Acute Care Nurse Practitioner - Free Essay Example

Sample details Pages: 6 Words: 1735 Downloads: 7 Date added: 2019/02/06 Category Nursing Essay Level High school Topics: Nurse Practitioner Essay Did you like this example? To become an acute care nurse practitioner one must first earn a degree in nursing from a two to four-year program and be certified as a registered nurse (RN). They then gain experience in the acute care setting, usually two to three years, and return to school to achieve an advanced degree. A Master’s degree in Nursing (MSN) or higher education, such as a doctorate, in nursing is required. Don’t waste time! Our writers will create an original "Acute Care Nurse Practitioner" essay for you Create order The Master’s programs are given through a two-year program. About 40 credit hours of classes is required to achieve this degree, along with hundreds of hours of clinical experience (â€Å"What Acute Care†¦Ã¢â‚¬  2018). This Master’s degree must be a program specific to acute care nurse practitioners (â€Å"Your Guide to Certification† 2001). The next step is to become certified by the State Board of Nursing or through a certain agency, such as the American Association of Nurse Practitioners. When certified the new acute care nurse practitioner is able to practice based on the guidelines set by the state they are working in (â€Å"What Acute Care†¦Ã¢â‚¬  2018). Skills of Acute Care Nurse Practitioners The skills required to be a successful acute care nurse practitioner can be summarized by Susan Yeager, MS, RN, CCRN, ACNP when giving an interview for the Journal for Nurse Practitioners. Yeager described that the skills needed to be an acute care nurse practitioner build from the foundation of skills required for a registered nurse (â€Å"Acute Care Nurse Practitioner† 2010). Skills required of a nurse include flexibility, communication and humility, along with many others such as independence, integrity and compassion (Berman, Kozier, Erb, 2016). Flexibility or adaptability is a skill needed because often times a problem or change will come up and you will need to be able to adapt to that change. For example, a patient may come in with a broken leg and you begin treating the leg, but then they suddenly begin vomiting. The nurse practitioner must adapt their care plan to the immediate need of the patient, which is to stop the vomiting. Nurse practitioners also have schedules that often change and include night or weekend shifts, even shifts on the holidays. Communication is an essential skill needed for any health care professional, but an acute care nurse practitioner must be an expert. An acute care nurse practitioner will often be the leader of a health care team therefore good communication is needed for many reasons. Some of these examples include determining if a treatment is working, knowing what the patient is complaining of such as pain, and knowing what medications have been given. Another reason an acute care nurse practitioner needs good communication is because they have to communicate with the patient about their condition and the treatments they will receive. For communication to be effective, the acute care nurse practitioner must also listen to the patient. These professionals will listen to things such as the patient’s concerns, symptoms that they are experiencing, and what actions would make the patient’s care better. Humility, more specifically cognitive humility, is an important skill for any healthcare professional to have. Cognitive humility is the ability to recognize that you do not know everything. It is important because you will be approached with a problem that you will not have a solution for. It would be better to admit that you do not understand the situation, rather than pretend you know what is going on and possibly put the patient in great danger. This would provide yourself with an opportunity to bring in a more knowledgeable professional to give the patient the best care possible. This profession works in tense and demanding situations, so they experience many challenges within the workplace. Some of these include constant unplanned interruptions, heightened level of stress with an acute illness, and gathering data from a distressed patient (â€Å"Acute Care Nurse Practitioner† 2010). Unplanned interruptions within the health care setting is a normal thing to see, but an acute care nurse practitioner must be flexible and ready when they happen. Nurse practitioners will often be in the middle of a procedure or important conversation with a family and their pager will be going off with a patient in need of their assistance (â€Å"Acute Care Nurse Practitioner† 2010). When someone has an acute illness it is often painful and intense, which can increase the stress of the patient and their family. This can be a challenge because the acute care nurse practitioner must communicate to them the severity and difficulty of illness. An example of