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FAST & EASY !! BECOME A STNA FAST !!!

This is for OHIO ONLY. I had to write this essay for my college ENG-101 course

The Steps of Becoming a STNA

             STNA stands for Stated Tested Nursing Assistant. Generally, one becoming a STNA will someday go on into the nursing field. Becoming a STNA is one step closer to becoming a LPN or RN. Most LPN or RN programs require a STNA certification. I decided to take the necessary steps in order to become a STNA in August of 2010. I came to this decision because I wanted to become a RN. I did the research of the requirements to get into the RN program and found out that becoming a STNA was a must. I found a local class site. In my research, I found there are requirements to start the program, the actual class, and the final test to receive my STNA certificate.

To start the STNA classes, some things were required, including: showing completion of high school, having an up to date physical, showing up to date vaccinations, getting a two-step TB test, and getting a criminal background check. Some programs I found do not require a high school diploma or GED.  Having a physical prior to starting the STNA classes shows if someone is capable of doing the tasks required of a STNA. Being up to date on vaccinations protects not only the patient, but the caretaker. At my program site, they gave a TB test if someone needed it. TB stands for tuberculosis, an infection in the lungs. TB can be spread from person to person in the air. This TB test is a two-step process. A certified person will inject a needle into the surface of someone’s arm. Then in twenty four to forty eight hours the test will be read. If the injection site is bruised greater than 5 mm, the test will be considered positive. If the TB test comes back positive, someone’s STNA classes will be put on hold. TB can be spread very easily, which could put patients at risk for infection.  After all of that was completed, one is one step closer to becoming a STNA.

The STNA class itself requires at least seventy five hours of training with a minimum of sixty hours between the classroom and clinical experiences. In the classroom portion, we learned orally and hands on. Everyone in the class received a nursing assistant care guide. Every day we had assignments we were expected to complete. At the beginning of class, we would have a quiz over the previous night’s homework. One has to at least pass the all the quizzes with a seventy five percent or that could automatically drop someone from the program. We also received twenty five skills, including hand washing, abdominal thrust, ambulation, applying stocking, output of bedpan/fracture pan, denture care, dressing resident, emptying a urinary drainage bag, feeding, hair care, making an occupied/unoccupied bed, mouth care, nail care, partial bed bath, perinatal care, positioning resident, range of motion, transfer from both bed to wheelchair, vest restraint, viral signs, and weighing an ambulatory resident. We practiced all of these skills over the course of the STNA classes. In my specific training class, Fridays is when the clinical portion of my class took place. My STNA program only took three weeks, seven am to three pm Monday through Friday days. After the program was completed, I first became a CNA. CNA stands for certified nursing assistant.

D&S is the Ohio STNA certification headquarters to become certified. After completing the STNA classes, the class instructor will send proof that one successfully completed the STNA classes.  To become a STNA, there is a multiple-choice written test and a preforming skills portion. The written portion will have seventy nine multiple choice questions that one must complete in ninety minutes. During the STNA class, there are twenty five skills which the students learned. In preforming the hand on skills portion, there will be five skills that will be tested in no more than thirty five minutes. One of the five skills will be hand washing. If one safety step is missed, one would automatically fail the hands on portion. An example of a safety step would be locking the bed or wheelchair wheels before trying to move a patient. The states give a person three times to pass both the written and hands on test.

In conclusion, there are many steps to receive the STNA certificate. However, this is a lifetime change. Depending on if someone is trying to pursue a nursing degree, they’re one step closer. Having a STNA certification is the foundation of the nursing degrees. Take what was learned in the STNA classes and apply it to everyday life.

THE BEST ! essay on Theodore Roethke’s “My Papa’s Waltz”

My essay on Theodore Roethke’s “My Papa’s Waltz”

ENJOY !!!!!

