The Chronicles of Essay Samples for College Admission

The Chronicles of Essay Samples for College Admission Most Noticeable Essay Samples for College Admission A superb supply of private statement help should consider the particular requirements of your private essay more than anything else. The truth of all facts given in your application essay is also exceedingly important. The essay does not have any grammatical errors, and a few of the short, punchy phrases reveal a high degree of rhetorical sophistication. As an example, let's say if you're writing about language history essay than you are going to have to incorporate all of the information regarding the history language on the planet irrespective of any specific region while in specific language history essay, you would speak about history of the language of a specific region. 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The Story Of An Hour By Kate Chopin - 1150 Words

Kate Chopin’s work â€Å"The Story of An Hour†, is a short story focusing on the death of Mrs. Mallard’s husband, who supposedly died in a tragic train wreck. Upon hearing the news of her husband’s death, she strangely didn’t respond the way many loving wives would. Mrs. Mallard’s response showed the realization of how this death would affect her future life. Although Mrs. Mallard realizes that she will grieve her adoring spouse s passing, however she likewise predicts numerous years of opportunity, which she invites. She then starts arranging her future, in which she will live without the weight of other individuals. Even though she did adore her significant other, love is nothing compared to being free and independent. It can even be inferred that Mrs. Mallard may have even loved her husband like a brother and not romantically. In the beginning of the story it is seen how women during that time period is perceived in terms of power. Women in the eighteen hundreds were constrained in their rights and essentially wasn’t considered equal to their better half. Mostly women were obedient to their husband regarding his demands and wishes, and lost any control that they had once they were married. Also society expected women to only cook, clean, and bear children, while not giving an opinion, unless asked. Mrs. Mallard embodies the women of her day and age who were not able to discover satisfaction in marriage and parenthood, not on the grounds that it s not found there, but ratherShow MoreRelatedThe Story Of An Hour By Kate Chopin1241 Words   |  5 Pagesâ€Å"The Story of an Hour† by Kate Chopin is a wonderful short story bursting with many peculiar twists and turns. Written in 1894, the author tells a tale of a woman who learns of her husband’s death, but comes to find pleasure in it. Man y of the elements Kate Chopin writes about in this story symbolize something more than just the surface meaning. Through this short story, told in less than one thousand one hundred words, Kate Chopin illustrates a deeper meaning of Mrs. Mallard’s marriage with herRead MoreThe Story Of An Hour By Kate Chopin855 Words   |  4 PagesThe Story of an Hour In the â€Å"Story of an Hour† by Kate Chopin, is about pleasure of freedom and the oppression of marriage. Just like in Kate Chopin’s story, inside most marriages, even the ones that seem to be the happiest, one can be oppressed. Even though, one might seem to be happy deep inside they miss the pleasure of freedom and living life to the fullest. Just like, in this story Mrs. Mallard feels trapped and when she hears about her husband’s death she first feels distraught, but ultimatelyRead MoreThe Story Of An Hour By Kate Chopin1457 Words   |  6 PagesEmotions and Death Everyone who reads a story will interpret things slightly different than the person who reads it before or after him or her. This idea plays out with most every story, book, song, and movie. These interpretations create conflict and allow people to discuss different ideas and opinions. Without this conflict of thought there is no one devoting time to debate the true meaning of a text. Kate Chopin’s â€Å"The Story of an Hour† tells about a woman who is informed of her husbands deathRead MoreThe Story Of An Hour By Kate Chopin987 Words   |  4 PagesIn Kate Chopin’s short story, â€Å"The Story of an Hour† reader’s see a potentially long story put into a few pages filled with rising action, climax and even death. In the beginning of the story, character Louise Mallard, who has a heart condition, is told of the death of her husband by her sister and one of her husband’s friends. Afterwards Mrs. Mallard is filled with emptiness and then joy of freedom. This joy of freedom is actually what consequently leads to her death in the end when she discoversRead MoreThe Story Of An Hour By Kate Chopin1061 Words   |  5 PagesThroughout the short story, â€Å"The Story of an Hour†, readers are introduced to characters whose lives change drastically in the course of this writing. Through Kate Chopin’s story we can identify many different themes and examples of symbolism in her writing. Chopin’s choice of themes in this writing are no surprise due to the time frame of which this story was written. Chopin