288. McDowell, Josh. â€Å"Evidence That Demands a Verdict† San Bernadino, CA: Heres Life Publishers, 1979. Ramm, Bernard. â€Å"Can I Trust My Old Testament?†The Kings Business, Feb., 1949 pp. 230, 231. Ross, Hugh. â€Å"Fulfilled Prophecy: Evidence of the Reliability of the Bible†Retrieved on May 29, 2007 from http://www.gospeloutreach.net/bible4.html Ryle, J.C. â€Å"The Inspiration of the Bible†Retrieved on May 29, 2007 from http://www.biblebb.com/files/ryle/inspiration_of_the_bible.htm Wood, Bryant. â€Å"In what ways have the discoveries of archaeology verified the reliability of the Bible?†Retrieved on May 29, 2007 from http://christiananswers.net/q-abr/abr-a008.html  Zeolla, Gary F. â€Å"Science and the Bible†Retrieved on May 29, 2007 from http://www.dtl.org/bible/article/science.htm Zeolla, Gary F. â€Å"Have the Precious Truths Been Lost from the Bible?†Retrieved on May 29, 2007 from http://www.dtl.org/cults/article/precious.htm
Thursday, September 5, 2019
Annabel Lee, Edgar Allen Poe
Annabel Lee, Edgar Allen Poe Edgar Allen Poes poem â€Å"Annabel Lee†represents the death of Annabel Lee. The poem describes the underlying love the speaker has for Annabel Lee, which began many years ago in an unnamed kingdom by the sea. In his poem, Poe makes use of a lot of poetic devices to enhance the readers understanding of his deep affection for his beloved Annabel Lee, thus making it the best poem in the world. In this poem, the rhyming structure plays a big role. Poes main purpose for using rhythm/rhyme is to introduce a new method of expressing the speakers grief. The name Annabel Lee is an important part of the rhyming scheme throughout the poem. Poe further enhances the rhythm of the poem with alliteration in â€Å"[b]ut we loved with a love that was more than love (Poe), which emphasizes to the reader, the strong relationship between the two lovers. There is a rhyming link in â€Å"chilling†and â€Å"killing†(lines 25 and 26) which exaggerates the horror of Annabel Lees death. The poems rhyme scheme begins with an ababcb pattern but as the poem moves along, it gets more complicated, ending with the pattern lbmbnnbb in the last stanza. As the lines increase in length and number in the last stanza, its dramatic pitch also intensifies. His grievance for Annabel Lee also escalates, thus depicting Poes unconditional love for her. The final stanza has an internal rhyming sch eme, which mimics the rhythm of the waves ultimately serving as Annabel Lees sepulchre, and the speakers mental condition. The rhythm of the poem is mostly written in iambic and anapestic feet, alternating between tetrameter and trimeter. However, the word â€Å"chilling†in lines fifteen and twenty-five is used to disturb the rhythm and startle the reader by highlighting the death of the speakers loved one. Thus, Edgar Allan Poes use of rhythm is very important in understanding the essence of the speakers love for Annabel Lee. Even though â€Å"Annabel Lee†is not exactly a ballad, Poe referred to it as one because it utilizes repetition of words and phrases purposely to create a mournful effect. Edgar Allen Poe uses assonance several times in the poem by repeating the â€Å"e†sound. In the first stanza, Line 2,4 and 6 ends with sea, Lee, and me respectively. The other five stanzas also contain the repeated sound of the long â€Å"e.†Another example of assonance is from Stanza 6 â€Å"[a]nd so, all the night-tide, I lie down by the side/Of my darling- my darling- my life and my bride†¦Ã¢â‚¬ (Poe). Furthermore, Poe also heavily relies on alliteration, for instance â€Å"it was stronger by far than the love/Of those who were older than we- /Of many far wiser than we-.(Poe). All of these sound devices help to create more pleasing sound patterns. Line 21 uses alliteration in repeating the â€Å"h†sound suggesting the blowing of wind. Between the fifth and sixth stanzas, â€Å"Of the beautiful Annabel Lee†is repeated thrice to draw the readers attention to this line. Light and dark Throughout his poem, the use of light and dark imagery helps the reader to grasp the strong feelings of loss he continues to experience long after her passing. Invoking a dreamlike atmosphere when talking about â€Å"a kingdom by the sea†(Poe) Poe implies that the fictional kingdom is a bright land of enchantment where the speaker and Annabel Lee fell in love as children. By addressing Annabel Lee as a maiden rather than a woman, he draws images of purity and innocence to the readers mind. Dark imagery is shown in stanza two, when the winged seraphs of heaven, who are supposed to be bringers of God‘s light, become envious of the relationship between him and Annabel Lee. The wind blowing out of a â€Å"cloud†instead of just the sky infuses a sense of premonition in the dark envy of the angels. The cloud, in this case, shuts out Heaven‘s light and without light, the lovers become victims of forces beyond their control. He mourns that when she died a part of him died with her. Yet, the speaker remains in the realm of light, for he believes that his soul and Annabel Lees are one. â€Å"For the