this would be having to tell a patient that they must have a risky surgery. This is would cause stress and confusion for the patient and their family (â€Å"Acute Care Nurse Practitioner† 2010). Another example would be performing an assessment on an acutely ill patient. When a patient is admitted in the hospital a health care professional must do an assessment on them. In an acute care setting this can be a challenge because the patient is usually in distress and pain. They will not be interested in answering certain questions. The acute care nurse practitioner must then use their skills to relieve some of the patient’s pain and try to get as much information as possible. Salary The salary of an acute care nurse practitioner can range depending on the facility and region they work in. The US Bureau of Labor Statistics says that the median income for advanced practice nurses, including acute care nurse practitioners, is $100,910 per year (â€Å"Career Profile† 2018). Their salary is also influenced by these professionals specialty. The 2011 National Salary Report published a number of salaries of acute care nurse practitioners based on populations and work settings they chose. Those who work in emergency settings earn the most with a salary of $103,722. Acute care nurse practitioners that specialize in pediatrics earn $82,101 per year. Those who specialize in gerontology earn $94,485 per year (â€Å"Acute Care Nurse Practitioner (ACNP)† 2018). From Their Point of View Acute care nurse practitioners have been surveyed discussing their point of view of their career choice. In 1999 Ruth Kleinpell sent surveys to those who had recently taken the acute care nurse practitioner exam. Kleinpell conducted this study to find out the role development and employment patterns of newly certified acute care nurse practitioners. The results indicated that these professionals were able to interpret diagnostic tests, examine and clean wounds, initiate discharge planning, among many other skills. Almost all of the study participants stated that they were either â€Å"very satisfied† or â€Å"somewhat satisfied† with their profession. They also said that they were either â€Å"very satisfied† or â€Å"somewhat satisfied† with collaborations with physicians and other health care professionals (Kleinpell 1999). Need and Outlook for Acute Care Nurse Practitioners Nurse practitioners in acute care settings have become a valuable part of the healthcare facilities. The need for acute care nurse practitioners has increased in past years due to the accessible high-quality care that is needed. With the growing elderly population, due to the aging â€Å"baby boomer† generation, this level of care is needed even more in the near future. This population is also primarily based in rural or non-urban areas, so there will be more need in these areas (Berman, Kozier, Erb, 2016). As stated before, acute care nurse practitioners are able to provide equal or even higher quality of care compared to physicians and physician assistants. Susan Yeager even stated that â€Å"the variety of opportunities in unique settings grow. I can envision this leading to an environment where nurse practitioners can consult nurse practitioners† (â€Å"Acute Care Nurse Practitioner 2010). Yeager goes on to predict that nurse practitioners will become experts in medical procedures and continue in providing excellent care (â€Å"Acute Care Nurse Practitioners† 2010). The role of the acute care nurse practitioner is one that is growing need and in value. It is also expanding in responsibilities. With their flexibility and willingness to learn the future of acute care nurse practitioners is exciting and unlimited. Conclusion Acute care nurse practitioners are valuable members of a health care team that provide excellent care to the patients. The profession of acute care nurse practitioner is one that is challenging and offers great reward. They are a valuable member of a healthcare team and they provide excellent care. They are able to work in a number of health care settings and provide care to all types of populations. Acute care nurse practitioners are able to provide the same level of care as other professionals with medical degrees, including physicians and physician assistants. Patients have even said that the care they received from nurse practitioners exceeds that of physician assistants. The education of acute care nurse practitioners has greatly expanded within the last 20 years. There are now programs available throughout the United States that provide excellent preparation for their career in the medical field. Certification through a test allows the new acute care nurse practitioner to practice. However, they will have to research state regulations to fully understand what they are able to do. The acute care nurse practitioner is a profession that requires many skills that will help the person to deal with different situations. These include adaptability, cognitive humility and good communication. With these skills mastered and excellent education the need and performance of an acute care nurse practitioner will be first-rate. References A Day in the Life of an Acute Care Nurse Practitioner (ACNP). (n.d.). Retrieved October 4, 2018 Career Profile: Acute Care Nurse Practitioner. (n.d.). Retrieved October 4, 2018 Fox, K. (2014). The Role of the Acute Care Nurse Practitioner in the Implementation of the Commission on Cancer’s Standards on Palliative Care.  