Memories

We all have memories of our childhood. Some childhood memories will be positive and others will be negative. Theodore Roethke’s “My Papa’s Waltz” is a quatrain poem about a memory of a boy waltzing with his father. The speaker is now a grown man. The poem is written in iambic trimeter. This poem can be viewed in two ways. One way to look at this poem is that the young boy is having fun with his father waltzing. Some, on the other hand, believe this is a poem about child abuse. There are examples supports for both agreements throughout the poem. I can clearly see the positive loving side the agreement for this poem.

 Other readers see this poem as an abusive father son relationship. The opening line says, “The whiskey on your breath/ Could make a small boy dizzy” (1-2). The man is looking back on this memory and remembers the “whiskey” on his father’s “breath” (1). His dad drinks enough “whiskey” to be able to smell it. Also, as a reader we can infer that the boy’s father has drunk enough to “make a small boy dizzy” (2). So, the boy’s dad is drunk. The speaker says, “I hung on like death:” (3).  This is a simile that compares how the boy holding on to his father and to death. Death is negative symbol. The boy is holding on for dear life. The little boy is also being hurt when his “right ear scraped a buckle” (12). The speaker explains how the boy is “mother’s countenance/ Could not unfrown itself” (7-8). The mother is upset that her dunk husband is playing with their son. It is also the little boy’s bedtime. The mom wants their son to be in the bed. The speaker says “You beat time on my head” (14). When people are waltzing, they will keep the beat to be on rhythm with their partner. The speaker could have just simply said keeping time instead of beating it. The use of the word “beat” could indicate some harm. Different reader’s may have a different presumption of the poem.
Some readers see this poem the same way I do, as a loving memory of a boy and his father. The speaker says, “The hand that held my wrist/ Was battered on one knuckle” (9-10). This is a great image of the father having to hold the boys wrist. When children hands are smaller it may be easier for adults to hold them by their wrist. The speaker explains how “My mother’s countenance/ Could not unfrown itself” (7-8). The mother is frowning because the papa and the boy knocks the pans off of the shelf. She could have been trying to hold in a laugh. People usually frown and bite their teeth if they are trying to hold in a laugh. It is also the little boy’s bedtime indicated by the end of the poem. The speaker says “Was battered on one knuckle” (10). The bruised knuckle could be from a number of things. The speaker does explain that papa’s “palm” is “caked hard by dirt” (14). The dirt could imply papa’s occupation. Papa’s occupation could be something to do with outdoors which would explain his bruised knuckle.  The poem ends by saying, “Then waltzed me off to bed/ Still clinging to your shirt” (15-16). The boy is trying not to go to bed. If the boy was being abusived I don’t think he would still be holding on to his papa’s shirt.

I can clearly agree this is a poem about a loving father/son relationship. The little boy is having fun waltzing around the house carefree with his father. I found the title of this story strange. The boy calls his dad or father papa. The boy refers to mom as mother. Children usually call their mom, mom or mother.  This can imply a close intimate relationship between the father and his son. The boy’s father is probably of drinking age. So, it is not a crime for him to drink. Guy in general plays rough. The fact that they “romped” into the pans could have nothing to do with his father being drunk.  The poem ends by saying “Then waltzed me off to bed/ Still clinging to your shirt” (15-16). The little boy is having so much fun with his father that he doesn’t want to go to bed. If this waltzing is hurting him I think the little boy would let go. No one wants to keep getting hurt.

            In conclusion, I viewed this poem as a loving father/son relationship. There are examples that each side can use to strength their agreement. I just found that the end of the poem shows very clearly that the little boy is not being abused. The little boy is still holding on to his father’s shirt and not wanting to go to bed. This is a major sign that the boy is having fun. It is a common agreement that the father has drunk some whiskey. The only indication of how much the father drinks is the little boy could smell it. This poem is all about the reader’s presumption. We all look at things differently.  We tend to remember the good in life vs. the bad.

Works Cited

Roethke, Theodore. “My Papa’s Waltz.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 754-755. Print.

