http://www.unca.edu/ncccr/awq/nonfiction/Hudson-ShortStoryAnalysis.pdf
Tags: action, allotment, Arts, attempts, blood scent, Company, dark slate, English class, English Language, enlightenment, Fiction, Hamlet, heart disease, high school, Human, human beings, innocent prey, kate chopin, knowledge, last act, leashes, life today, literature, lying in wait, minutes, moon blood, nostrils, Notebooks, old dogs, online writing, palates, paws and claws, PLASTIC, red meat, relationship, relationships, Romance, scratch, short story, spark of life, story of an hour, Subject, Symbolism, THINGS, unanimous agreement, universal truths, yelpsSHORT STORY ANALYSIS: AN EXAMPLE IN ESSAY by Page Hudson MD
SAMPLE ESSAYS: RHETORICAL ANALYSIS: Last Rites for Indian Dead by Harjo, Susan Shown
| Rhetorical Analysis Topic Proposal by Mr. K.
Harjo, Susan Shown. “Last Rites for Indian Dead.” in Kennedy, X.J., et.al., eds. The Bedford Guide for College Writers. Boston: Bedford., 2002. Harjo’s piece was originally published prior to the creation of Congress’ N.A.G.P.R.A. legislation (Native American Graves Protection and Repatriation Act), signed into law under the first Bush Administration in 1991. Harjo’s central argument is that Native American peoples should no longer be considered the commodified property of all Americans. She decries the desecration and exploitation of Native American gravesites and holy sites. For far too long, Harjo argues, Native American people have been seen as nothing more than a people ripe for exploitation and plunder, especially since relics and bones can fetch hefty prices at museums or amongst collectors of such rare items. Harjo’s intended audience is a lay one; she assumes that most people have been very uninformed and passive about her topic; as such, she makes concerted efforts to inform and persuade her audience that the desecration and exploitation of her people must stop. Ultimately, while Harjo’s essay does a very good job of establishing an ethical and emotional warrant so as to support her initial claim, I contend that she fails to completely convince me as to why studying Indian relics and skulls on the part of scientists is a useless endeavor. She raises up a point about the futility of such ethnographic / scientific studies on the bones, but does not include sufficient counterevidence to support her view. I would argue that the bones and relics do serve a vital purpose–yet Harjo seems to give up halfway through her argument about the issue of the relics’ utility. |
| Rhetorical Analysis First Draft by Mr. K
Harjo, Susan Shown. “Last Rites for Indian Dead.” in Kennedy, X.J., et.al., eds. The Bedford Guide for College Writers. Boston: Bedford., 2002. I recently read a three page article by Susan Shown Harjo, a Native American rights advocate entitled, “Last Rites for Indian Dead.” The article was reprinted in The Bedford Guide for College Writers (2002) and was an article dedicated to the issue of Native American burial rights and repatriations. Harjo contends throughout her essay that her peoples ought not to be treated as the “property” of the United States of America; for Harjo, all too often, Native American bones and relics end up on display at a museum, or even worse, on sale at an auction for private collectors. While Harjo does an exceptional job of eliciting an ethical and emotional response in the reader, I feel that she fails to refute, let alone develop a counterargument to the idea that scientists need to study such relics. Harjo unnecessarily skews her viewpoint so as to make the reader “FEEL” her peoples’ pain, without adequately developing a successful refutation. From the very beginning of her essay, Harjo employs the ethos-basedrhetorical appeal; the appeal helps readers to see the horror of Native American burial desecration / exploitation. In her first sentences, Harjo attempts to place readers into her shoes: “What if museums, universities, and government agencies could put your dead relatives on display or keep them in boxes to be cut up and otherwise studied? What if you believed that the spirits of the dead could not rest until their human remains were placed in a sacred area?” (119). The images that these questions evoke are exceptionally brutal–how could a regular reader not help but feel a sense of Harjo’s outrage? After all, the mere thought of one’s “dead relatives on display” or even worse, their being “cut up and otherwise studied” emphatically elicits a sense of revulsion in the reader. As a result, her ethical appeal helps to emphasize her strong feelings against desecration and study of Native American bones and relics. Thanks in large part to her ethical analysis, one gets a clear sense that Harjo wants a regular audience, one largely unfamiliar with her topic, to feel sorry about the historical injustices suffered by Native Americans. If the audience were well-informed about this topic, then Harjo would not need to include a passage like the following:
This passage, in its entirety, combines the ethos-based appeal with thepathos-based one. Harjo initially demonstrates how she is personally linked to her topic by citing her Cheyenne ancestry, then goes on to show how the U.S. army systematically led a campaign to decimate, then later study her people. Her verb choices are particularly important here: “Indian people . . . were violated”; “Cheyenne people were mowed down”; “many were “decapitated and their heads shopped to Washington as freight” (120). Notice that the verbs move from a more violent sense, from “violate,” “mowed down,” then finally, the verb becomes very passive and dehumanizing–people’s heads are “shipped” merely as freight, much as other packaged items might be sent. Such emotion-laden rhetoric helps the reader to completely empathize with the author. Harjo calls research on her peoples’ relics into question by citing a well-known doctor, Emery A Johnson; Johnson’s quote, however, raises more questions than it answers. According to Dr. Johnson, studies into Indian relics and bones are baseless:
