National Crisis :: essays papers

National Crisis Our society is being forced to deal with uneducated, illiterate high school graduates. You may ask how is a high school graduate so ill prepared for the world. Have you ever been to a store where a young person, maybe a high school student is the sales associate and the register shuts down right before you receive your change? Did you notice the look of panic on their face because they were not sure how much change you were supposed to receive? It is because of the national crisis, social promotion that can be accredited to this dependency on everything except their educated brain’s. We as educated people must help find a way to save our children from wasting their academic careers due to social promotion. "Truly embracing the idea that all children can learn and making sure that all children do, requires that we all take responsibility for ending social promotion." (www.ed.gov) If we accept and aim to prove that all people are capable of learning life’s basic necessities we will start breaking down the wall of stupidity social promotion has built. Social promotion, the national crisis, is the promotion of students to the next grade level without mastery of their current curriculum.(www.ncrel.org) "More than half of teachers surveyed in a recent poll stated that they had promoted unprepared students in the last school year, often because they see no alternative." (www.ed.gov) If a teacher sees no option for a student other than failing or socially promoting them, the teacher generally promotes them, because it goes over easier with in society and authority. This is essentially depleting the educational standards of our country. Standards are lowered as students are continually cheated of the material necessary to independently survive in the "real" world. The realization that I was cheated by social promotion finally came about my senior year of high school. As far back as I can remember I have had problems with math, but I passed every year up until I met Coach Taylor. He was a nonconformist in nearly every sense of the word. He definitely did not jump on the bandwagon of socially promoting students. I learned the hard way about the true aftermath of social promotion that year. I was held accountable for things I didn't know. Therefore, I was fairly distraught to discover I wouldn't be graduating with all my friends.

Chronic Illness Research Paper

Wiskott-Aldrich syndrome is an X-linked recessive immunodeficiency disorder usually inherited by males from their mother. This syndrome involves both T- and B-lymphocytes characterized in one third of patients by the triad of recurrent bacterial sinopulmonary infections, eczema (atopiclike dermatitis), and a bleeding diathesis caused by thrombocytopenia and platelet dysfunction.The characteristic triad of bleeding, eczema, and recurrent infections in Wiskott-Aldrich syndrome generally become evident during the first year of life, with petechiae and ecchymoses of the skin and oral mucosa and bloody diarrhea being the first clinical signs. Bone marrow transplant improves prognosis of Wiskott-Aldrich syndrome. Investigators reported that before hematopoietic stem cell transplantation, cutaneous manifestations occurred frequently, with the most common lesion being eczema similar to atopic dermatitis (71%), followed by petechiae and/or ecchymosis (58%) and cutaneous infections (17%).The c lassic triad of symptoms was seen in 46% of the boys, who were later treated with hematopoietic stem cell transplantation. The chronic underlying medical needs, the unpredictable nature of the disease, with its share of life threatening emergencies, all contribute to a stressful life for the family. These families need support from physicians, family, friends, teachers, clergy, neighbors and sometimes professional counselors to help them cope with the disease.Families living with Wiskott-Aldrich Syndrome are challenged by many stressors and often struggle with the imbalance it causes. Some of the stressors of WAS include variability of the disease's presentation, sudden and unexpected onset of the symptoms (infection, bleeds, malignancies and autoimmunity), the lack of consensus in the medical community on how best to treat WAS, and the incurable nature of the syndrome without bone