Nursing And Diabetes Essay Example for Free

Nursing And Diabetes Essay Patients with diabetes need to understand what diabetes is. Patients who understand what diabetes is and the complicated process associated with the disease are more likely to comply with the prescribed regimen. Diabetes Mellitus is a syndrome with disordered metabolism and inappropriate hyperglycemia due to either a deficiency of insulin secretion or to a combination of insulin resistance and inadequate insulin secretion to compensate (Davis, 2001). Diabetes is a chronic progressive disease that requires lifestyle changes, especially in the areas of nutrition and physical activity. The overall goal of medical and nutritional therapy is to assist persons with diabetes in making self-directed behavioral changes that will improve their overall health (Franz, 2012). Blood glucose monitoring and goals of blood glucose monitoring Testing blood glucose levels pre-meal and post-meal can help the patient with diabetes make better food choices, based on how their bodies are responding to specific foods. Patients should be taught specific directions for obtaining an adequate blood sample and what to do with the numbers that they receive. Research has found that patients who have had education on the use of their meters and how to interpret the data are more likely to perform self-blood glucose monitoring on a regular basis (Franz, 2012). There are many different glucose monitors available for patients. The patient needs to have a device that is easy for them to use and convenient. A patient’s visual acuity and dexterity skills should be assessed prior to selecting a blood glucose monitoring device. A device is usually selected to meet the patient’s needs in collaboration with a diabetic educator at a health care facility. The patient needs to be reminded to record the blood glucose values on a log sheet with the date and time and any associated signs and symptoms that he/she is experiencing at the time the specimen was obtained. This log should be shared with his/her primary care practitioner. A discussion of glycosylated hemoglobin (HbA1c) should include the reasons for doing the test, how it is performed and how the health care practitioner will interpret the data. These laboratory tests are ordered on a routine basis along with other laboratory tests that are being monitored for the patient. A simple method to describe the HbA1c is to tell the patient that the test measures the amount of sugar that attaches to the protein in the red blood cell. The test shows the average blood sugar during the last three months. The higher the blood sugar the higher the HbA1c. The high blood sugar over a long period of time causes damage to the large and small blood vessels therefore increasing the risk of complications from diabetes. Medications and Insulin The patient with diabetes needs to be reminded that the addition of medications to help manage his/her diabetes is not because they are failing at diet management. Many patients with diabetes become depressed or despondent when they have to begin taking oral hyperglycemic medications and/or insulin. The teaching session should include a review of the different types of oral diabetic agents. A review of the different types of insulins and how to mix insulins should also be discussed. Teach the patient about self-administration of insulin or oral agents as prescribed, and the importance of taking medications exactly as prescribed, in the appropriate dose (Davis, 2001). Patients should be provided with a list of signs and symptoms of hypoglycemia and hyperglycemia and actions to take in each situation. Complications from Diabetes The teaching regarding the complications encountered from diabetes should stress the effect of blood glucose control on long-term health (McGovern, 2002). The patient should be taught how to manage their diabetes when he/she has a minor illness, such as a cold, flu or gastrointestinal virus. The patient should also be taught how to watch for diabetic effects on the cardiovascular system, such as cerebrovascular incidents/stroke, coronary artery disease, and peripheral vascular disease. Patients should be taught how to be alert for signs of urinary tract, respiratory tract infections and signs of renal disease. Assessment for signs of diabetic neuropathy should also be included in the teaching plan. Diabetes is the leading cause of death by disease in the United States, it also is a contributing factor in about 50% of myocardial infarctions and about 75% of strokes as well as renal failure and peripheral vascular disease. Diabetes is also the leading cause of new blindness (McGovern, 2002). Patients with diabetes should also receive education on the importance of smoking cessation, cholesterol and lipid management, blood pressure monitoring and management and management of other disease processes. Skin and Foot Care Teach the patient to care for his feet by washing them daily, drying them carefully particularly between the toes, and inspecting for corns, calluses, redness, swelling, bruises, blisters, and breaks in the skin. The patient should be encouraged to report any changes to his/her health care provider as soon as possible. Advise the patient to wear non-constricting shoes and to avoid walking barefoot. The patient may use over-the-counter athlete’s foot remedies to cure foot fungal infections and should be encouraged to call their health care provider if the athlete’s foot doesn’t improve (McGovern, 2002). The patient should be reminded that he/she needs to treat all injuries, cuts and blisters particularly on the legs or feet carefully. Patients should be aware that foot problems are a common problem for patients with diabetes. Informing them of what to look for is an important teaching concern. The signs and symptoms of foot problems to emphasize are: feet that are cold, blue or black in color, feet that are warm and red in color, foot swelling, foot pain when resting or with activity, weak pulses in the feet, not feeling pain although there is a cut or sore on the foot, shiny smooth skin on the feet and lower legs Exercise and Diabetes A moderate weight loss of ten to twenty pounds has been known to improve hyperglycemia, dyslipidemia, and hypertension. The target goal for body weight for patients with diabetes is based on a reasonable or healthy body weight. â€Å"Reasonable body weight is the weight an individual and health care professional acknowledge as achievable and maintainable, both short-term and long-term (Franz, 2012, p.8).