Wagner Matinee Essay Example for Free

Wagner Matinee Essay During the 1800s there was an increase in immigration to the Great Plains due to an abundance of free land offered by the Homestead Act. Many individuals and families went west to seek their fortune and a home on what was once called the great American desert. Moving westward was a difficult process, and many were forced to leave their old lives behind completely. In A Wagner Matinee, written by Willa Cather, the characterization of Aunt Georgiana, a woman who leaves Boston to elope with a young man going west, is used to illustrate the theme; that sometimes decisions need to be made, and although one might regret it, one love must be sacrificed for another. One way that Cather uses characterization to illustrate this theme is through direct statements about Georgiana and physical descriptions. Right away Cather tells us that Georgiana is, or was, a pianist of some accomplishment. She once worked as an instructor at the Boston Conservatory of Music. For a woman to achieve this status in the time A Wagner Matinee is set was an extraordinary thing. The music she chose to give up was surely something she loved very dearly and was very proud of. The physical description of Aunt Georgiana shows the hardships she had to endure because of her sacrifice. The narrator of the story, Georgianas nephew Clark, describes her as having yellow and leathery skin, and wearing ill-fitting false teeth. These physical defects were the result of a pitiless wind and the alkaline water, along with other hardships of the Nebraska frontier. The most biting description of Aunt Georgiana is the repeated image of her hands. She was once a great pianist, but from work on the farm in Nebraska, her hands have been reduced to twisted knots of flesh, with oddly bent, tentacle-like fingers. This description best illustrates her sacrifice, as her hands were the most vital thing to her musical essence, and Cather does well to convey this through the repeated imagery. Georgianas statements throughout the novel also support the theme of regret and sacrifice. Clark recalls a time when Georgiana opens her soul to him, and says Dont love it so well Clark, or it may be taken from you. Oh! Dear boy, pray that whatever  your sacrifice be it is not that. By saying this she is referring to, of course music. Her advice to not love it so well is intensely pessimistic, influenced by the great pain she suffere d when she gave up her life ambition. Later in the only conversation that Clark and Georgiana share at the concert, she remorsefully makes reference to the music they are enjoying. And youve been hearing this ever since you left me, Clark? she asks. Clark calls the question the gentlest and saddest of reproaches. When she says this she is almost jealous of her nephew. Her wistful remembrance and longing is made clear through her words. Finally, at the end of the concert, she bursts into tears and cries out I dont want to go Clark, I dont want to go!† This is a very direct and clear example that her longing for the music she sacrificed is terrible and immense. However, Aunt Georgianas actions often speak volumes, and impart a greater insight into the theme than even her words can convey. She had lived on a farm away from civilization for thirty years, and so the transition back into the city was not an easy one. She is described as being almost in a trance when she arrives. Her state of being does not change throughout the story until she arrives at the matinee and she awakens. The only thing that connects her back to the city she left so long ago is the m usic. When the concert starts, it opens the flood gates to her memories. The very moment the first note is played her hand darts out and clutches at Clarks coat sleeve. She does not release it until that song is has come to an end. After this first ordeal she is able to calm herself somewhat, but the music still controls her, seeming to sweep her away to another world. As the concert continues, she fondly remembers her days at the conservatory as she pantomimes the action of playing a piano on her dress. Through these actions and others she demonstrates how dear to her the music that she left behind is. Thus, Cather uses the characterization to illustrate the theme of sacrifice. The vivid physical description presented makes the weight of Georgianas decision clear. Georgianas words also provide great insight into how she feels. Indirect expressions, which can be interpreted through her conscious and subconscious actions, are the most solid representation of how the theme is demonstrated through characterization. Aunt Georgiana is not a unique case, and although she is a fictional character, sacrifices like hers are inevitably made every day. Sometim es there is no middle ground, and no  matter how great a love is, it must be abandoned for what is believed to be a greater good. The regret and pain which accompany these sacrifices must be dealt with by each individual.