often wrote stories with of women’s rights, and is noted as one of America’s first open feminists. As this story of an ill, helplessRead MoreThe Story Of An Hour By Kate Chopin972 Words   |  4 Pagesâ€Å"The Story of an Hour† by Kate Chopin expresses Ms. Mallard’s feelings towards her husband’s death in an appalling train accident. Due to her bad heart, her sister Josep hine had to be the bearer of bad news and approach his death gently to her. According to the quote, â€Å" But now there was a dull stare in her eyes, whose gaze was fixed away off yonder on one of those patches of blue sky. It was not a glance of reflection, but rather indicated a suspension of intelligent thought†, it lets us know thatRead MoreThe Story Of An Hour By Kate Chopin998 Words   |  4 Pagesâ€Å"The story of an hour† by Kate Chopin was a story that was ironical yet profoundly deep. As a student I have been asked to read â€Å"a story of an hour† many times, and every time I’m surprised by how I enjoy it. People can read thousands of stories in their life times and only a handful will every stand out to them, stories that can draw out an emotion or spark a thought are the ones that will standout more. For me and â€Å"a story of an hour† the thought of freedom is what draws me the most as a teenageRead MoreThe Story Of An Hour By Kat e Chopin1542 Words   |  7 PagesIn the short story, â€Å"Story of an Hour†, Kate Chopin writes about a woman with heart trouble, Mrs. Mallard, who, in finding out about the death of her husband, Mr. Mallard, experiences some initial feelings of sadness which quickly transition into the exhilarating discovery of the idea of a newfound freedom lying in front of her. When it is later revealed that her husband is not actually dead, she realizes she will not get to taste that freedom. The devastation kills her. What Mrs. Mallard goes throughRead MoreThe Story of an Hour by Kate Chopin596 Words   |  2 PagesIn â€Å"The Story of an Hour,† Kate Chopin focuses on the idea of freedom throughout the story. Mrs. Mallard is a lonely wife who suffers from heart trouble. She is told by her sister Josephine and her husband’s friend Richards that her husband has passed away in a train accident. She locks herself in a room expecting to be devastated, but instead feels freedom. Later, she exits her room and her husband walks through the door, causing her to die of a heart attack. Chopin uses this story to demonstrateRead MoreThe Story Of An Hour By Kate Chopin886 Words   |  4 Pages In Kate Chopin â€Å"The Story of an Hour†, the reader is presented with the theme of prohibited independence. In Kate Chopin â€Å"The Storm†, the scenery in this story builds the perfect atmosphere for an adulterous affair. The importance of these stories is to understand the era they occurred. Kate Chopin wrote stories with exceptional openness about sexual desires. In â€Å"The Storm†, a short story written by Kate Chopin in a time when women were expected to act a certain way and sexual cravings was considered

Ronald Reagan on the 40th Anniversary of D-Day Pointe Du...

Before I get to the analysis portion of this assignment, the speech I have decided to go with is former President Ronald Reagan’s speech on the 40th Anniversary of D-Day that was delivered at Pointe du Hoc, Normandy, France, on June 6, 1984. This is the speech I wanted to use for my analytical paper because I have always been extremely interested in World War II and anything affiliated with it. Also, I actually had two grandfathers that served in the Philippines fighting alongside American soldiers as guerilla fighters against the Japanese invaders during the war. President Reagan was the one who presented the speech but to my slight disappointment, he did not actually prepare it himself. The speech was actually written by Peggy Noonan, the primary speechwriter and special assistant to President Reagan. After reading and watching footage of the speech, I found it to be a great collaboration between the speaker and the writer. President Reagan’s 40th Anniversary of D-Day speech was given exactly forty years after D-Day, the Normandy beach landings that took place on June 6, 1944 in Normandy, France. More specifically, he delivered the speech at Pointe du Hoc, Normandy, France where United States Army Rangers scaled the cliffs to take out German artillery emplacements that were raining shells on Omaha, Utah, Gold, Juno, and Sword beach where other Allied forces were landing. Despite the German artillery not being there once they got to the top, the artillery replaced byShow MoreRelatedFamous Speeches Of The Great Awakening3901 Words   |  16 Pagescontext and the occasion in which President Ronald Reagan delivered his famous â€Å"Boy’s of Pointe du Hoc† speech on June 6th 1984. The occasion of the speech was to commemorate the D-Day invasion that occurred 40 years prior on the beaches of Normandy and those who had risked and lost their lives. In order to effectively understand D-Day, it helps to first look at the events that led to its culmination. To really display an accurate picture of how D-Day culminated, it helps to begin with The Great