Clinical Journal of Oncology Nursing,  18, 39–44. Haut, C., Madden, M. (2015). Hiring appropriate providers for different populations: acute care nurse practitioners.  Critical Care Nurse,  35(3), e1–e8. Horrocks, S., Anderson, E., Salisbury, C. (2002). Systematic Review Of Whether Nurse Practitioners Working In Primary Care Can Provide Equivalent Care To Doctors.  BMJ: British Medical Journal,  324(7341), 819-823. Kleinpell RM. (1999). Evolving role descriptions of the acute care nurse practitioner.  Critical Care Nursing Quarterly,  21(4), 9–15. Morton, P. (1999). A New Role: Acute Care NP.  The American Jour nal of Nursing,  99(8), 24A-24E. doi:10.2307/3472171 What Acute Care Nurse Practitioners Do. (n.d.). Retrieved October 4, 2018 Your Guide to Certification. (2001).  The American Journal of Nursing,  101(1), 40-49. Berman, Kozier, Erb, A., Kozier, B., Erb, G. L. (2016).  Kozier and Erbs fundamentals of nursing: Concepts, process and practice. Sydney, N.S.W.: Pearson Australia. Nurse Practitioner Vs. Physician Assistant. (2018, September 06). Acute Care Nurse Practitioner (ACNP). (n.d.). Retrieved October 25, 2018 Acute Care Nurse Practitioner. (2010, May). Retrieved October 4, 2018

Questions On The Usa Patriots Act - 1386 Words

Question 1 According to the USA patriots act, the practice of detaining aliens that are close associates with terrorism is not a good idea. The decision by the court can be said not to be the best because it included even people who are close to the groups that practise these heinous activities. The criteria for deportation and detention that covers the plotters or the actual implementers of the terrorist act and the other people that are related or are close affiliated with the groups linked to these individuals go against the rights and freedoms of individuals. The action is against the human rights because all individuals have a right not to detention without trial. Detaining people is against their right to liberty, and it must†¦show more content†¦The law should be rational to include and look for ways of accommodating such cases. Question 2 Establishment of strong and efficient defensive measures influences the selection of sites to target by the terrorists. Good defense also enables terrorists to craft other method new methods to attack their targets, but it does not totally prevent the terrorists from committing their terror attacks. Terrorists are groups that wage war against the weak points of the society, and they are never out to fight but to cause destruction. Terrorists attack the innocent people as a way of articulating their ideology and communicating to the government. Realization of security beep sets terror to a less secure place where they lodge their attacks. However, security effectiveness does not prevent terrorists from committing their terror attacks. Most of the people members of these groups are even ready to die, and they will use any method to cause destruction. Some will even swallow bombs and go to public places where a lot of people gather (Kamien G. D, 2006). The terrorist also com es up with other methods of administering their wrath when they realize that the security is tight. These methods include the use of weapons that can easily get ported without causing much attention like guns instead of bombs and also recruiting members of the target country to their group. With the innovations, the terrorists can commit to series of attacks on

School Based Assessment for Learning Free Essays

School Based Assessment for Learning: A report: Assuring Fairness in the assessment component of school based assessment practice in Brunei Abstract This article describes a research project study in depth carried out with 3 self-selected ‘educators’ teaching English language subject in one of the secondary school in Brunei. All are supporting standardized task provided requires flexibility to cater the students’ need individually. The paper explores the educators’ conceptions of and approaches to school based assessment in relation to their teaching. We will write a custom essay sample on School Based Assessment for Learning or any similar topic only for you Order Now It sets the discussion in the context of ‘assessment for learning’ and the literature on students’ learning in general and raising students’ achievement in particular. Drawing out a number of key themes arising from the study, I compare and contrast these