moon never beams without bringing me dreams /And the stars never rise but I feel the bright eyes†(Poe). By associating the occurrence of moonbeams with dreams and the radiance of Annabel Lee‘s eyes with star light, Poe emphasizes that even in darkness, light will prevail. The moon beams and stars also function as a tomb for Annabel Lee, shining down on him from the sepulchre of the night sky. Thus, it is apparent that the use of imagery is extremely important in bringing solace to the grieving lover. Therefore, Edgar Allen Poe has successfully conveyed to the readers his emotions about his loss through the form and style of the poem and the use of sound devices, and imagery, accordingly making it the best poem in the world. Written in a fairytale type story, Poe expresses his deep love for Annabel Lee, hence showcasing the main theme of the poem. Regardless of how old they are, the speaker feels that he can provide everything she needs because in his eyes, love is the most important characteristic. Annabel Lee remains popular as a timeless grief for the fate that comes between lovers.
Wednesday, September 4, 2019
Child Abuse and Neglect Essay -- Violence Against Children
Child Abuse Child abuse and neglect is frightfully high. As a country this is unacceptable. We need to come up with better ways to fight this â€Å"disease†before we destroy our children, our future. An estimated 903,000 children across the country were victims of abuse or neglect in 2001, according to national data released by the Department of Health and Human Services. The statistics indicate that about 12.4 out of every 1,000 children were victims of abuse or neglect, a rate comparable to the previous year's victimization rate of 12.2 out of 1,000 children. "A nation as compassionate as ours should ensure that no child is a victim of abuse or neglect. The number of children that are being abused and neglected this country is an unacceptable daily tragedy," HHS Secretary Tommy G. Thompson said. "We must do more to protect our most vulnerable children. That's why President Bush has proposed an important new approach to give states the tools and resources they need to prevent abuse and care for these young victims." As part of HHS' fiscal year 2004 budget request, the Bush Administration is proposing a new approach to protect children in the child welfare system. Under the plan, states would have the option of using some money now designated solely for foster care to support a range of abuse-preventive services and programs. The proposal provides the flexibility and sustained financial support necessary to build innovative programs for children and families...
Tuesday, September 3, 2019
Susan Glaspells Trifles - The Sweetness of Revenge :: Trifles Essays
Sweetness of Revenge  Susan Glaspell’s play, Trifles, seems to describe the ultimate women’s suffrage story. No longer will men have an upper hand against women after reading this story. Cleverness will be the key to retaining power from the men in this story. The one thing that woman are criticized for, the idea that women tend to look at the ‘little picture’ instead of the ‘whole picture’, will be there path to victory. Two stories of revenge are told in this story, the revenge of suppression and revenge of being portrayed as ‘unsophisticated, unintelligent’ women. First we have the story of Mrs. Wright and the struggles with her husband, John. Married women throughout history have been portrayed and played the role as being inferior to the husband in marriage. This seems to be the case with Mrs. Wright. Even though John’s public image was somewhat respectable, it was obvious that behind close doors the story was different. There is evidence of abuse in this marriage. First, the discovery of the broken door leads me to conclude that John was very physical and anguished. Second, it is assumed that Mrs. Wrights husband had broke her canary’s neck. The canary, which of course had to be caged, was represented as the old Minnie Foster herself. The canary is a beautiful, free spirited bird that had a sweet voice, as Minnie had at one time. This was the end of the line and ‘Minnie Foster’ was about to be reborn. She would stand up for all those abused and suppressed house wives across the world and makes the first ‘final’ decision she had ever been allowed to make. The bird’s cage was her jail. The bird’s death was her freedom for the fate of the bird was the fate of her husband. John was discovered with a rope tied around his neck, the freedom of a women who could no longer be held down. This was the first implementation of women’s power in the story. The women at Mrs. Wrigh t’s home played an important role in the story as well. The ‘professional’ detectives were busy about the house finding clues to indict Mrs. Wright in the murder case. They ridiculed the women in the house by ‘putting them in their place’ as typical ladies, so worried about small things and useless ordeals. Mrs. Hale noted the stitches in the quilt to be erratically stitched as if something were wrong.