Ethical and Legal Complexities for Driscoll-myassignmenthelp

Question: Discuss about theEthical and Legal Complexities for Driscoll Reflective. Answer: Solving Nursing Ethical and Legal Complexities using Driscolls Reflective Framework What? In this reflective essay on how to find out the ethical and legal complexities in my case scenario, I will describe my nursing experience at my practice placement and my encounter with a critical nurse who is nerve wrecking when things are not done her way as she has ordered. Using the Driscolls reflective model, I will demonstrate my understanding and familiarity with the fundamental concepts of ethical practice in the nursing field. The key ethical practice in nursing which is a medical field requires thinking and incorporation of ethics to handle ethical dilemmas like the one I was confronted with in during practice placement. First, as a medic practitioner, I should have had these several key ethical concepts of medical thinking such as self- determination which is the ability to act and decide for oneself (Quinn, 2013, p. 33). Therefore, in my scenario at the hospital ward when the confrontation with the registered nurse rose, I was able to stand my ground and refused to recap t he needle. According to Driscolls reflective model, the ethical and legal complexities take three processes that I should reflect on my practice as a nursing student in practice (Engelbrekt Nergelius, 2013, p. 78). It helps me tackle the first bit of the complex nature of what? Here is where I get to explain what happened that is when the registered nurse requested me to give an insulin injection to a patient. When I went to the patient, I administered her injection and realised that I had not brought the kidney dish with me Therefore, stranded beside the patient, I see the registered nurse looking at me I panicked for I could not trace the sharps container in the room. The registered nurse having noticed my panic instructs me to recap the needle which I refused knowing very well the dangers associated with recapping of a needle. She repeated the order which I ignored, and for a third time, she shouts at me causing me to be distressed and become anxious hence I obey her command. When trying to recap the needle, the needle pierces me on my left thumb, and the nurse jubilantly tells the patient that she wants to take a blood sample from her to know the disease I had contracted from the patient (Driscoll, 2016, p. 90). So What? The second part Driscoll's model seeks to answer so what? It explains what I was feeling which is I was feeling anxious and distressed, what was right or wrong about the experience in which there was nothing good about the experience but bad as there was a higher risk of contracting a serious blood borne disease from the patient. The other key concept that I should be able to demonstrate is competence in my field of speciality which is nursing. I was able to show that I have the capacity to what it takes to be a nurse since I had been trained fully as a nurse and well equipped with the nursing skills and knowledge. Therefore, I was be able to show that am competent, I knew what I was doing, and it was the right thing to be done. Confidentiality is the other concept as a nurse I was be able to demonstrate. Being ethically confidential means that patients can trust you with their medical condition.. As a medic, I should maintain privacy and also have confidence in what I am doing for my patients. My nursing practice should not be based on trial and errors. Benefit or harm is also another of the key concepts a medic practitioner should be able to demonstrate and I being a nurse in practice; I should have the skills to know that whatever I am doing will either harm or benefit the patient. The beneficence indicates that nurse should do well and the non-maleficence principle shows that I should not hurt my capacity as a nurse (Delany Molloy, 2014, p. 67). The nurses main ethical rule is to take care and nurture the patients rather than cure them as the doctor. Therefore, it is important that I should always do whatever is in my capacity to take care and benefit the sick person in my custody. I should be guided by fairness and equity are whereby I will be treating all patients justly without discrimination of any kind, and I should give them my best part as a nurse promoting justice in health issues. Honesty, truth-telling and truthfulness should also be embraced in which I should tell my patients what medication am administering to them, where they are ailing and the side effects of the drug. As a nurse in practice, I should also let my patients know their rights, and I should understand my rights as well in matters of medical practices. The ethical and legal complexities according to my scenario and my understanding of nursing ethics and the medical ethical principles was both ethically and legally wrong to order me to recap the needle. Also, it was wrong for the registered nurse to go ahead in a jubilant mood to tell the patient that she will continue to remove blood from her in a view to know the infection I had contracted. The act by the nurse in itself shows that the registered