† More emphasis is now placed on waist circumference, rather than on actual weight. A waist circumference greater than 40 inches in men and greater than 35 inches in women indicates a risk for metabolic disease. This is now part of what is referred to as metabolic syndrome. Reducing abdominal fat improves insulin sensitivity as well as lipid profiles. The benefits from exercise result from regular, long term, and aerobic exercise. Exercise used to increase muscle strength is an important means of preserving and increasing muscular strength and endurance and is useful in helping to prevent falls and increase mobility among the elderly (Franz, 2012). Regular exercise can improve the functioning of the cardiovascular system, improve strength and flexibility, improve lipid levels, improve glycemic control, help decrease weight, and improve quality of life and self-esteem. Exercise increases the cellular glucose uptake by increasing the number of cell receptors. The following points should be considered in educating patients regarding beginning an exercise program. Exercise program must be individualized and built up slowly. Insulin is more rapidly absorbed when injected into a limb that is exercised, therefore can result in hypoglycemia (Ferri, 1999). Patients need to be informed that exercise of a high intensity can also cause blood glucose levels to be higher after exercise than before, even though blood glucose levels are in the normal range before beginning exercise. This hyperglycemia can also extend into the post-exercise state and is mediated by the counter-regulatory hormones (Franz, 2012, p. 62). The exercise program should include a five to ten minute warm-up and cool-down session. The warm-up increases core body temperature and prevents muscle injury and the cool-down session prevents blood pooling in the extremities and facilitates removal of metabolic by-products. Research studies show there are similar cardiorespiratory benefits that occur when activity is done in shorter sessions, (approximately 10 minutes) accumulated throughout the day than in activity sessions of prolonged sessions (greater than 30 minutes) (Franz, 2012). This is an important factor to emphasize with patients who don’t think they have the time and energy for exercise. Diet and Diabetes The American Diabetes Association (ADA) has established nutritional guidelines for patients with diabetes. Their focus is on achieving optimal metabolic outcomes related to glycemia, lipid profiles, and blood pressure levels. Patients with diabetes need to maintain a healthy diet consisting of multiple servings of fruits, vegetables, whole grains, low-fat dairy products, fish, lean meats, and poultry (Franz, 2012). The exchange diet of the ADA includes protein, bread, fruit, milk, and low and intermediate carbohydrate vegetables (Ferri, 1999). The food/meal plan is based on the individual’s appetite, preferred foods, and usual schedule of food intake and activities, and cultural preferences. Determination of caloric needs varies considerably among individuals, and is based on present weight and current level of energy. Required calories are about 40 kcal/kg or 20 kcal/lb per day for adults with normal activity patterns (Davis, 2001). Emphasis should also be placed on maintaining a consistent day-to-day carbohydrate intake at meals and snacks. It is the carbohydrates that have the greatest impact on glycemia. â€Å"A number of factors influence glycemic responses to foods, including the amount of carbohydrate, nature of the monosaccharide components, nature of the starch, cooking and food processing, and other food components (Franz, 2012, p.13).† Maintaining a food diary can help identify areas of weaknesses and how to prepare better menu plans. Recommendations for fiber intake are the same for patients with diabetes as for the general population. It is recommended that they increase the amount of fiber to approximately 50 grams per day in their diet. Insoluble and soluble globular fiber delay glucose absorption and attenuate the postprandial serum glucose peak, they also help to lower the elevated triglyceride levels often present in uncontrolled diabetes (Ferri, 1999). The discussion of diet management should also include a discussion of alcohol intake. Precautions regarding the use of alcohol that apply to the general public also apply to people with diabetes. Abstaining from alcohol should be advised for people with a history of alcohol abuse, during pregnancy, and for people with other medical conditions such as pancreatitis, advanced neuropathy, and elevated triglycerides. The effects of alcohol on blood glucose levels is dependent on the amount of alcohol ingested as well as the relationship to food intake. Because alcohol cannot be used as a source of glucose, hypoglycemia can result when alcohol is ingested without food. The hypoglycemia can persist from eight to twelve hours after the last drink of alcohol. When alcohol is ingested in moderation and with food, blood glucose levels are not affected by the ingestion of moderate amounts of alcohol. If the patient plans to consume alcoholic beverages they are to be included in the meal plan. The patient should be reminded that no food should be omitted because of the possibility of alcohol induced hypoglycemia (Franz, 2012). Coping with Diabetes The patient needs to understand that the diagnosis of diabetes mellitus as with any chronic illness can be unexpected and potentially