GREATLY ! Comparing Killings” by Andre Dubus and “A Rose for Emily” by William Faulkner

Here is my essay where I am comparing both Killings” by Andre Dubus and “A Rose for Emily” by William Faulkner
Murdering for Love

            Love can be described as many things. In both “Killings” by Andre Dubus and “A Rose for Emily” by William Faulkner, murders take place. The character Matt from “Killings” and Emily from “A Rose for Emily” end up murdering people out of love. Ironically, both of these stories start off at a funeral and are out of order. In a “Rose for Emily” the story starts off with her death then goes backwards to tell about her life history. In “Killings” the story starts off with Frank’s funeral then goes backwards to explain his death. The ways the author’s write in these stories create a type of suspense. The authors do a great job of making the reader empathize with the characters. The main points in both of these stories are story order, setting, and reasoning for murdering.

            The authors have a purpose of why the story is told out of chorological order. Dubus says in the first line, “Matt Fowler buried his youngest son, Frank, who had lived for twenty-one years, eight months, and four day” (96). As a reader we starts to put ourselves in Matt’s shoes. One starts to get the picture of just how short Frank’s life was. “A Rose for Emily” starts off at her funeral. There are roses at funerals. It seems as though someone is telling her life story. This is to put closure to her death.

Both of these stories take place in a small town. In “Killings,” Richard is out on bail. Matt and his wife see Richard throughout the town. Matt doesn’t think he would have to see Richard anymore. Matt says, “I didn’t think about bail. I thought I wouldn’t have to worry about him for years” (97). No one wants to see a murderer walk free. If Richard was still in jail, this story would have been very different. On the other hand, Emily has lived in this town her whole life. The narrator seems to be a gossip group within the town. The townspeople watch every step that Emily makes. The townspeople speculate that Emily “will kill herself” (88). Emily’s father keeps her sheltered from the rest of the town. The narrator says that Emily’s father has “his back to her and clutching a horsewhip” (86). Emily stays single until she is thirty. Emily is an outcast to the town. She is raised differently from the people in her town. There are different rumors spreading around about Homer. The narrator even says how they think Homer “liked men” (88). It can be inferred that Emily knows of these rumors because she tries to keep Homer.

The reason why Matt and Emily murder someone can be explained. Most parents think they will die before their children. It is hard when the children of parents die of natural causes, let anyone being murdered. Matt wants revenge for what Richard did to his son. Matt also, has to deal with the pain of his wife. Matt tells Willis how it is “killing” his wife to see Richard” (96). Matt’s grandchildren and wife will have to live with seeing Frank die right in front of them for the rest of their lives. For everything Richard did to the Fowler family, I empathize with Matt more. Matt needs closure for his grandsons and family. Dubus says referring to Matt, “He shuddered with a sob that he kept silent in his heart” (108). That is why Matt’s character I can empathize more with. Matt will carry the guilt to himself of what he did to Richard. Matt understands what he did was wrong. Emily in “A Rose for Emily” prisons Homer Barron. Emily has a hard time of letting go people she loves in her life. Emily keeps her dead father’s corpse for three days. The narrator explains how they are “trying to persuade her to let them dispose of the body” (86). It takes a while for death and lost to set within Emily. Emily didn’t want to come to reality that her father was dead. Emily is once again troubled by the fact that she can’t let go of people she loves. It can be inferred that Homer is Emily’s first love. Like many women, Emily doesn’t want her first love to leave her. When Emily goes to buy the “arsenic” the lady explains to her how it is use if for “rats” (87). The word “rat” could symbolize Homer turning on Emily and wanting to leave her. Emily does love Homer. We learn that “in the second pillow was the indentation of a head” right beside Homer’s corpse. Emily lies right beside Homer’s corpse.

In conclusion, there are a lot of similarities and differences in “Killings” and “A Rose for Emily.” Yes, both character’s reason for murder can be explained. Their setting and story order has a lot to do with the stories. I empathize with Matt’s character more. Emily thinks she can control people from leaving her. That is not a good reason to prison someone. Matt and his wife are tainted by seeing Richard walking freely in the community. He simply just wanted closure to his son murder. In all, love can make people do some crazy things.