marrow transplantation that in itself carries significant risk of serious side effects including death .They also struggle with the potentiality that their child's symptoms may increase or worsen with age, and, because of the rarity of the syndrome, families are often dealing with a disease that is not well understood and specialists that are often hard to find. These types of acute and prolonged stressors naturally challenge the safety and predictability within the family system and also the emotional stability of all members within including the child affected with WAS as he ages. Although each family is unique and each family member is different in the ways in which he or she esponds to the stress and trauma associated with WAS, many experience moderate to profound grief, anxiety and or depression. Some experience hyper-vigilance, avoidance of situations or places reminiscent of traumatic events associated with WAS, have nightmares or recurring intrusive traumatic thoughts or images associated with the trauma and or isolation. While others may experience panic attacks, sleep distu rbances, eating disorders, ADHD-like symptoms, under performance at work or school and or symptoms of oppositional defiance.Management of infection includes antibiotics and possibly intravenous immunoglobulin G (IVIG). The decision to use prophylactic antibiotics and/or IVIG is made case-by-case, based on incidence and severity of infection in the individual patient. Postsplenectomy, prophylactic antibiotics are mandatory, although the patients who undergo splenectomy remain at considerable risk for overwhelming sepsis despite of prophylaxis. The nurse must teach that immunization is mandatory.Varicella-zoster immune globulin is administered within 48 hours if possible, although it may be effective until 96 hours post exposure. To manage acute bleeding the nurse’s role is to administer platelet transfusions and packed erythrocytes. The nurse must also insure that she and the healthcare team are minimizing exposure to allogeneic cells in the patient for whom stem cell reconsti tution is planned is important because such exposure increases graft rejection rates.The nurse must teach the parents how to manage symptoms of eczema at home along with an oral antiviral that the child will be receiving. Parents are taught to treat eczema with conventional topical moisturizing creams and topical steroids. Nurses also advise that milk and other potential food allergens may be eliminated from the diet on a trial basis to observe for improvement. Clinical services provided for the family and child coping with Wiskott Aldrich Syndrome include, groups such as the Wiskott Adlrich Foundation.This foundation is awarded grants to help unraveling the mysteries of WAS, explore avenues for improved cures and find ways to improve the quality of life for those who are impacted by WAS. Resources provided in the U. S. include financial assistance, fundraising assistance, housing-travel and medication, wish granting organizations, and educational scholarships. These assistive progr ams provide the family with detailed information about their disease, and financial supports to cope with the stresses that come with treating and the management of WAS.When dealing with WAS the family is taught that nothing is more important to the health of a child with WAS than warding off potential infections. Basic precautions including: keep the child away from crowds, dirty environments and sick people; use protective face masks at the recommendation of the child’s doctor; following a strict hand washing regimen for the child, family, and visitors. These actions are taken because the child’s body does not have healthy B cells that produce antibodies against infection, they may also need regular infusions of the antibody immunoglobin.Works Cited Boztug, K. (n. d. ). Stem-cell gene therapy for the wiscott-aldrich syndrome. (2010). The NewEngland Journal of Medicine, Retrieved from http://www. nejm. org Schwartz, R. (n. d. ). Pediatric wiskott-adrich syndrome. (201 3). MedScape Reference, Retrieved from http://emedicine. medscape. com/article/ Brickwall, P. , & Katz, D. (n. d. ). Wiskott-aldrich syndrome: current research concepts. (2001). Wiley Online Library, 101(4), 603-608. Retrieved from http://onlinelibrary. wiley. com