Monday, September 2, 2019
Use of Satire in Kurt Vonneguts Cats Cradle :: Kurt Vonnegut Cats Cradle Essays
Use of Satire in Kurt Vonnegut's Cat's Cradle Kurt Vonnegut said in The Vonnegut Statement (1973), in an interview with Robert Scholes, that one of his reasons for writing is "to poison minds with humanity†¦to encourage them to make a better world" (107). This idea works quite well in Vonnegut's book, Cat's Cradle. It is a satirical story of a man's quest to write a book about the day the world ended (refering to the day the atomic bomb was dropped on Hiroshima), which he never finishes. What we get is a raw look at humans trying desperately to find a sense of purpose in their lives through different means such as religion, science, etc. Vonnegut uses satire that is both dark and humorous to pursue this point. A good example is found in the prelude of the book where he writes, "Nothing in this book is true. 'Live by the foma [Harmless untruths] that make you brave and kind and healthy and happy.'" Bokonon, we learn, is a religion that is made up of "bittersweet lies" (12). "Truth was the enemy of the people, because the truth was so terrible, so Bokonon [the creator of the religion] made it his business to provide the people with better and better lies" (118). We also learn that science takes the opposite opinion. One of the men who helped develop the atomic bomb tells us, "The more truth we have to work with, the richer we become" (36). I think one thing that Vonnegut is trying to show us is that man too easily accepts things as valid without questioning. Refering to this, Newt, another character, says, "No wonder kids grow up crazy. A cat's cradle is nothing but a bunch of X's between somebody's hands, and little kids look and look and look at all those X's†¦No damn cat, and no damn cradle" (114). Cat's Cradle is full of these kinds of "poisons" not only about religion and science, but also about many other human frailties as well. In a way, Vonnegut is holding a mirror (that hides no imperfections) up to humanity in order that humanity might see its own the folly and futility and thus be impelled to try and improve. I think Vonnegut's hope is that this book will allow people to laugh at themselves while also making them think about how they are directing their own lives.
Sunday, September 1, 2019
Montreal Massacre
The Montreal Massacre – Assignment ! What motivates a person to shoot 27 women, killing 14 of them, before turning the gun onto themselves? Could it be their culture, their personality, or the groups they are involved with? Just after 5pm on Wednesday, December 6, 1989, Marc Lepine disturbingly shot and killed many women at Ecole Polytechnique in Montreal, before killing himself. Lepine purposely ordered the men out of the classroom, giving him a clear shot of the women. He claimed that, â€Å"They were the type of people that ruined his life. Lepine was known to be a loner, with few close friends as well as domineering with women. Different social scientist such as Anthropologists, Sociologists and Psychologists will interpret Lepine? s motives differently and each claim that they have the answer to the question everyone is asking, â€Å"Why did Lepine do what he did? †I believe that a psychologist has the best reasoning for Lepine? s behavior. ! One in ? ve women ha ve been or will be sexually abused and one in four have been or will be physically abused. From an anthropological perspective, the culture that Marc Lepine grew up in plays a signi? ant role in ? nding out the reasons behind what he did. Growing up, Lepine was always domineering with women and had dif? culty establishing close relationships with them. These factors in Lepine? s life in? uence his actions in 1989 when he killed many women in the school. Lepine? s inability to establish relationships with women caused him to feel frustrated. Clearly, Lepine did not know what to do with his frustration, so he dealt with it the only way he knew possible. Another explanation for Marc Lepine? s behavior is the media. In our culture, the media plays a very important role in our lives and in? ences the decisions that humans make. Movies tend to glamorize violence towards women and advertisements regularly use women as sex objects to sell things. This cruelty to women is seen everywhere we go, and it causes humans to think that it is okay. In? uences like this from the media concerning violence towards women made Lepine feel that his assault was justi? able. From an anthropological point of view, Marc Lepine killed many women at the Ecole Polytechnique because of his past with women, and the media making it seem that violence towards women is