Rape and Responsibility Essays -- Argumentative Persuasive Topics

Rape and Responsibility      Ã‚  Ã‚   When I hear the word "rape," I immediately visualize assault, violence, force, and pain. However, today, there are pills slipped into drinks, thus skipping all of the brutality and allowing the attacker to walk away unscathed. But above all of the pills and physical violence, there lies another story that is more commonly heard of today: rape through blame and excuses. What this means is that, more often than not, women wake up from a night of alcohol consumption, drug abuse, or from a situation where they were not strong enough to say "No," and they cry rape. It is because of this frivolous definition of "rape" that women who are actually attacked are finding it harder and harder to present a case for themselves. Now the question of rape has found a new urgency due to a dramatic increase in rape cases on college campuses. Administrators are using terms such as "verbal consent" and "dating codes." These are just two small sections concerning rules for dating due to the dramatic increase in the cases of sexual assault on campus. Claims of rape and sexual assault are on the rise, and most of these cases are false claims.      Ã‚  Ã‚   Many of these mock rape cases occur when a woman is not strong enough to say "No" and understand that her consumption of alcohol and drugs may impair her ability to act wisely. In these cases, the woman has not been raped. Of course, this does not give a man the right to take advantage of a woman when her judgment has been impaired, simply because it may not be defined as a rape case. However, the fact remains that a woman who puts herself in a vulnerable position should bear some of the responsibility for a sexual assault, both in preventing i... ...ape occurs when one partner's words and demands go unanswered by the other. When a woman says "No" in a clear and strong voice, she means "No," there is no other way to define it. The sooner women learn how to use this word and mean it too, the sooner they can save themselves and their male "attackers" a great deal of grief. Along with this goes the understanding that women should not put themselves in a vulnerable position where they can be taken advantage of. If a woman impairs herself by drinking alcohol or using drugs, and then consents to be alone with a man in a dark room, what exactly does she expect?    Sources   Gaitskill, Mary. 1998. "On Not Being a Victim: Sex, Rape, and the Trouble with Following Rules." In: Gilbert Muller (ed.). Here and Now : Current Readings for Writers. New York: McGraw-Hill Companies, Inc., p. 167-180.      