Descriptive Short Story Essay - 1035 Words

There I was. Stranded in between 5 apartment complexes, that to me, felt like standing in between the world’s tallest buildings. I didn’t have access to any of them and I couldn’t feel my body. It was as if my soul was floating around crying for help. My body gave up on me after being in the raging cold for so long. The ferocious wind stung my nose and ears. For a moment, all I could taste was the fresh pale fluffy substance filling up in my mouth as I slowly collapsed into a snow filled grave shaped dome. I was waiting anxiously for my full name to be called. I put many weeks of preparation into this moment yet it still felt like I wasn’t ready. To be frank, at this point in my life, I wasn’t the type of person to go up on a stage and†¦show more content†¦It was a pretty long poem; about 45 lines. At first it was going pretty smoothly. I was running through my poem like sweat ran down a person’s face on a hot summer day. I began to gain momentum and neared the end of the poem. Then, all of a sudden, it hit me like the snow hit me when I was 9 years old. My feet and fingers froze. I lowered my head towards the tip of the microphone and tried to open my lips to beg for mercy; to ask for a line. But with all the strength in me at the moment, I couldn t manage to utter the mere word: line. That s all I had to say in order to finish the poem and run away from my humiliation. In the crowd, I could hear distant laughs. They were squeaking like rats as if they knew the line to my poem. But guess what, they didn t know anything. All they knew how to do was laugh. And that made things worse than they already were. I connected with some people s eyes in the crowd. I could sense the fake sympathy they were feeling for me. I honestly did not need their sympathy. What I needed to get me off life support was a line. I heard a faint noise. I asked them to repeat what they said. It was my calling, my savior, my line. As soon a s I heard it I felt so bad because I specifically knew I had trouble remembering that line and that I should ve focused on it more than I did. It wasn t a time to contemplate regrets though. It was time to get off this stage and climb out of my humiliation filled grave. It was all messed up. Everyone startedShow MoreRelatedRhinoceros Beetle788 Words   |  4 PagesWeek 2 Essay One Charles. Oryema Question: Worlds within texts often prompt us to question the worlds outside texts. Write an essay in response to this statement with reference to at least one short story you have studied. â€Å"Rhinoceros Beetle† by Susan Hawthorne is a story about a boy’s childhood obsession which becomes a reality when he grows into a man. The story presents ideas and assumptions which viewers can relate toRead MoreVictim by Oliver Smithfield763 Words   |  4 PagesIn this essay I intend to explore the narrative conventions and values, which Oliver Smithfield presents in the short story Victim. The short story positions the reader to have negative and sympathetic opinion on the issues presented. Such as power, identity and bullying. For example Mickey the young boy is having issues facing his identity. It could be argued that finding your identity may have the individual stuck trying to fit in with upon two groups. The main character Mickey is representedRead MoreThe Beach Essay781 Words   |  4 PagesDescriptive Essay- Beach, Vacation The place where I feel most comfortable is a place where I am calm. A place that is peaceful in its own ways. It is the place to go to get away from all my troubles. It is the one place where I could sit forever, and never get tired of just staring into the deepest blue I have ever seen. It is the place where I can sit and think the best. A place where nothing matters but what is in that little moment. The one place capable of sending my senses into an overloadRead MoreThe Open Window Analysis751 Words   |  4 PagesThe short story â€Å"The open window† is an interesting story compiled by a magnificent writer H. H. Munro (Saki) (1870-1916). The story is about an extended family including Framton as the major character. He is a young boy who is supposed to undergo a nerve cure and experiencing health problems living with a complicated family. Vividly this essay has a lot of humor and high levels of literacy. In a nutshell the â€Å"open window† by H. H. Munro is a descriptive layout on how literary skills and professionRead MoreComparisson of Mother Tounge and Everyday Use1417 Words   |  6 Pages2014 Amy Tans, â€Å"Mother Tongue† and Alice Walkers â€Å"Everyday Use† both share similar traits in their writings of these two short stories. â€Å"Mother Tongue† revolves around the experiences Tan and her mother had due to her mothers English speaking limitations, she also revolves her story around the relationship of a mother and daughter. Alice walker on the other hand writes a story narrated by â€Å"Mama† the mother of two daughters Maggie and Dee and explains the conflicting relationship she has with DeeRead MoreCompare and Contrast Essay866 Words   |  4 PagesBird† Rachael Becker Assignment 5 Nicole  Yurchak 1/30/2014 The differences between a narrative and a descriptive essay determine the way in which the reader receives the story. The purpose of each is still very clear, to connect to the reader using story telling. In order for the reader to receive the story as intended, the author must create a clear picture of; events, settings, and purpose. In both pieces that I read, â€Å"Fish Cheeks† and â€Å"Caged Bird†,Read MoreComing Into English By Ray Bradbury875 Words   |  4 Pagesreading a short story, like August 2026: There Will Come Soft Rains by Ray Bradbury, I was taught to read it at least twice (three times if there is enough time). The first time read it for fun, the second time, start analyzing the story and deciphering the text, and lastly, and if there is enough time, read the story once again in the case that something was missed. I performed this task not only with short stories but also scholarly journals that I had to read for the argumentative essay. When doingRe ad MoreEssays994 Words   |  4 PagesThe five-paragraph essay Main article: Five paragraph essay Some students first exposure to the genre is the five paragraph essay, a highly structured form requiring an introduction presenting the thesis statement; three body paragraphs, each of which presents an idea to support the thesis together with supporting evidence and quotations; and a conclusion, which restates the thesis and summarizes the supporting points. The use of this format is controversial. Proponents argue that it teaches studentsRead More A Writers Style Essay1219 Words   |  5 Pages  Ã‚  Ã‚  Ã‚  Ã‚  The Pulitzer Prize winning writer N. Scott Momaday has become known as a very distinctive writer who depicts the stories of the Native American life in almost poetic ways. He does an excellent job of transporting the reader from the black and white pages of a book, to a world where every detail is pointed out and every emotion felt when reading one of Momaday’s bo oks or other writings. This style of writing that Momaday uses is very evident in his work â€Å"The Way to Rainy Mountain,† and made evenRead MoreAnalysis Of Terry Tempest Williams Why I Write1254 Words   |  6 Pagesfor another. In general, however, writing has different purposes for a variety of people. â€Å"Why I Write,† written in the late 20th century by Terry Tempest Williams, describes various reasons for writing narrated from a female’s perspective. The short essay begins in the middle of the night with a woman engulfed in her own thoughts. She abruptly goes forth by reciting the multiple reasons why she continues to write in her life. Through a variety of rhetorical devices such as repetition, imagery, analogies