justi? ble. ! Mass killers all have very similar characteristics, for example, they are often loners with few friends. From a sociological perspective, the way in which Marc Lepine interacts with others can be compared to cases dealing with the same type of crime. It is often seen that murderers who go on killing sprees similar to what Lepine did, will appear calm on the out side. However, inside they are tormented by the lack of control they have in their lives. This need for control leads people like Lepine to commit crimes such as mass shootings.Factors such as past life experiences affect a person greatly on the inside and ma y have played an important role in why Lepine did what he did. It is noticed that men like Lepine who victimize women in this way tend to have dif? culty dealing with their emotions and in turn take out their anger in a negative way. It has been found that mass murderers tend to be the â€Å"outcasts. †They are usually loners with few friends and tend to blame others for their perceived lack of respect, freedom and companionship. Lepine had lived in an apartment with a friend that he had known since childhood and had dif? ulty creating new, lasting relationships with others-especially with women. As well, Lepine claimed to the women that, â€Å"They were the type of people who had ruined his life. †This blame that Lepine puts on women shows a direct relation to other murderers who have committed the same type of crime. From a sociological view, it is noticed that there are similarities between what Marc Lepine did and the crimes of other murderers and there are commo n factors that drive a person to kill other human beings. These factors consist of: having few friends, physical and/or sexual abuse as a child, family trouble, or other past life experiences. To ? nd out the reasons behind why an individual will commit such a horrible crime, past life experiences must be taken into account. From a psychological perspective, Marc Lepine? s actions were a direct re? ection of his thoughts, feelings and past. Lepine had always felt like a loner and an outcast. When he tried to join the Canadian Armed Forces he was turned down because his personality was considered unsuitable. This rejection only added to Marc? s feeling of not being good enough and made him feel like he was not accepted in society. When faced with dif? ult situations in his life, Marc showed a tendency to violent behavior. Because he did not know how to deal with the emotions he was feeling inside, he used weapons as an outlet for his problems. The fascination that Lepine had with gun s from an early age, and the fact that he spent time hunting at his Uncle? s farm proves that he would be capable of a mass shooting. Another reason for Lepine? s actions is the way he grew up. Lepine and his mother were both regularly beaten by his father. As well, his father continually expressed his belief that women are inferior to men.Clearly Lepine? s father is an important factor in why Lepine killed many women in the Montreal school in 1989. Lepine? s father did not show any respect towards women, and since that is what Marc saw every day of his life, he thought it was right, or normal. To a psychologist, Lepine? s childhood played an important role in the type of person that he grew up to be. He did not know how to deal with the emotions he was feeling and so he took out his anger on the women of Ecole Polytechnique. ! In conclusion, each of the social sciences claim that their perception of Lepine? motives are the correct one. I believe that each of the experts have valid points and any of them could be the reason Lepine shot and killed many women at a school in Montreal in 1989 before turning the gun onto himself. However, I do believe that the psychological perspective has the strongest points. It is our past experiences that shape us into the person we are. Lepine committed the crime he did because of his thoughts and feelings which turned violent from the regular beatings him and his mother had received from his father.Growing up with his father who had no respect for women, made Lepine think that violence towards women was justi? able. As well, Lepine had few friends and was considered a loner. He was not able to join the Canadian Armed Forces, which just added to his sense that he was not good enough. All these factors built up in Lepine? s life when ? nally he could not hold it in any long and he snapped. The blame that he put on women for his lack of companionship resulted in the mass shooting. After he realized what he had done, the guilt wa s immense, so he turned the gun on himself and pulled the trigger.
Subscribe to:
Posts (Atom)