Diabetes Education

Nowadays, in the field of the diabetes, it is a common scenario that more and more people consider type 2 diabetes as a primary health concern.   For people working with or taking take of persons with diabetes, they are thankful that diabetes care is now getting nationwide recognition.   However, in certain matters, we can observe a lack of investment in continuing learning prospects for practitioners.According to Cooper et al. (2002), in the year 2000, the Audit Commission recognized a discrepancy in knowledge and understanding regarding diabetes among patients, and a scarcity of evidence-based practice as well. In view of this fact, Cooper et al. (2005) carried out a study to determine the effects of a diabetes-specific health education program. Their research centered on what patients recognize to be valuable and beneficial to them in the educational approach espoused.The study stressed the necessity for an interdisciplinary method to patient education with regards to diabetes . Cooper et al. (2005) said that diabetes nurses have long been leading the activities in underatking such programs. The authors further asserted that the role of these diabetes nurses in cmoing up with a standardized approach to patient education training has to demonstrate good practice founded on research evidence of what works best and what is most applicable.Furthermore, Cooper et al. (2002) claimed that education has been stressed as a primary component of the treatment for diabetics. As a consequence, attention has therefore centered on the necessity for effective and efficient provision of education services that are both accessible and inclusive. Nevertheless, the Audit Commission has recognized gaps in present service provision. In addition, as stated earlier, the Commission likewise discovered serious and critical deficits in knowledge and understanding regarding diabetes among patients, and a scarcity of evidence-based practice. At present, the findings of the Commission are upsetting and disturbing, and this issue is expanded by the concentration on diabetes nurses as the major players in providing such treatment (Cooper et al., 2002.)Given these conditions and because of the constraints in continuing educational prospects it is now a concern if how could we maintain and preserve an informed and dynamic workforce for diabetes care where diabetes practitioners are under pressure (Phillips, 2006). It is also a question if diabetes is not interesting enough for workforce investment save for the pharmaceutical giants.   At present, several diabetes practitioners consider that this source of funding is the lone source that allows further or additional study.Meanwhile, Guirguis et al. (2006) declared that pharmacists could play a significant part in the health of diabetics. They said that an increasing body of research has showed that pharmacists could effectively and successfully offer care to diabetics and in several instances enhance their health o utcomes as well.   In addition, Guirguis & Chewning (2004) claimed that supposed pharmacy students’ role beliefs and patient reactions were strong predictors of pharmacy students’ reported purpose to inquire regarding the diabetes ABCs someday.In terms of diabetes education, Anderson et al. (2005) said that diabetes educators employ theories constantly, even if they are not conscious of it. The authors said that in order to teach, one should first have certain suppositions regarding how people gain knowledge of the matter and what comprises effective and successful teaching. Hence, the purpose of their study is to assist diabetes educators concerned in research and evaluation on how to choose the proper theories.Their study assessed the four (4) rationales of theories, specifically, description, explanation, control, and prediction, in addition to the extent to which a theory has been expressed and expanded. The authors also evaluated the significance of a theoryâ₠¬â„¢s explanatory power, its personal resonance, and its utility. Moreover, their study assessed how to employ one or more theories at every period of an evaluation or research or project.Moreover, Anderson et al. (2005) maintained that theories could be vital instruments for the purpose, comprehension, and carrying out of diabetes patient education research. The authors emphasized that they could be particularly useful in the design and assessment of intervention research as well. Furthermore, educational researchers will take advantage of the implementation of theories that reverberate with their experience, have been expanded by way of reflection and argument with their peers, and have been experimented by means of research.They likewise said that such theories would offer a coherent, powerful, and strong base on which to perform research studies. Moreover, Anderson et al. (2005) claimed that diabetes educators derive benefit from theory-based interventions that can be successful ly converted into various settings numerous diabetes educators. Theory-based research that is the basis of effective interventions provides greater understanding of how to be effective educators and enhances the credibility of the profession.SynopsisBased on these studies, I can say that as diabetes received national public health recognition, it is somewhat confusing why investment is not being made to support and also protect the workforce involved in diabetes education in improving excellence in care and upholding care on the cusp of evidence-based delivery.Furthermore, I have learned that diabetes education must not be viewed as a luxury, but instead it should be regarded as a necessity because it is definitely a significant part of the clilical governance program of constant learning. Moreover, it will definitely be advantageous and beneficial for people with diabetes to recognize that the care that is being given to them is up-to-date and that they are being given the best alt ernatives. #ReferencesAnderson, R. et al. (2005).   Choosing and Using Theories in Diabetes Education Research.   The Diabetes Educator.Cooper, H. et al. (2002). Diabetes education: the patient's perspective.   Journal of Diabetes Nursing.Guirguis, L. et al. (2006). Evaluation of Structured Patient Interactions: The Diabetes Check. American Journal of Pharmaceutical Education.Guirguis, L. & B. Chewning. (2004). Talking to pharmacists about diabetes: How to ask about monitoring clinical targets. Journal of American Pharmaceutical Association.Phillips, A. (June 2006).   Developing the diabetes workforce: no longer a priority? Journal of Diabetes Nursing.    Diabetes Education Nowadays, in the field of the diabetes, it is a common scenario that more and more people consider type 2 diabetes as a primary health concern.   For people working with or taking take of persons with diabetes, they are thankful that diabetes care is now getting nationwide recognition.   However, in certain matters, we can observe a lack of investment in continuing learning prospects for practitioners.According to Cooper et al. (2002), in the year 2000, the Audit Commission recognized a discrepancy in knowledge and understanding regarding diabetes among patients, and a scarcity of evidence-based practice as well. In view of this fact, Cooper et al. (2005) carried out a study to determine the effects of a diabetes-specific health education program. Their research centered on what patients recognize to be valuable and beneficial to them in the educational approach espoused.The study stressed the necessity for an interdisciplinary method to patient education with regards to diabetes . Cooper et al. (2005) said that diabetes nurses have long been leading the activities in underatking such programs. The authors further asserted that the role of these diabetes nurses in cmoing up with a standardized approach to patient education training has to demonstrate good practice founded on research evidence of what works best and what is most applicable.Furthermore, Cooper et al. (2002) claimed that education has been stressed as a primary component of the treatment for diabetics. As a consequence, attention has therefore centered on the necessity for effective and efficient provision of education services that are both accessible and inclusive.Nevertheless, the Audit Commission has recognized gaps in present service provision. In addition, as stated earlier, the Commission likewise discovered serious and critical deficits in knowledge and understanding regarding diabetes among patients, and a scarcity of evidence-based practice. At present, the findings of the Commission are upsetting and disturbing, and this issue is expanded by the concentration on diabetes nurses as the major players in providing such treatment (Cooper et al., 2002.)Given these conditions and because of the constraints in continuing educational prospects it is now a concern if how could we maintain and preserve an informed and dynamic workforce for diabetes care where diabetes practitioners are under pressure (Phillips, 2006). It is also a question if diabetes is not interesting enough for workforce investment save for the pharmaceutical giants.   At present, several diabetes practitioners consider that this source of funding is the lone source that allows further or additional study.Meanwhile, Guirguis et al. (2006) declared that pharmacists could play a significant part in the health of diabetics. They said that an increasing body of research has showed that pharmacists could effectively and successfully offer care to diabetics and in several instances enhance their health ou tcomes as well.   In addition, Guirguis & Chewning (2004) claimed that supposed pharmacy students’ role beliefs and patient reactions were strong predictors of pharmacy students’ reported purpose to inquire regarding the diabetes ABCs someday.In terms of diabetes education, Anderson et al. (2005) said that diabetes educators employ theories constantly, even if they are not conscious of it. The authors said that in order to teach, one should first have certain suppositions regarding how people gain knowledge of the matter and what comprises effective and successful teaching. Hence, the purpose of their study is to assist diabetes educators concerned in research and evaluation on how to choose the proper theories.Their study assessed the four (4) rationales of theories, specifically, description, explanation, control, and prediction, in addition to the extent to which a theory has been expressed and expanded. The authors also evaluated the significance of a theory†™s explanatory power, its personal resonance, and its utility. Moreover, their study assessed how to employ one or more theories at every period of an evaluation or research or project.Moreover, Anderson et al. (2005) maintained that theories could be vital instruments for the purpose, comprehension, and carrying out of diabetes patient education research. The authors emphasized that they could be particularly useful in the design and assessment of intervention research as well. Furthermore, educational researchers will take advantage of the implementation of theories that reverberate with their experience, have been expanded by way of reflection and argument with their peers, and have been experimented by means of research.They likewise said that such theories would offer a coherent, powerful, and strong base on which to perform research studies. Moreover, Anderson et al. (2005) claimed that diabetes educators derive benefit from theory-based interventions that can be successfull y converted into various settings numerous diabetes educators. Theory-based research that is the basis of effective interventions provides greater understanding of how to be effective educators and enhances the credibility of the profession.SynopsisBased on these studies, I can say that as diabetes received national public health recognition, it is somewhat confusing why investment is not being made to support and also protect the workforce involved in diabetes education in improving excellence in care and upholding care on the cusp of evidence-based delivery.Furthermore, I have learned that diabetes education must not be viewed as a luxury, but instead it should be regarded as a necessity because it is definitely a significant part of the clilical governance program of constant learning. Moreover, it will definitely be advantageous and beneficial for people with diabetes to recognize that the care that is being given to them is up-to-date and that they are being given the best alte rnatives. #ReferencesAnderson, R. et al. (2005).   Choosing and Using Theories in Diabetes Education Research.   The Diabetes Educator.Cooper, H. et al. (2002). Diabetes education: the patient's perspective.   Journal of Diabetes Nursing.Guirguis, L. et al. (2006). Evaluation of Structured Patient Interactions: The Diabetes Check. American Journal of Pharmaceutical Education.Guirguis, L. & B. Chewning. (2004). Talking to pharmacists about diabetes: How to ask about monitoring clinical targets. Journal of American Pharmaceutical Association.Phillips, A. (June 2006).   Developing the diabetes workforce: no longer a priority? Journal of Diabetes Nursing.