with the existing literature. Finally I examine some implications of this assessment for learners’ development, and ways in which we could support learners in fostering their learning to achieve the aims of the education system of the 21st century. The researcher is seeing at different perspective of school based assessment for learning and if assessment is made for learners it should cater with different needs of each learner. Keywords: School-Based Assessment for Learners, Brunei Common Assessment Task, pedagogy, standardized 1. Introduction: School Based Assessment School Based Assessment for Learning (SBAfL) is an assessment for learning tool which focuses on obtaining feedback on individual student’s development and performance in the four important domains highlighted in SPN21. Brunei is moving towards the changes as learner is seen as a main player in education, hence to support the changes towards assessment for learning; Brunei Common Assessment Task (BCAT) is implemented. The idea of the introducing BCAT is to make a transition or pedagogical shift between the old system to a new format SBAfL ‘School-Based Assessment for Learners’ instead ‘of learners’. In order to ease the transition, the curriculum department introduced BCAT, standardized SBAfL test. This paper therefore examines / aims to highlight significant aspect of school based assessment or learning and the lapses in existing practices. â€Å"Assessment for learning is the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. † Assessment Reform Group (2002) 2. 1 Objectives or purposes of SBAfL The rationale behind school-based asses sment We first can start by looking at the overseas. Internationally, particularly in the West, many countries and almost all the examination boards have introduced school-based assessment. In fact, some countries, SBA contributes to 100% of the total assessment of the students. Typically, however, in countries such as Australia and the UK, it contributes about 50%. So, you must ask that: why have these countries and increasingly, why are other countries now following this example and introducing SBA? First of all, the reason is to improve validity. It is to ensure that we can assess the full range of outcomes relevant to our subject. And this is to ensure that we are assessing those things that we are really value. But, there is another side of it; people often think that there is a bit of a trade-off between validity and reliability. Actually, what we know is that when school-based assessment is done properly, it can also contribute to reliability too. In other words, it can be ensure that the student has a more accurate assessment of their ability. Sometimes more accurate than can be obtained from a one-shot examination. So these are some of the reasons why we move to school-based assessment. 2. Review of Related Literature The main research question is ‘to what extend school based assessment help students’ learning with the implementation of Brunei Common Assessment Task (standardized tasks)? Does standardized task could be used for all students? ’ The main theme identified from the previous introduction is the rationale of school based assessment. In literature part, I intended to review the significant of school-based assessment towards students’ learning. Prior to gathering the literature, I produced a list of necessary references and resources to cite from. These resources include library books, internet, journal articles, magazines and electronic books. The first step was a big step because it was not easy to locate the literature. In researching the literature, attention was drawn to the keywords: assessment task, assessment for learning, and standardised assessment. 3. 2 Assessment tasks Assessment and schooling go hand in hand. The assessment of learners and learning is a regular practice in education and are used to determine how far learners have learnt or mastered an educational task or knowledge or how well an educational process has addressed its set objectives. Anikweze (2005: 2) precisely refers to Assessment as â€Å"the process of investigating the status or standard of learners’ attainment, with reference to expected outcomes that must have been specified as objectives† when it concerns learners’ output. Njabili, Abedi, Magesse and Kalole (2005:2) add that â€Å"The fundamental role of Assessment is to provide authentic and meaningful feedback for improving student learning, instructional practice and educational options† which means that Assessment is not and so should not be seen as an end it itself but a means to a justifiable end of learning†. the student’s point of view matters because of its effect on learning. From the student’s point of view, classroom assessment information is not merely information â€Å"about† himself or herself. Rather, it forms a major part of his or her learning life, becoming part of the lessons he or she is expected to learn, the relationship he or s he has with the teacher and the subject matter, and relationships with peers. (Brookhart, 2003, p. 6) 3. 