devastating. Grief is the most common reaction of an individual diagnosed with diabetes. Resolution of the grief is dependent on variables such as education, economics, geography, and religious and cultural factors. The support of family and friends affects the long-term acceptance of the disease progression. Patients need to be aware that depression is common with chronic diseases such as diabetes. The depression should be recognized and treated as soon as possible since depression can affect glycemic control and complicate the management of the diabetes (Buttaro, 2008). The patient needs to understand that diabetes is a lifelong disease process that requires a lifetime commitment and lifestyle changes. The patient should be educated about empowerment – having the resources and knowing how and when to use them. The skills of empowerment that help the patient reflect on life satisfaction in the following areas: physical, mental, spiritual, family related, social, work related, financial, personal. The patient should be encouraged to establish goals which emphasize at least two of these areas in which he/she has control. In the session of coping with diabetes the patient should be assisted to develop better problem solving skills, which are necessary to manage a life-long disease such as diabetes. Coping with diabetes should also include stress management concepts. Stress management concepts should include: a definition of stress, the body’s reaction to stress, the effects of stress on diabetes management, identifying stressors, identifying methods of coping, relaxation exercises and identifying support systems to tap into. Management of the disease process should include eliminating or minimizing other cardiovascular risk factors for example blood pressure control, lipid control, and smoking cessation. Patients with diabetes should also be instructed on what to do when they become sick with a cold, flu, gastrointestinal virus, or other minor illness. They need to be aware that these minor illnesses can affect their diabetes and blood glucose levels (McGovern, 2002). Instruction on what to do when they become ill and the importance of continuing to take their diabetes medications and/or insulin and other general care should be discussed. Some basic guidelines for management during an illness or sick-day include maintain adequate hydration because of the risk of dehydration from decreased fluid intake, polyuria, vomiting, diarrhea, and evaporative losses from fever. Patient should be instructed to drink at least eight ounces of calorie free liquids every hour while they are awake. The beverages should be caffeine-free, since caffeine acts as a diuretic and can actually increase the chances of hypovolemia. If the patient is unable to tolerate fluids by mouth, antiemetic suppositories or intravenous fluids may be required. Vomiting that is persistent and intractable may require emergency room care. The patient should be encouraged to perform blood glucose monitoring more frequently while he/she is ill and to initiate urine ketone monitoring with urine dipsticks, during the illness (Franz, 2012). The patient should be instructed to continue taking his/her insulin and/or oral antidiabetic agents while ill and even when unable to eat. The omission of insulin is a common cause of ketosis and can result in a serious condition called diabetic ketoacidosis. The patient should be given a list of foods that contain fast acting carbohydrates that they can consume when they experience signs and symptoms of hypoglycemia. Patients should be encouraged to seek regular ophthalmologic examinations to detect for diabetic retinopathy. Regular dental examinations should also be encouraged to evaluate to potential areas that can become infected and possible oral lesions. Summary The teaching program for the patients with diabetes is designed to be held for six sessions. However, the sessions can be lengthened or shortened to meet the needs of the intended audience. These two to three hour sessions allow the patient to absorb the material that is being taught and to be able to ask questions. The learning needs are focused on managing their glucose levels and preventing complications of diabetes. The patient needs to be educated on the multiple disease processes associated with diabetes and the factors affecting each of these areas. The patient also needs to have the knowledge of how to manage their diabetes when they are ill and warning signs that they are hypo/hyperglycemic. Diabetic patients should be advised to contact their health care provider any time they are unsure what to do or have questions on how to manage their disease. There are many teaching handouts and pamphlets that are available free of charge from the various agencies. These handouts are available on a wide variety of subjects that can be used with the teaching plan. The evaluation criteria for the teaching plan would include an evaluation tool in which the patients could complete anonymously at the end of the program. References Buttaro, T.M., Trybulski, J., Bailey, P.P., Sandberg-Cook, J. (2008). Primary Care: A Collaborative Practice, 3rd. Edition. Philadelphia, PA: Mosby, Inc. NO Davis, A. (2001). Adult Nurse Practitioner: Certification Review. Philadelphia, PA; Mosby, Inc. Ferri, F. (2012). Clinical Advisor: Instant Diagnosis and Treatment. Philadelphia, PA: Mosby, Inc. NO Franz, M. (Ed.) (2001). Diabetes Management Therapies: A Core Curriculum for Diabetes Education. 4th Edition. Chicago, IL: American Association of Diabetes Educators. Franz, M. (2012). American Diabetes Association Guide to Nutrition Therapy for Diabetes, 2nd Edition. Alexandria, VA: American Diabetes Association. Herfindal, E. and Gourley D. (2000). Textbook of Therapeutics: Drug and Disease Management. Seventh Edition. Philadelphia, PA: Lippincott Williams and Wilkins. NO McGovern, K., Devlin, M., Lange, E., and Mann, N. (Eds.) (2002). Disease Management for Nurse Practitioners. Springhouse, PA: Springhouse Corporation.