has no good morals hence she is not guided by the code of ethics of nurses (Roth, Boelens Zwarteveen, 2015, p. 43). The nurse violated the principle of nursing of non-maleficence by intentionally forcing me to harm myself while she should have embraced the beneficence concept which urges all medical personnel to do good at all times to their patients, colleagues and visiting persons in the hospital or medical facility (Palmirani, 2012, p. 56). The code of conduct and ethics for nurses does not allow the nurse to play part to evil which the registered nurse did by forcing me to recap the needle and also having me accidentally inject myself with the same needle had used on the patient. The registered nurse failed to put into consideration the risks associated with recapping of the needle such as increasing the likelihood of needle-stick injury which can potentially transfer dangerous blood borne diseases. Now What? The third process seeks to answer the now what question which I think would be wise for me to take laboratory tests on myself and know how I could have affected. This should have followed by undertaking respective vaccination to protect my health (Lynch, 2015, p. 34). About what I would do if it happens again and if I would do it differently is a yes for I would not allow the nurse to scare me to do wrong again. The evidence of developing ethical awareness and how self- reflection may inform my practice and relations with others can be demonstrated in my next interaction with the patients, colleagues and the general public (Butts Rich, 2016, p, 78). However, it is important to note that the registered nurse was morally wrong, her code of conduct and ethics as well as her public relations are of low quality. The evidence of ethical awareness can be evident by how I got the motivation to search and read widely on nursing ethics and code of conduct. The self-reflection helped me get more practical experience that makes me always to remember the risks I was exposed to and how I am a living testimony to my friends and college students who had different experiences in their practical. Therefore, it is important for students, patients and nurses to be reminded the ethical and legal perspectives of ethical dilemmas they are faced with in the nursing and medical field. As a nurse after self-reflection, I vowed to always have the key concepts of nursing with me to guide me in my practical and nursing duties which need to be carried out with caution (Benjamin Curtis, 2010, p. 32). The basic principles of nursing ethics are beneficence, non-maleficence, respect for autonomy that promote human dignity, emphasise relationships and collaborative care provided to patients by nurses such as myself. Virtues, morals and code of ethics go hand in hand. This is what I have learnt from my personal experience with the ethically immoral registered nurse. As the saying goes, experience is the best teacher in someones life. The vulnerability of patients and practising students such as me can be taken advantage of by ignorant and immoral nurses who do not value human life and dignity. References Benjamin, M. Curtis, J. (2010).Ethics in nursing: cases, principles, and reasoning.Oxford New York: Oxford University Press. Butts, J. Rich, K. (2016).Nursing ethics: across the curriculum and into practice.Burlington, MA: Jones Bartlett Learning. Engelbrekt, A. Nergelius, J. (2013).New directions in comparative law. Cheltenham,UK Northampton, MA: Edward Elgar. Fry, S., Veatch, R. Taylor, C. (2011).Case studies in nursing ethics. Sudbury, MA:Jones Bartlett Learning. Palmirani, M. (2012).AI approaches to the complexity of legal systems: models and ethicalChallenges for legal systems, legal language and legal ontologies, argumentation and Software agents: International Workshop AICOL-III, held as Part of the 25th IVR Congress, Frankfurt am Main, Germany, and August 15-16, 2011: revised selected papers.Berlin New York: Springer. Romeu, P. (2010).AI approaches to the complexity of legal systems: complex systems, theSemantic web, ontologies, argumentation, and dialogue: international workshops AICOL I/IVR-XXIV Beijing, China, September 19, 2009 and AICOL-II/JURIX 2009, Rotterdam, The Netherlands, December 16, 2009: revised selected papers. Berlin: Springer. Roth, D., Boelens, R. Zwarteveen, M. (2015).Liquid relations: contested water rightsAnd legal complexity. New Brunswick, N.J. London: Rutgers University Press. Thompson, I. (2016).Nursing ethics. Edinburgh New York: Churchill Livingstone Elsevier. Ulrich, C. (2013).Nursing ethics in everyday practice. Indianapolis, Ind: Sigma Theta Tau International Delany, C. Molloy, E. (2014).Clinical education in the health professions. Chatswood,N.S.W: Elsevier Australia. Driscoll, J. (2016).Practising clinical supervision: a reflective approach for healthcare Professionals. Edinburgh New York: Baillie?re Tindall. Johns, C. (2014).Becoming a reflective practitioner. Chichester, U.K. Ames, Iowa: Wiley Blackwell. Lynch, L. (2015).Clinical supervision for nurses. Oxford Malden, MA: Wiley-Blackwell. Quinn, F. (2013).The principles and practice of nurse education. Cheltenham, U.K