3 Fairness in School Based Assessment Among recent trends around the globe, is the concern on fairness in matters concerning the various issues in education. In some contexts, Fairness and Equity are used synonymously. Fairness or equal opportunity in assessment relates to two issues: â€Å"†¦ fairness in . . . comparison: in essence, have the groups †¦ being tested had the same opportunity to learn? † (Uwakwe, 2005: p4). Teachers are professional and know their students best. So they can compare their students’ work done inside or outside the classroom. Then they can authenticate whether the students themselves have done the work. In this way the authenticity of SBA is guaranteed and students’ abilities can be accurately reflected. Assessment and grading procedures had the effect helping some students succeed now must serve to help all students succeed. The ‘Including all learners’ statement should be used by settings/schools to look at their existing arrangements and identify good practice. â€Å"Assessment ‘as Learning’ is a Professional Obligation in a previous system. Assessment for learning (AfL) should be Celebration of Learning – students should involve not abundant process† (Rick and Doug, 2008). 3. Research Design It will generally give the overview of the research design, methodology, method, selection of research participants, and data collection. The details of data account will be presented in the later part of this report. I had outlined a research focus and constructed the main research question aligned with the qualitative methodology. I had chosen semi-structured interviews for my data collection because it suited with the nature of my study. Three participants were recruited for the research. I developed understanding of the issues which emerged in the research from the coding frame after analysing the data collected using the grounded analysis procedures. Finally, I presented the extracts based on the participants’ transcripts. . 4 Main Research Question: The Brunei Common Assessment Tasks (BCATs) currently implemented in schools are formal, standardized and moderated assessment tasks that familiarise teachers and students with Assessment for Learning (AfL) best practises. Over time, teachers are expected to develop their own SBAfL tasks to better cater to the varied abilities and needs for their students. The m ain research question is ‘to what extend ‘SBAfL help students’ learning with the implementation of Brunei Common Assessment Task (standardized tasks)? 4. 5 Choice of Methodology The methodology that I selected and employed throughout the research is qualitative. I chose qualitative because it is fundamentally different from quantitative methods. This qualitative research methodology puts my research in a good position because I want to gain meaning and understanding of teachers’ experience stored, improved and implemented for future practices. This methodology I used requires special equipment to record and transcribe to gather and analyse the data in-depth. Therefore, the qualitative perspective emphasises on the ‘depth of the understanding’ of the study. 4. 6 Sampling The sample involved 3 teachers who taught English language in one of the secondary schools in Bandar Seri Begawan. Considering their background of teaching experience, each teacher has taught English language at different length/duration in experience of teaching. Three teachers which I recognise as teacher A, teacher B who has taught 13 years in English language and teacher C which is a new experience teacher taught English subject. 4. 7 Limitation of Study There are shortcomings, conditions or influences that cannot be controlled that place restrictions on the methodology and conclusions that I have chosen. Even though the report finished on time, it does not mean that I did not face any problem in doing this research. Initially, I intended to interview some students to see the overview, real-classroom situation. However, with school activities these students had to involved, it was difficult to gather these students to willingly involve in this study within the constraint time. Another difficulty I faced was, no permission was given in collecting students’ mark as the academic staff seen this as case sensitive. The idea was to view the overall and breakdown results of a chosen class as a reason to see students’ progress and development when onducting assessment. 