Examining Human Alienation in Frankenstein by Mary Shelley Essay

     Ã‚  Ã‚  Ã‚   Frankenstein by Mary Shelley is hailed as one of the greatest novels dealing with the human spirit ever to be written.   Shelley wrote this nineteenth century sensation after her life experiences.   It has been called the first science fiction novel.   Shelley lived a sad, melodramatic, improbable, and tragically sentimental life.   She was the daughter of Mary Wollstonecraft, the brilliant pioneer feminist in the late eighteenth century.   However due to complications in childbirth and inept medical care, Shelley's mother passed away soon after her birth.   Later on, Shelley married the famous romantic poet Percy Bysshe Shelley.   Mary Shelley's masterpiece, Frankenstein, was inspired partly by Milton's Paradise Lost: "Did I request thee, Maker, from my clay To mould me Man, did I solicit thee From darkness to promote me?" The novel explores the theme of how society can ruin good through human alienation.   Shelley powerfully expresses that theme through the development of Victor Frankenstein's failed aspirations, the creature's plight, and the inevitable destruction of Frankenstein.   Ã‚  Ã‚   Frankenstein is a novel about a creature that was made by a scientist driven by ambition.   It first introduces Victor Frankenstein, the protagonist, and his interest in science.   However, he doesn't have an interest in modern science as his father wishes, he is appealed by the fascinations of alchemy and mystical sciences. "It was the secrets of heaven and earth that I desired to learn; and whether it was the outward substance of things or the inner spirit of nature and the mysterious soul of man that occupied me, still my inquiries were directed to the metaphysical, or in its highest sense, the physical secrets of the ... ...Bedford Books of St. Martin's Press, 1992. 245-58. Merriman, C.D. The Literature Network. Jalic Inc, 2006. Web. 28 March 2010. http://www.online-literature.com/shelley_mary/ Milton, John. Paradise Lost. Ed. Scott Elledge. 2nd ed. New York: Norton, 1975. Poovey, Mary. "My Hideous Progeny: Mary Shelley and the Feminization of Romanticism". PMLA (1980): 332-347. Web. 29 March 2010. http://www.jstor.org/stable/461877?seq=2 Shelley, Mary. Frankenstein Or, The Modern Prometheus. New York: New American Library, 1963. Print. Smith, Johanna M. Introduction: Biographical and Historical Contexts. Frankenstein. By Mary Shelley. 2000. 2nd ed. Bedford/St. Martins, 2000. Web. Wolf, Leonard. The Annotated Frankenstein. New York: Clarkson N. Potter, Inc., 1977.

Of Mice and Men & Death of a Salesman by John Steinbeck Essay

John Steinbeck was born in California, Salinas February 1902. In spite of the fact Steinbeck came from a wealthy background he also showed curiousness toward the farm workers and spent his own time working with them. The experience he had gained from working with the farm laborers was then applied as matter for his writing. This certainly adds a sense of realism to his texts. Steinbeck produced numerous novels about poverty-stricken people who have a dream. One of the novels is the well-known ‘Grapes of the Wrath.’ During the late 1920s the Wall Street crash took place, forcing millions of Americans out of work; this then led on to the Great Depression, an era in which people lacked any economic opportunity. The main cultural trends that occurred throughout this period of time were poverty and unemployment. The characters in the novella, â€Å"Of Mice and Men† can relate to this trend as it is set during that era. All the characters in the book are experiencing poverty at the time and are working to continue existence and to vanquish the Great Depression, so that they can obtain the dream. It is shown here – â€Å"Look, if me an’ Lennie work a month an’ don’t spen nothing, we’ll have a hunderd bucks. That’d be four fifty. I bet we could swing her for that.† The American Dream is striving for freedom, status, and success, and as this quote suggests it is often bound up with issues of a financial nature. The American Dream associates with all characters in, â€Å"Of Mice and Men† but mainly with Candy, Crooks, Lennie, George and Curley’s wife, who at one point says, â€Å"He says he was gonna put me in the movies. Says I was a natural.† Quotes such as this remind us of the unwavering confidence that American citi zens had in their version of the American Dream, and they often read ironically. This is because, as  readers, we know that the character is disillusioned, and falling for the false promise of prosperity. Racism is posed throughout the novella; in the 1990s segregation laws were approved, whereby the rights of black and white people were divided; black people generally had the things lacking in quality, i.e. Crooks’ inhumane segregation on the ranch. Habitual use of racism, for example flippant use of the word ‘N****r’ are prevalent in this novella. There were also groups of people who were explicity posed against blacks, for example the KKK, who presented violence towards the black minorities, by ambushing them and/or lynching them. They would also strike  any person who dared to associate with blacks. This may stand to elaborate why nobody socializes with Crooks – they’re frightened to step outside of social parameters. For example we learn that, ‘Candy stops at the door and takes a step back.’ The fact that Crooks is black demolishes the possibilities of his dreams actually being accomplished; they are not assigned the same rights, and In turn dreams as the white people. This is ironic because we know that Crooks used to ‘live the dream’, and live amongst â€Å"the white kids;† perhaps this is Steinbeck making a comment on how society has regressed for the worse. The tone Steinbeck creates is mellow and calm especially in the opening paragraph. I know this because Steinbeck uses words such as â€Å"twinkling† and â€Å"golden foothill slopes curve. † creating a dream-like atmosphere. Both these quotes represent colours that indicate summertime, a long season whereby people and animals revel in the tranquillity of the outdoors. In addition to this Steinbeck says that the, â€Å"foothill slopes curve† this gives the impression the walk is effortless trip. However, this calmness is instantly interrupted and starts to show rupture as the George and Lennie near. This may be Steinbeck commenting on how the futile nature of dreaming will always become apparent. Steinbeck states that the two men â€Å"hurried† and â€Å"pounded†Ã‚  down the river; both these verbs are starting to stipulate the start of a battle. By the writer creating such a subtle scene, which is then ruined, could represent the fact that people whose lives come across cheerful and composed, also have holster sadness. I feel that Steinbeck wanted the audience to know that ‘the best laid plans’ didn’t have the outcome that was anticipated; in fact the dream of ‘livin off the fatta the lan’ near enough every time fails, results in relationships vanishing and lives wrecked. Lennie is very broad and heavy handed. On the other hand George is small, so it is also ironic that Lennie’s surname is small. The text readers, â€Å"Behind him walked his opposite, a huge man, shapeless of face, with large, pale eyes, with wide, sloping shoulders; and he walked heavily, dragging his feet a little, the way a bear drags his paws. His arms did not swing at his sides, but hung loosely.† The writer says that George has â€Å"restless eyes†Ã‚  meaning that his eyes are defined, whereas Lenni e’s are described as â€Å"pale.† This colour is not vivid nor is it harsh, so it is almost sympathetic and tender. Lennie’s eyes do not suggest strength, so maybe Steinbeck is presenting Lennie as having a monotonous, good-natured personality. Steinbeck is not trying to make George and Lennie seem alike, but completely different; this is to show how dependent two opposites are in needing each other. Without one another George would have been a lonely ranch worker, meanwhile Lennie would of probably contained in a mental institution. Lennie is referred to a bear, straight away this tells the audience that Lennie is physically strong, pretty large and hostile. Despite this, it also shows that Lennie would only fight when he has to, he wouldn’t do it without an intention. Research has shown that bears only attack when they feel in danger, therefore a bear symbolizes Lennie best as he tend to lose control a lot. Lennie is always willing to attack when the dream is compromised, showing how important the vision was to American  citizens. Lennie says, â€Å"I remember about the rabbits, George.† and George responds, †¨Ã¢â‚¬ ¨Ã¢â‚¬ The hell with the rabbits. That’s all you can ever remember is them rabbits.† This is the very first time we hear about Lennie dream. Even from the beginning of the novella, the impression is given that Lennie is more enthusiastic than George about the dream. George’s simple eradication of the words â€Å"them rabbits† shows signs that he thinks the whole situation is foolish. This tends to get intricate as we to register that George might just be as animated for the dream as much as Lennie. it comes across that George is extra wary about that excitement, this makes sense as he’s also more aware of his surroundings compared to his other half. The American Dream as whole is impossible of fulfilment, the death of Lennie is figurative of that – concluding that all good things most come to an end. Lennie only wanted to â€Å"tend the rabbits,† nothing more, nothing less – it was George who came up with the entire dream therefore Lennie is not to blame for everything. The dream was presented to Lennie like a story, in a childlike manner. â€Å"†¦God a’mighty, if I was alone I could live so easy. I could go get a job an’ work, an’ no trouble. No mess at all, and when the end of the month come I could take my fifty bucks and  go into town and get whatever I want†¦Ã¢â‚¬  At this point George lashes out at Lennie raging about what the life of a migrant worker would be like without any heavy loads i.e Lennie. From this piece of text it seems that George is imagining a nonchalant existence and that Lennie is just an obstacle in his way.What George had highlighted here is far-seeing because of what happens in the end of â€Å"Of Mice and Men.† George uses the dream so that they both have hope later on life, after  the ranch workers knew about their dream they wanted to have one too. This reveals the value of dreams entirely in the novella, and for those alive during the Great Depression, sitting in the same position as the ranch workers. Once George creates a full account of the farm, its heaven garden-like qualities become even more obvious; Everything thing they want will be in front of their eyes, without any literal effort. Just as Lennie states: â€Å"We could live offa the fatta the lan’.† I think that when George shot Lennie he was right in doing so. One of the reasons I think this is due to the fact that he would have been killed by Curley or the rest of the ranch men anyway. Lennie had unexpectedly killed Curley’s wife; therefore, it would of resolved in death either way. The author lets the reader know that Curley would of killed Lennie when Curley says – â€Å"I’m gonna get him. I’m going for my shot gun. I’ll kill the son-of-a-bitch myself.† If Curley killed Lennie, it would of resolved in a slow painful, death. In my opinion, it was better his best friend killing him than his enemy. This killing can be compared to a mercy killing or linked to euthanasia in many ways. George killed Lennie for all the right reasons; the only downfall in this is that George has to go on and live a lonely life, with no companionship. George kills Lennie by Salinas River ‘Salinas’ means lonely, which is what George is now. George and Lennie fail to register that their dream is like thousands of other ranch workers, Crooks summarizes their dream when he quotes: â€Å"Seen hundreds of men come by on the road an’ on the ranches, with their bindles on their back an’ that same damn thing in their heads. Hundreds of them. They come an’ they quit an’ go on, every damn one of ‘em’s got a little piece of land in his head. An’ never one of them get it.