Works Cited

Dubus, Andre. “Killings.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 96-108. Print.

Faulkner, William.“A Rose For Emily.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 84-90. Print.

WOW ! “Doubt: A Parable” by John Shanley.

Here's my essay on  the play “Doubt: A Parable” by John Shanley.

Intuition

People have a third sense called intuition. This intuition allows them to know when thing aren’t right. There can be no physical evidence of this intuition a person feels. This is true for Sister Aloysius in the play, “Doubt: A Parable” by John Shanley. The setting is in a strict catholic school, St. Nicholas Elementary School in Bronx, New York.  The main character Sister Aloysius thinks that Father Flynn is having inappropriate relationships with Donald. The title of the play could be related to Sister Aloysius “doubt” of Father Flynn. On the other hand, Sister James tries to believe Father Flynn. Sister Aloysius has been the principal for St. Nicholas for many years. She is much older than Sister James. As one ages, a lot of wisdom is grained about life. Sister James and Sister Aloysius do feel the same about Father Flynn but, they have different ways of showing it.

            Without looking deeper into the play it can be inferred that Sister James believes that Father Flynn is innocent. She is a very naive person. Sister Aloysius thinks William starts his nose bleed himself. Sister James says “You mean, you think he might’ve intentionally given himself a nosebleed?” (1469). She finds the good in everyone. Sister Aloysius tells Sister James that she is a “very innocent person” (1469). Later in the play, She even says to Sister Aloysius that she will “try to be less innocent” (1473). It is not a secret that she does have a sweet kind heart. She is a perfect example of what most think about nuns. After Father Flynn explains what Donald did the narrator says that “Sister James is overjoyed” (1483). She then says to Sister Aloysius, “Oh, what a relief! That explains everything! Thanks be to God! Oh, Sister it was all a mistake!” (1483). Sister James doesn’t want to judge anyone. I don’t think Sister James really believes Father Flynn. When Father Flynn and her are alone she asks him again “Is it true?” (1486). If she would have believed his story the first time she wouldn’t be asking Father Flynn again. She is trying to follow her religion. She is fighting with herself on the inside. She explains to Father Flynn how she is having “Bad dreams. Actually one bad dream, and then I haven’t slept right since” (1485). She is thinking about the accusation of Father Flynn and Donald. Sister James shows excitement when Sister Aloysius tells her Father Flynn left. Sister James says to Sister Aloysius “So you did prove it!” (1496). This excitement shows that deep down inside Sister James didn’t believe Father Flynn’s story. On the other hand, Sister Aloysius voices her strong opinion.

Sister Aloysius strongly believes that Father Flynn is guilty. One could say that Sister Aloysius does have some bias about Father Flynn. Sister James says to Sister Aloysius, “You don’t like him! You don’t like that he use ballpoint pen. You don’t like he takes three lumps of sugar in his tea. You don’t like it that he likes ‘Frosty the Snowman” (1484). There are many things that Sister Aloysius doesn’t like about Father Flynn. From the very beginning, Sister Aloysius knows Father Flynn is guilty. She says to Sister James “Of all of the children. Donald Muller. I supposed it makes sense” (1476). She has no physical evidence to prove Father Flynn is guilty. She does understand what role her religion plays in this accusation of Father Flynn and Donald. She explains to Sister James that “when you take a step to address wrongdoing you are taking a step away from God, but in His service” (1476). After Father Flynn denies the accusations upon him Sister Aloysius “is unmoved” (1483). She even questions Father Flynn further. She keeps her view that Father Flynn is guilty. She even lies to make Father Flynn resign. She explains to Sister James how she got Father Flynn to resign. She tells Sister James she told Father Flynn she “had found out his prior history of infringements” (1496). She makes up this story to see if Father Flynn does have a “history of infringements” (1496). She shows herself that Father Flynn is guilty because he resigned. She explains to Sister James that “if he had no such history, the lie wouldn’t have worked. His resignation was his confession. He was what I thought he was” (1497). Her prayers are answered.