4. The Account In line with the research question to investigate the students’ learning with the implementation of Brunei Common Assessment Task (standardized task) in supporting assessment for learning, teachers were asked their views and experiences in conducting school-based assessment. Figure 1: This fi gure shows Coding Frame which indicates issues arise during the grounded analysis study. Two nodes were highly discussed; teacher’s view on school based assessment and impact of standardised Brunei Common Assessment Task (BCAT) for learners. The figure indicates number of times by which it is frequently mentioned by the participants, on both teachers’ view and the implication of the standardised task. When linkage as I observed it seems that the standardised BCAT is unconstructive for low achievers and all samples were agreed the assessment practice is quite summative. To make it easier to see account frequently mentioned by each participants, I breakdown the findings into Teacher A, Teacher B, and Teacher C. See graph: From the findings, all participants mentioned that assessment for learning (AfL) are beneficial for the learners. From the graph, it says AfL are helpful for higher achievers, and could improve group of average students in their learning: â€Å"The feedback of the assessment helps them in improving. The weak students for some help them. For others it’s still struggle. † Teacher B On the other hand, another participant describes that standardized BCAT is unconstructive for low achievers: â€Å"My comments on this may not affect the whole scenario, because my year 7K, very special class that can’t read and can’t write so I’m struggling with them. So, standardized BCAT is not for them. It is wonderful test paper, the middle set and the top set is more relevant to them. If SBAfL, teacher are given freedom to do their own SBAfL, it will be much better, for me and for my students because I know their level and I know what to prepare for them. But the rules said it must be standardized, I couldn’t do anything†¦. So, BCAT wasn’t really helpful for them, for particular class. â€Å" Teacher A The participant seems to relate that standardized BCAT or assessment practice is quite summative and less helpful to cater students’ need: â€Å"In the test or during the test, I have to help them, as most of them will get zero. The student and the teacher couldn’t cope the extensive syllabus. The syllabus is so huge, even by selecting few pieces in the textbook didn’t help because by the end of the day I have to go to the basic spelling, writing, reading, and the teacher had to forget about the grammar, spelling first. We need to focus on the other skills. Teacher A 5. Discussion Following, the details of data account will be analysed, interpreted and discussed. There are two significant points that emerged from these findings. I integrate the key issue into one significant aspect which deal with the obstacles that the teachers face in conducting ‘assessment for learning’ in relation to standardised BCAT for learners as to answer the main research question 5. 1 Discussion of assessment for learning in supporting lower achiever While the literature review gave a general picture on the roles of assessment, the finding have revealed that the challenging questions of how teacher conducting common assessment task. Since SBA is a new mode of assessment, education policy provides teachers with the assessment criteria and a series of examples to illustrate the standards. They also provide training for teachers. All these measures will ensure standardization among teachers. Teachers know their own students, but may not know the standards of students in other schools, there may be discrepancies in the assessment of a student’s performance by teachers from different school. The participants argued that there are reasons why assessment and grading procedures had the effect only helping some students succeed. Assessment for learning should not be seen as a professional obligation for the students if we want to achieve the aim of the education system. A view expressed by a participant shows that ‘including all learners’ statement should be used by settings/schools to look at their existing arrangements and identify good practice. Common assessment task shows very little indications what students could actually do in real world or situation; content-based assessment task less constructive in promoting critical thinking and skills needed by the nation. Hence, project-based does necessary happen and performance-based assessment. Conclusion If we are serious about raising student achievement, we have to change what happens in the classroom to enable all learners to access relevant skills, knowledge and understanding at an appropriate level. Schools may select content from or any key stage within the curriculum and use it flexibly, together with the skills framework given. In order to provide a meaningful relevant and motivating curriculum for their learners, meet the specific needs of their learners and further their all-round development. Recommendation: the need of flexibility It is recommended that flexible assessment activities is needed to cater the needs of different students and allow them to be assessed effectively. I would like to take this one step further and suggest that, there is a need of