† The men on the ranch have this futile dream about owning their peace of land, but its unachievable because of their circumstances. In a similar manner, from beginning to end Miller depicts the American Dream and how Willy Lowman and his family fail to achieve it. Arthur Miller was born in New York, Harlem October 1915. Miller wrote Death of a Salesman whilst working for his father’s company at the age of seventeen. Miller had said that everything he wrote was based on someone he knew or had seen. After Miller wrote the script he wrote a postscript saying that the real-life salesman, who the play is based on had killed himself by jumping in front of a subway train. Willy has been attempting to achieve the American Dream for such a long period of time that he actually believes it’s achievable. Throughout Willy’s life he has prolonged numerous lies to himself and to his family, this has persuaded him that his dream has become an possibility. He constantly reveals to his family that he’s on the verge of huge success, meanwhile he contemplates to himself as to why he hasn’t reached the dream he knows he is capable of – Willy says that â€Å"There’s more people! That’s what’s ruining this country! The competition is maddening! Smell the stink from that apartment house! And one on the other side†¦ How can they whip cheese?† Willy says this in Act one, this quote suggests that Willy is blaming the over populated country, America, on his lack of success – the truth is that its down to his belief in the assumption of the flawed American Dream. Its seems to me that Willy is just trying to come up with excuses, to cover the fact that he, himself, failed at the American Dream. The fact that Willy is always in need of a scapegoat , shows us that the dream Is, by nature, completely unachievable. The use of explanation marks in this quote express Willy’s feelings about the people and the impact its having on his ability to achieve the American dream. Miller makes an abstract comment on how America is guilty of selling their citizens a dream to failure, but who do we blame? On one hand we should blame the scapegoat, America as a nation, but it seems the  readers can’t help but blame Willy, it’s almost as if the readers have fallen for the same myth – blaming Willy and not American society. Willy convinced his sons that in order to achieve the American Dream you need to be â€Å"well-liked†, not just liked. It seems that Willy is implying that being admired and the quality of arousing interest is the most important thing that will enable you to achieve the American Dream. He puts being â€Å"well liked† first over any other quality. According to Willy, being well liked amounts to the bare matter for reaching the American Dream. Being well liked is a quickened way of achieving something without as much hard work. In act one Willy says to Happy that he’ll be â€Å"Bigger than Uncle Charley! Because Charley is not liked. He’s liked – but not well liked.† The exclamation mark is to emphasise the fact the he’s going to be bigger than Charley, Charley is prestige and has status. The dash creates the effect of a dramatic pause to make it clear that Charley was not well liked, but at the same time Willy is implying that he, himself, is well liked, when evidently we know this is just a delusion. Willy completely thinks that anyone who works hard in America will become successful without doubt. He says, â€Å"Biff Loman is lost. In the greatest country in the world a young man with such- personal attractiveness gets lost. And such a hard worker. There’s one thing about Biff – he’s not lazy.† This is another encapsulation of the American Dream fooling the American man, it’s evident that it’s futile and ends up killing Willy. It’s almost like Willy sees the American dream as a given right of an American, Willy’s death is such a horrendous one, as he commits suicide and so this serves to show us how destructive the American dream can be for the average American man. In act one, Willy indicates that Biff can even get let off with purloining a ball because of how popular he is with his coach. This supports the  notion that Willy places upmost importance on being â€Å"well liked† In Act One Willy says to his sons â€Å"Tell you a secret, boys. Don’t breathe it to a soul. Someday I’ll have my own business, and I’ll never have to leave home anymore† Here Willy is secretive and possessive, just like in of Mice and Men when George let Candy participate in their dream. Willy wants to own a  business just like George and Lennie, although Willy’s dream and George and Lennie’s dreams are completely different, they are similar at the same time, as they both are striving to achieve financial independence, they both have this unwavering image of a dream which they believe to be achievable, but the irony is the reader sees this as unachievable. The difference in these dreams is evident through what is they want to achieve; George and Lennie aims for and simple, agricultural success, whereas Willy is positioned in a contemporary situation in which he seeks to corporate success and material gain. Here it’s worth realizing Biff and Happy endeavour to achieve and reality which is more similar to George and Lennie in terms of its simplicity, however his father’s obsession with corporate wealth means that this is not possible. The above can be seen when Happy says, â€Å"That’s what I dream about Biff. Sometimes I wanna just rip my clothes off in the middle of the store and outbox that goddamned merchandise manager. I mean I can outbox, outlift and outrun anybody in that store, and I to take orders from those petty, common sons of bitches till I can’t stand it anymore.