            In conclusion Sister James and Sister Aloysius do feel the same about Father Flynn. Sister James has a hard time believing Father Flynn. Throughout the story there are many examples of when she is in doubt. Her personality plays a major role in how she goes about expressing her view. Sister Aloysius is a principle. Sister Aloysius has to protect her student body. From the beginning, Sister Aloysius already know Father Flynn is guilty. One shouldn’t give up in what they believe in.

Works Cited

Shanley, John. “Doubt: A Parable.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 1467-1497. Print.

OUTSTANDING ! "The Flower's" by Alice Walker critic comparison

This is my essay about a critic on "The Flower's" by Alice Walker  

Innocents in Childhood

Children present a type of innocents in their childhood. In the story, “The Flower’s” by Alice Walker Myop loses her innocents. The story begins with ten year old Myop enjoying the outdoors. She is the daughter of a sharecropper. She makes her way into the woods to explore. There is where she collects many ferns, leaves, and flowers. On her way back home, she stubbles upon a dead man. Her heel becomes stuck between the dead man’s bones. She examines what is left of him. She notices that his head is lying beside his body. She also sees his teeth and clothes that are in pieces. She drops her flowers after realizing the man had been lynched. The story ends by saying, “And the summer was over” (Walker 83). My reaction and Monica Loeb reaction to “The Flower’s” have some similarities and differences.

My reaction to the story was that Myop will never be the same. The theme is how easily innocents can be lost in children. In beginning of the story the tone is happy. This story was written way before the invention of video games and computers. The title and the time of year this story takes places are connected. Myop is enjoying her care-free summer. Walker states how Myop “was ten, and nothing existed for her but her song” (Walker 82). Children find enjoyment of being outside. It can be interpreted that Myop love going to the woods to find new treasures. The innocence’s of Myop can be felt many times throughout the story.  The tone of the story changes after she finds the dead man. Children at a young age are very intrigued about the world around them. Walker talks about how “Myop gazed around the spot with interest” (Walker 83). Young children tend to not fear the outside world and will ask a lot of questions.  Walker talks about how Myop was “unfraid” when she became stuck. Myop loses her innocents after finding the dead man.  After seeing the rope in the tree Myop infers that the man had died from being hung. Myop didn’t find the same joy of playing outside anymore. That is why the final line says, “And the summer was over” (83). Loeb notices a lot of things I had missed in her article of criticism.

Loeb thinks it was more than innocents lost in “The Flowers.” Loeb states that “The Flower’s” help teach Myop about racism. She says that “Myop’s ‘dark brown’ hand is a signal of her race” (Loeb 4). The differences races start to appear. She looks at how “Myop is watching the ‘white bubbles’ that in fact, ‘disrupt’ the very thin layers of black soil” (Loeb 4). This sets up Myop understanding of racism. She talks two different parts of the story. The first section occurs before noontime. In the beginning, there are many positive words used. The turning point is when Alice Walker uses the word “smack” to describe how Myop stubbles upon the man (Loeb 6). After noontime, the story changes tones. As she “curiously studies the victim” Myop notices “a pink rose” (Loeb 7). The use of “a pink rose” is a symbol of Myop being young child. She then talks about how Myop “lays down her flower in homage, as if putting the dead to rest” (Loeb 10). She understands how Myop life has changed. Myop now understands more of the world she lives in.

In conclusion, my reaction and Loeb have some similarities and differences. Loeb sees things that I didn’t see in the story. She makes looks differently at the story. It was more than Myop seeing a dead man she learned of racism that exists in the world.

Works Cited

Loeb, Monica. "Walker's The Flowers." Explicator 55.1 (1996): 60. Academic Search Complete Web. 8 July 2012.

Walker, Alice. The Flowers.” The Compact Bedford Introduction to Literature. Ed. Michael Meyer. 9^th ed. Boston: Bedford/St. Martin’s 2012. 84-90. Print.