flexibility in assessing students’ task by considering level of the students, settings/schools must work to provide an inclusive curriculum which offers opportunities for all learners to achieve and contribute to today’s multi-ethnic. Arrangements for monitoring and evaluating the curriculum should be set out in school policy documents. The full range of professionals, learners and parents/carers can play a part to evaluate the effectiveness of the whole curriculum in the longer term. Standardization is helpful to cater some groups of students, however with the extensive syllabus; weaker students could not cope with too many common assessment tasks. Therefore there is a need to reduce number of common assessment task to be beneficial for access relevant skills, knowledge and understanding In order to provide a meaningful relevant and motivating curriculum for all learners. Reference: * Black, P. and William, D. (2001). Inside the black box. Raising standards through classroom assessment. http://www. pdkintl. org/kappan/kbla9810. htm * Black, P ; Wiliam, D 1998, ‘Assessment and Classroom Learning’, Education: Principles, Policy and Practice, March, vol 5, no 1, pp 7-74. * Educational Leadership February 2000 Number: What Do We Mean by Results Using Rubrics to Promote Thinking and Learning Volume 57 Pages 13-18. Retrieved February 1, 2013, from http://www. pbs. org/teacherline/courses/rdla230/docs/session_2_andrade. pdf * Glasson, T. (2009). Improving Student Achievement. A practical guide to Assessment for Learning. Curriculum Corporation, Victoria, Australia. * Hong Kong Assessment and Examination Authority (HKEAA). Introduction to School-Based Assessment. Retrieved February 3, 2013, from http://www. hkeaa. edu. hk/en/SBA/ * Hong Kong Assessment and Examination Authority (HKEAA), http://www. hkeaa. edu. hk/en/SBA/ * Jim Tognolini (2007). Standards-based assessment: a tool and means to the development of human capital and capacity building in education. Australian Journal of Education, Vol. 51, No. 2, 2007, 129-145 * Phelps, Richard P. , Standardized Testing Primer. (New York, NY: Peter Lang, 2007) How to cite School Based Assessment for Learning, Essay examples

Comparing A Cow In Apple Time and There Are Roughly Zones Essay Example For Students

Comparing A Cow In Apple Time and There Are Roughly Zones Essay It is interesting in Frosts poetry how we can have a contrast of two completely different themes, but yet, deep down in the layers of his poetry we find that they are actually very similar. This is found in the poems The Cow in Apple Time and There Are Roughly Zones as we are reintroduced to Frosts much favoured theme of the barrier. We have experience the theme of barriers through poems like Mending Wall where the wall is built directly to keep things out rather than to keep animals in. It shows the ignorance of neighbours and how a shared task like wall building ironically results in a greater separation between neighbours. The barrier is used in The Cow in Apple Time similarly however the idea of temptation and the deepest desires of living things are connected to this theme. The cow has been fenced but on this day the cow has been inspired to rebel and escape its barriers, To make no more of a wall than an open gate. The cow treats the wall as if it was invisible as it ignores the fact that it is being restricted; the wall no longer is seen as a restriction because it is an open gate to the cow and an easily triumph over the barrier. The desire in this poem is that of the apple being the temptation and reason for the rebellious behaviour of the cow. The image of the apple constantly is the temptation through biblical references of Eve eating the forbidden fruit hence reinforcing that the apple is an image of attraction. Also the alliteration in sound of cider syrup almost forces us to remember it making it much more appealing. A cows life can be seen as very regular as they do not adapt very well to changes as they must be milked, fed and cleaned at the same times each day. It is important that they stick to a schedule otherwise their udders will dry up therefore disabling them to provide milk to their young or the farmers. The importance of a schedule in the cows life is reinforced by the rhyming pattern Frost uses in this poem. It is of great relevance as it emphasises how devastating a sudden difference in life can be. The rhyming pattern is regular through rhyming couplets up to the last three lines where we have a rhyming triplet. The significance of this is to echo that there has been a great change for the worse, as through these few moments of luxury, ultimately, Her udder shrivels and the milk goes dry. This difference in the cows life has been spoilt as it has destroyed the gift to produce such milk. It is arguable to say that this short story is an extended metaphor for human nature and the problems of change. If we see a temptation in life we will more than likely take it without thinking of the consequences.  