† Here we see Happy rejecting his father’s wishes to follow a corporate lead American dream, in favour of a more primal like competition. However he releases the idea that business competition, similar to the type his father promotes will bring him success; he can’t escape the rat race of American capitalism. This is similar to the inescapable, futile situation that Lennie and George find themselves in; they move from ranch to ranch, with seeming direction, but the irony lies in the fact  that their life is totally directionless. The final bitter blow lies in Lennie’s death. Although culturally, the direction toward which the pursuers of the American Dream changes over time (from dreams of living simply via agriculture, to dreams of achieving corporate success) it is interesting to see that Willy says to his wife, â€Å"You wait, kid, before it’s all over we’re gonna get a little place out in the country, and I’ll raise some vegetables, a couple of chickens†¦Ã¢â‚¬  This suggests that the direction of the American Dream has not  changed much, and material/corporate success only serves as a temporary means to fulfil the original view of owning one’s own ranch and living from the land. Here, Willy’s vision is almost identical to George and Lennie’s, which is interesting due to the difference era both are set in/written in. The ellipsis in this quote represents the never ending possibilities of what they can acquire. This aforementioned idea of Willy obsessed with being well liked is something he unfortunately passes down to his children in a typical cyclical way. In a conversation with his parents Biff and Happy reveal they are interested they are looking for work that is simply bearable. Happy says, about his â€Å"business idea† that, â€Å"†¦it wouldn’t be like a business. We’d be out playin’ ball again†¦Ã¢â‚¬  Despite this, Willy is completely fixated on ensuring that the boys possess job security in a lucrative profession, which he believes will lead them on this path to greatness, and most importantly, financial security. We may accuse Willy of not being very supportive of his children, as he seems to be prioritising pursuit of the American Dream over his children. This is a true reflection of his blind faith in the idealised dream. Linda’s attitude toward the American dream is contradictive. Linda does this by motivating Willy into believing his dreams are real, even though she recognizes his dream is conclusively futile and bound to stay  incomplete. Linda doesn’t have as many dreams as Willy, but her main one is to live a undemanding, quiet life with her husband. Whereas he would prefer to travel, be recognized and remembered by everybody. Linda would prefer to sit back in her aging jacket with him and to have him employed in the city. This is illustrated when Linda says to Willy ‘can’t continue this way’, and encourages Willy to put himself forward and ask Howard for a job, so that he does not have to travel and so he can pay for the insurance premium. At this stage the audience gather that Linda is very concerned for Willy. Linda never manages to attain her dream since Willy would be more willingly to commit suicide than to surrender his job as a salesman. In addition to this, Linda yearns to safeguard Willy. A case of this is whilst speaking to Ben  she shouts at Ben and says, ‘don’t say those things to him! ‘Afterwards, it is clear that she is shielding him; even though the stage directions interpret Linda as being ‘frightened of Ben’, she becomes assertive for Willy’s benefit. She fails to shade Willy as he objects, resulting in the worst case scenario whilst under her belt. Willy committing suicide. As the play concludes, it’s evident that Willy was lost and didn’t actually know himself. We already knew this, the point being hardly anyone attends his funeral. It is here Biff registers that his dad was lost, entirely and travelled down the wrong road, we know this as he says â€Å"He had the wrong dreams. All, all wrong.† It is obvious the Biff will no longer follow the same route as his father. However, Happy, decides to secure his father’s ill-advised visions and takes them on-board himself, he says so himself toward the end of the play â€Å"I’m gonna win it for him.† Comparison of â€Å"Death of a Salesman† and â€Å"Of Mice and Men† The novella ‘Of Mice and Men’ and the play ‘The Death of a Salesman’ paint a picture of the vanity of dreams, the main one is the American dream. Both authors, Arthur Miller and John Steinbeck use numerous linguistic and literary methods, so that the audience can see how impossible dreams were during that era. Of Mice and Men and Death of a Salesman are set during the 1930s-1940s, the writers permit the context of the literature in order to help them tour the futility of the ‘American Dream’. The American Dream is never achieved. The working-class people -Willy Loman in Arthur Miller’s Death of a Salesman, ends up disenchanted and kills himself. The Lomans are alike Lennie and George, They both try to repudiate that they’re just a minority in the world they’re living in, but their American dream is invariably just a step away. At one point, in Of Mice and Men and Death of a Salesman they contrast as Willy wants to be successful and â€Å"well liked† in order to gain status, whereas Lennie and George don’t want status they want to own a piece of land and belong somewhere, I know this as George says ‘it’d be our own, an ‘nobody could can us’. Willy is lost in this delusion about being successful and gaining status that he would rather die than be known to failure of the American dream. When Willy and Ben are speaking Linda yells at him saying, ‘don’t say those things to him!’ Here it is clear the Linda is shielding Willy. The way Linda presented herself to Ben is almost identical to the way Lennie reacts when its things resulting with George. For example, When Crooks expressed the possibility of George being injured, Lennie ‘walked dangerously towards’ him, questioning ‘who hurt George?’ The word ‘dangerously’ is used to narrate Lennie’s negative, forceful charge  toward crooks, this shows how far Lennie will go, having the only intention of making sure George is safe and not thinking about the outcome when doing so. Likewise, when Ben indicates Willy isn’t doing so well at work Linda reacts in a menacing manner toward him. In the stage directions Miller says how Happy was ‘almost ready to fight Biff’ As we know, Happy’s dreams are what his father’s are and when Biff decides to ask what applicability Willy’s dreams are it results in a battle nearly commencing. The reason being as to why Happy was ready to challenge Biff is because as stated above (Happy’s dreams are his fathers). What happened here is similar to what occurred with Lennie and Crooks. In my opinion Steinbeck and Miller, both display how the characters will assert one’s over another in an arrogant way, to make the audience grasp mentally, that no matter how much you try to protect your dream it will always be captured.