Without a doubt, Dr. Johnson’s quote seems completely damning to people who would argue against Harjo, that is to say, people who would claim that study of the relics of the bones are important. The real problem that I find with Dr. Johnson’s quote is that in recent years, scientists in fields such as forensic anthropology have begun to discover the importance of tracing migratory patterns of Native American groups using D.N.A. samples. Dr. Johnson, while certainly being qualified to speak on this subject as the former assistant Surgeon General, would unlikely be qualified to speak on behalf of other scientists who would find the data from such studies beneficial. I feel that Harjo would have convinced me to her side were she able to successfully repudiate scientists in the fields of cultural anthropology or archaeology; these scientists would probably be outraged to discover said bones buried in the ground, forever. Thus, Harjo’s main problem lies not so much in her ability to win us over as a reader emotionally and ethically; Harjo is primarily unsuccessful in raising counterpoints to her position, then explaining why these are flawed. Had she clearly explained what sorts of medical procedures there were concerning these relics, then demonstrated why such studies were completely baseless, her argument would be exceptionally compelling because of her logical stance. As it stands, however, Harjo’s argument more forcefully establishes a sense of outrage and empathy more than a sense of measured logic. |
http://www2.hawaii.edu/~davink/ARGUMENTATIVE/RhetAnalyHarjo.html
Tags: administration, american graves protection, answers, Anthropology, army, bedford guide, Bedford Guide for College, Bedford., Boston, Bush Administration, central argument, Cheyenne, college writers, concerted efforts, Congress, desecration, Diagnostic, emotional response, Ethnicity, exception, Fields, first draft, following, gravesites, Harjo, importance, indian relics, Indigenous peoples of the Americas, initial claim, Intended, Johnson; Johnson, Kennedy, last rites, mla citation format, Mr. K. Harjo, Native American, native american graves, Native Americans, People, Personal, Private, RHETORICAL ANALYSIS, rhetorical analysis essay, s central, sample essay, sample essays, Sand Creek, scientist, sentences, Smithsonian Institution, Susan Shown, Susan Shown Harjo, topic proposal, U.S. army, united states, United States of America, vital purpose, Washington, writeEssay Cold War Histiry Essay Essay Writijg Free Essays Essaays English Essay Riting Esssay Writing Sample Writing Essys Persuasive Essaay Topics
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http://mcneilrockport.awardspace.com/
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ART ON THE RUN
Joey McMahon
It’s 2:00 a.m. Sunday morning. Jake and I are headed down the longest stretch of road in Texas. We have just pulled out of El Paso and are on the way to Fredericksburg to participate in the Frontier Days Rodeo. We were fortunate to have put together a decent run on our last draw and win enough day-money to keep us going for a while. Jake and I are rodeo-bums, to be specific, calf ropers. I am the one who tries to throw the loop of a rope around a calf’s neck and Jake is my partner, the best roping horse a cowboy ever mounted. By the way, how many understand the art of calf roping? I thought so. Let me walk through the steps of what it takes to put together that perfect run, not that I can do it that often.
Contestants arrive at the arena an hour before the performance to draw the calf each will be roping. A large pen of calves is assembled, each calf branded with a different number. Corresponding numbers are placed in a hat and each cowboy draws his calf for the first go-around. There is always some cowboy who knows what rodeo string these particular calves are from and can discuss some trait of nearly all of them. For example, “ number 16 breaks hard and heads straight to the far end of the arena. Number 8 will break hard but tends to veer sharply right on nearly every run. Number 21 breaks slow and many a good horse has run right past him“.
Having studied the calf, the run put together in my head several times, I am ready to rodeo. Jake is anxiously waiting and ready to be saddled. Mounting up, I pat Jake gently on the neck and we make several trips through the parking lot to get warmed up.
The announcer calls my number and I walk Jake into the arena and check the calf in the chute to be sure he is the one we are to rope. I back Jake into the roping box and the judge stretches and secures the barrier. (The barrier is a small piece of rope pulled tight across the exit of the box designed to give the calf a 10- foot head start. If the horse leaves early and breaks the barrier, 10 seconds are added to the completion of the run). I build a small loop in my pigging string, a one-quarter inch, six foot long rope that is used for tying the calf, and place it in my mouth sticking the loose end under my belt, I swing a large loop in my rope, make sure the calf is looking straight ahead and that Jake has his full attention on the calf. With a nod of my head, we’re off.