Behavior Disorders in Children A Look at ADD ADHD Essay

In today’s society children can be super ramped up especially with all the sugar and junk food lying around. Most parents may start to wonder if sugar or a short temper is all that is affecting their child. A child can exhibit multiple signs of anything when observed closely enough. Many parents do not want to acknowledge that their child may have an issue far beyond their control. According to the article, Children Who Have Attentional Disorders: Diagnosis and Evaluation.† which can be found in Pediatrics in Review, children who have Attention Deficit demonstrate basic signs of inattention, impulsivity, and over activity. The majorities of these behaviors are not appropriate for the child’s age and does not let them reach their†¦show more content†¦So how can one differentiate? Excessive amounts of sugar usually have a tendency to dissipate whereas ADHD definitely does not. A few other symptoms have to be checked before a correct final diagnosis ca n be given. Does the child have poor impulse control? For example, is having patience or waiting for their turn a difficulty for the child? If a child has symptoms that correlate with all of the above, testing may need to be performed to see if the child has this particular attention disorder. If the child has tested positive for ADHD, then more testing is completed and evaluated to see which category the child’s behaviors will fall in. According to Marina Katz of the website webMD.com and author of â€Å"Attention deficit hyperactivity disorder: symptoms of adhd.† ADHD is divided into three categories; â€Å"combined ADHD (the most common type), which involves all of the symptoms, inattentive ADHD (previously known as ADD), which is marked by impaired attention and concentration, and hyperactive-impulsive ADHD, which is marked by hyperactivity without inattentiveness. (Katz)† Once this is decided then proper treatment can be conducted to help the child i nvolved. â€Å"Hyperkinesis or hyperactivity is a general term used to describe a behavior disorder characterized by highShow MoreRelatedAttention Deficit Hyperactive Disorder ( Adhd )1210 Words   |  5 PagesADD/ADHD, better known as Attention Deficit Disorder/ Attention Deficit Hyperactive Disorder, is a growing disorder in children and adults alike in the United States. So many people have this disorder now a days that it isn’t a rare thing for a child to be diagnosed with it. In this paper I will go over the cause of ADD/ ADHD, the details about what it actually is and how it affects people, when you need to have the child checked for this disorder, and the many signs and symptoms of ADD/ ADHD disorderRead MoreEffects of ADD/ADHD897 Words   |  4 Pages Affects of ADD/ADHD Robert was a typical two-year old boy always running and jumping around. 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