Effectiveness of Educational Technology”

The purpose of this research â€Å" Effectiveness of Educational Technology† â€Å"From a Department of Education 1995 forum, some panelists contended that rather than debating the connections between technology-based instruction and test scores, schools should focus on the most obvious and compelling reason form implementing technology-namely, those students needs strong technology skills to succeed in the world of work. From research studies it shows positive benefits from the use of technology for educational purposes. The data method use to collect this information was â€Å"First, a U. S. Department of Education-funded study of nine technology-rich schools, concluded that the use of technology resulted in educational gains for all students regardless of age, race, parental income, or other characteristics. The second, a 10-year study supported by Apple Computer, Inc. Concluded that student provided with technology-rich learning environments ‘continued to perform well on standardized tests but were also developing a variety of competencies not usually measured. † Some success seen by there research, rising scores on state tests, improved student attendance, increased student comprehension, self motivation, more parent/ teacher support improved student retention. Another issue the research hoped to confront was the possibility of negative effects from prolonged exposure to computers. Some critics have worried those students who use computers extensively will become ‘brain-dead’ or less social from looking at the computer screen all day. At the end of two years, the researchers learned that some of their worst fears had been groundless. † In a 1994 Software Publisher's Association (SPA) study, research found that: Educational technology has a significant positive impact on achievement in all subject areas, across all levels of school, and in regular classrooms as well as those for special-needs students. Educational technology has positive effects on student attitudes. The degree of effectiveness is influenced by the student population, the instructional design, the teacher’s role, how students are grouped, and the levels of student access to technology. Technology makes instruction more student-centered, encourages cooperative learning, and stimulated increased teacher/student interaction. Positive changes in the learning environment evolve over time and do not occur quickly. †

Joyluck club essays

Joyluck club essays Can you forgive your mother if she fled away to find her own happiness , leaving you behind? This was the reason that provoked conflict between An-mei and her mother, in the  ¡Ã‚ °Scar, ¡ written by Amy Tan. In the novel, narrowing the gap between the mother and her daughter An-mei almost seems to be impossible, because it is so profound. An-mei hardly remembers her mother. Her mother exists in her memory as a  ¡Ã‚ °ghost, ¡ not meaning a dead person, but meaning a subject that is forbidden to talk about- in China.  ¡Ã‚ °When I was a girl in China, my grandmother told me my mother was a ghost. This did not mean my mother was dead. In those days, a ghost was anything we were forbidden to talk about. So I knew Popo wanted me to forget my mother on purpose, and this is how I came to remember nothing of her. ¡ (p 33) She is told that her mother has run away to be a married-man ¡Ã‚ ¯s concubine, and An-mei ¡Ã‚ ¯s disappointment toward her mother grows. When the mother comes back, An-mei realizes who she is, but does not say a word to her to show antipathy. However, An-mei becomes to love her mother after she experiences an incident that her mother shows respect and love to Popo, who is both the grandmother of An-mei, and the mother ¡Ã‚ ¯s mother.  ¡Ã‚ °Here is how I came to love my mother. How I saw in her my own true nature. What was beneath my skin. Inside my bones. It was late at night when I went to Popo ¡Ã‚ ¯s room. I saw my mother on the other side of the room. She was cooking soup. And then I saw her pull up her sleeve and pull out a sharp knife. And then my mother cut a piece of meat from her arm. My mother took her flesh and put it in the soup. ¡ (p 40~41) An-mei saw a way that a daughter honors her mother, and she describes it as shou, a Chinese meaning  ¡respect. In the novel, the conflict works as a method that acknowledges An-mei of love between a daughter and her mother. If she grew up in a norma ...

Using the Spanish Preposition Durante

Using the Spanish Preposition Durante The Spanish preposition durante has roughly the same meaning as the English during and is thus used in indicating what happens in durations of time. However, it is not used in exactly the same way as its English equivalent, and it is often better translated by the preposition for rather than by during. Durante is used most similarly to during when it takes a singular object: Durante febrero, las condiciones de sequà ­a empeoraron. During February, drought conditions got worse.El nivel del mar ha subido entre 10 y 20 cm durante el siglo XX. The sea level rose between 10 and 20 centimeters during the 20th century.Se recomienda la utilizacià ³n de gafas del sol durante el tiempo del tratamiento. The use of sunglasses is recommended during the time of treatment. Unlike the English word, durante is freely used with plural periods of time: Durante aà ±os ha ocupado la atencià ³n de nuestros medios de noticias. For years it has had the attention of our news media.Mantenerse en esta posicià ³n durante cuatro segundos. Stay in this position for four seconds.Durante muchos siglos los antisemitas odiaban la religià ³n de los judà ­os. For many centuries, anti-Semites hated the Jewish religion. When speaking of past events, the preterite progressive verb form (the progressive form using the preterite of estar) is used to indicate that something happened during the entire period of time. Thus Estuve estudiando durante los tres meses would be used to say, I studied for the full three months. But Estudià © durante los tres meses would mean only that I studied at some point during the three months.

Punishment and Morality Essay Example | Topics and Well Written Essays - 500 words

Punishment and Morality - Essay Example There are and always have been two sides to this issue. What follows is an inquiry into issues which are integral to the cause of giving the punishment to offenders; both sides shall be represented therein, and the most plausible option shall be elucidated. Essentially, giving the punishment is considered as a moral obligation in almost all cultures and theologies around the world. It is taken as a compulsory act of reprimand, without which the integrity of the justice provider is lost, and essentially the entire process of equality suffers an emotional blow. The act of kindness is hence lost, and there surfaces an immense feeling of betrayal and anguish on part of the victim. Conversely, the other side presents an equally convincing argument. For one, many offenders around the world do not have the exposure and luxury to understand and deal with the environment they live in. To add, an offender goes through several ups and downs during his life, which psychologically turns him into a law-breaker - so does he actually deserve retribution Though this may jeopardize the act of beneficence, but it is deemed necessary. After all, the true beneficence lies in the cure of the offender, and if this cannot be actualized at the end of the day, then the utilitarian process would have drastically failed. The judiciary frequently ignores their offenders' wishes when they consider the appropriateness of punishment giving.