Four seconds later I have swung the rope around my head two times, made a smooth throw, watched the loop settle over the calf’s head, jerked the slack out of the rope to secure the loop and dismounted Jake to run down the rope and throw the calf to the ground. Jake has come to a complete stop and is backing up to keep the rope taut while the calf is being tied. I throw the calf to the ground flat on its side, loop the pigging string around one front foot and swing the two back feet forward, crossing them over the leg with the string on it. Two wraps around all three feet, a half-hitch knot, hands thrown in the air, the job is done. From start to finish, when done smoothly, the whole process we’ve gone through should take from six to ten seconds.
I hope this has given some insight on how to rope a calf. The next opportunity attend a rodeo and watch the calf roping, this is truly watching art in motion; that is, art as defined by an old cowboy like myself.
http://ftp.ccccd.edu/andrade/1301/examplepc.htm
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IV Catheter Placement
Several skills are beneficial to the nurse and paramedic, but perhaps one of the most important skills is the ability to place an intravenous catheter into a vein. This procedure is most commonly referred to as “starting an IV”. In today’s medical community, intravenous cannulation is necessary for the administration of many antibiotics and other therapeutic drugs. Listed below are the procedures and guidelines for starting a successful IV. Following these instructions will provide a positive experience for the patient and clinician.
First, you must obtain all of the necessary supplies: gloves, alcohol or Betadine preps, a tourniquet, tape, an appropriately sized IV catheter, a bag of IV solution, the IV tubing, and gauze pads. While obtaining the supplies, you should inform the patient that IV catheter placement is necessary, and why. Do not lie to the patient and tell him or her that it is a painless procedure. Instead, be honest with them and explain that the initial puncture feels like a sharp pinch on the skin and that the pain and discomfort associated with the IV placement is only temporary. You may find it helpful to demonstrate to the patient the amount of pain to expect by pinching the skin on the back of their hand. This is especially helpful for younger patients or patients who are more concrete in their thinking.
Now, assemble and arrange all of the needed supplies so that they are easily accessible. Connect the IV tubing to the solution bag and allow the fluid in the bag to run through the entire length of the tubing, also known as priming the tubing. When this is done, clamp the tubing closed. You will then need to tear several pieces of tape, six to eight inches in length, to later secure the IV catheter and tubing to the patient’s skin. Keeping these items within close reach will help with the success of the IV catheter placement.
Before continuing any further, place protective gloves on your hands, as there will be direct contact with bodily fluids. Then, you will need to locate a suitable venipuncture site. Some common placement sites for IVs include the back of the hand, the forearm, the antecubital fossa (inside of the elbow), foot, or ankle. After choosing an appropriate site, place a tourniquet above the desired puncture area. Tie the tourniquet using a slip-knot, leaving one end of the knot exposed for rapid removal. The tourniquet slows the venous blood return and increases the vein’s size, thus increasing the ability to see and feel the vein. Now, choose a vein that is well fixed (not rolling) by palpating it with your fingers. The vein will feel spongy and spring back to the surface when you remove your finger. Be careful not to choose a vein with multiple valves near the cannulation site, as this will decrease your chances for a successful IV start.
Next, cleanse the chosen site with the alcohol or Betadine prep and allow it to fully dry. While the prepared area is drying, you should inspect the IV catheter for any manufacturer defects and ensure it functions properly before use. Once the prepped area is dry, place the catheter between your thumb and middle finger with your index finger resting on the top of the catheter. This is the preferred holding method of most nurses and paramedics. Now, it is important to inform your patient that you are about to begin with catheter placement and that his or her cooperation is essential for the best outcome. Holding the catheter at a thirty to forty-five degree angle, enter the skin with the needle’s bevel facing up. Continue to advance the catheter until you feel a pop and see the flashback of blood within the needle’s transparent chamber. Once you have done this, reduce the angle of the needle and advance it approximately five millimeters more.
After needle advancement, the next step is to slide the catheter off of the needle in a gentle twisting motion, while continuing to hold the catheter hub. You should continue advancing the catheter until it is approximately one to three millimeters from the puncture site in the skin. Now, remove the tourniquet by gently tugging on the shorter end. The needle needs to be immediately discarded in the sharp’s container to decrease the likelihood of an accidental needle stick to the practitioner or the patient.
Finally, while you continue to occlude the venous blood flow and hold the catheter hub with one hand, use your other hand to firmly attach the IV tubing set, which has already been primed. Remove the finger that has been occluding the blood flow and open all of the clamps on the tubing to allow the IV solution to run freely. Slowly, decrease the flow of the solution to the appropriate rate as ordered by the physician. Using a small gauze pad, wipe away any excess blood or fluid on the surface of the skin. Then, using the pre-torn pieces of tape, secure the catheter hub and the IV tubing to the patient’s skin. Take extra caution not to kink the tubing. Once everything is secured, recheck the IV solution’s flow and then attend to the rest of your patients needs.
Starting a successful IV takes practice, time, and patience. Once you have perfected this procedure, you will see that the above steps are simply guidelines to help beginners. As your experience grows, you will develop your own techniques and preferences. Remember these steps, and both you and your patient will have a successful IV catheter placement experience.
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