The image of the apple also makes it appropriate to Frost as he discusses the consequence of luxury in life. Rather than write great poetry he could have lived a wild life drinking alcohol regularly to make his life vivacious and exciting. However the consequences of this would be that he will not have achieved anything and not have expressed his views universally to the world. Therefore the poem shows us that through luxuries and temptations in life there are always problems in choosing them. This belief is similar of that in the poem Birches where he looks back on life and argues whether he should have lived a young wild life or gone through education and that he is better off in choosing the latter. .ue0f317f4988f0edc7cbf3f3e01d517d6 , .ue0f317f4988f0edc7cbf3f3e01d517d6 .postImageUrl , .ue0f317f4988f0edc7cbf3f3e01d517d6 .centered-text-area { min-height: 80px; position: relative; } .ue0f317f4988f0edc7cbf3f3e01d517d6 , .ue0f317f4988f0edc7cbf3f3e01d517d6:hover , .ue0f317f4988f0edc7cbf3f3e01d517d6:visited , .ue0f317f4988f0edc7cbf3f3e01d517d6:active { border:0!important; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .clearfix:after { content: ""; display: table; clear: both; } .ue0f317f4988f0edc7cbf3f3e01d517d6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .ue0f317f4988f0edc7cbf3f3e01d517d6:active , .ue0f317f4988f0edc7cbf3f3e01d517d6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .centered-text-area { width: 100%; position: relative ; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .ue0f317f4988f0edc7cbf3f3e01d517d6:hover .ctaButton { background-color: #34495E!important; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .ue0f317f4988f0edc7cbf3f3e01d517d6 .ue0f317f4988f0edc7cbf3f3e01d517d6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .ue0f317f4988f0edc7cbf3f3e01d517d6:after { content: ""; display: block; clear: both; } READ: Play of social criticism EssayThe poem There Are Roughly Zones uses the barrier image to a similar effect in respect to the barriers in which we must stay in. However, rather than the barrier being a physical property it is shown as an abstract noun; barriers are rules that we should follow. The poem is anecdotal as Frost describes an attempt to grow a peach tree. Weather is rough, cold and unforgiving to nature. But the house will survive through the weather as it has long been tried. Then in line 5 it says, Well know, we say, that this was the night it died. The line is very interesting has frost has chosen to rearrange the structure of the sentence by penetrating the line with the subordinate clause of we say highlighting the fact that they made the decision to grow the peach in the rough zone. However the next subordinate clause is more authoritive in we admit to show that they admit they should never have attempted to grow the peach tree in the rough zone. The use of the pronoun we indicates the fact that men will not accept that they are solely responsible for their actions; therefore, the blame is shared across all of the men. The poem states that it is difficult to teach men to follow instructions and stay confined to rules, to no limits or bounds can he stay confined. Men are always trying to find ways of breaking the barriers and to further extend the reach. However men cannot control nature as, like men, it is forever so hard to teach. We cannot manipulate nature to do as we wish however the men in this poem seem to think that they can be omnipotent. This is shown as the men feel betrayed by nature making is personified to be like a human; under this impression we would think we could bend the rules of nature through personification however this is not possible. We know that there are roughly zones to where you should grow a peach tree and that is in hot exotic locations. The image of fruit is important in the poem as a peach tree has barriers to where it can be  grown. The rhyme pattern is interesting as it is quite irregular as there is no consistency. However, there is a rhyming couplet as it says, What comes over man, is it soul or mind- / That to no and bounds he can stay confined. The importance of this change in rhyming pattern is to make the sentence bolder and more powerful so that the rhetorical question stays in the mind of the reader. It leaves the reader with a question as Frost tries to share his views on human nature. The image of barriers is vital in Frosts poetry because it shows us how we will always try to break them; the cow running away and eating plenty of apples and the men failing to grow a peach tree in harsh whether conditions. Both poems state that if we bend the boundaries or barriers we take a risk and regularly will eventually fail. However, it is optimistic to say that part of human nature is to keep taking risks and if we fail we always try again so the determination and ambition in nature is and optimistic point of Frosts poetry.