Introduction
There are many essential elements that authors should consider when writing a novel or a stage play. They should build the plot carefully, offering the readers action and mystery, and develop the characters, showing their distinct personalities and motivations. This essay will consider Octavia Butler’s Kindred and Lorraine Hansberry’s A Raisin in the Sun and the literary elements used for plot and character development and symbolism in these works.
Main body
Plot development is a crucial tool for any work of literature. In Kindred, the readers are introduced to the main characters, Dana, Rufus, and Kevin, and the central conflict in quick succession, as Dana is transported back in time and space (Butler 13). However, the story’s rising action lasts for most of the book, with the climax of Dana killing her ancestor, Rufus, and losing her arm set in the penultimate chapter of the book, circling back to the prologue. The resolution is quickly introduced and explored, with Dana and Kevin ready to begin a new life together, with no ties to the past. Thus, all the decisions characters make in the book are informed by the events before the climax.
In A Raisin in the Sun, Hansberry spends more time on the exposition and falling action and less on rising action than Butler. The turning point in this work is Walter learning that Willy stole his family’s investment money, and all subsequent actions of the main characters are informed by this development (Hansberry 127). Overall, the climax affects the characters’ motivations, leading to the eventual resolution at the end of the story.
The main events and conflicts inform the character development in the discussed works. In Kindred, Rufus and Dana are the two characters that change most in the story. Thus, Rufus becomes callous and cruel as he gains more power and becomes a slaveowner. For example, he sends his children with Alice, his slave, away, telling her he sold them and leading to her suicide (Butler 249). Meanwhile, through her time travels to the South, Dana develops a better understanding of her ancestors’ experiences. She accepts that her husband, a white man, despite all his imperfections, is nothing like Rufus, and they have a chance of building a life that Alice never had (Butler 264). Similarly, the Younger family in A Raisin in the Sun learn to accept their heritage and are prepared to fight for their place in society. Walter agrees to move into an all-white neighborhood, refusing a buy-out offer, while Beneatha decided to marry a Nigerian man, who encourages her to learn more about her African heritage (Hansberry 149). Overall, the characters in the two stories change significantly due to the conflicts they endure.
Family is a common motif in both Kindred and A Raisin in the Sun. Dana travels back in time to ensure her direct ancestor, Hagar, Rufus and Alice’s daughter, is born. Despite Rufus being a cruel man who abuses Alice and is unnecessarily cruel to his slaves, Dana is compelled to help him. In the penultimate chapter, she loses her arm in the place where Rufus clang to it, symbolizing the lasting affect one’s family can have (Butler 260). Contrastingly, the Younger family unites because of their misfortune and decides to claim their place in society together, realizing the dream of owning a home (Hansberry 148). Thus, the motif of the importance of family and its influence on one’s life runs through the plot of both stories.
Conclusion
In summary, Kindred and A Raisin in the Sun are excellent stories exploring the theme of the family from different perspectives. Dana is confronted with her ancestor being a cruel slaveowner but is forced to help him to secure her own existence. Meanwhile, the Younger family is united through their troubles, with Walter making a conscious decision to realize the dream of being homeowners in a respectable neighborhood. Overall, the characters in both works are changed by their families and are motivated by them.
References
Butler, Octavia E. Kindred. Beacon Press Books, 2004.
Hansberry, Lorraine. A Raisin in the Sun. Signet, 1988.
Patient Education And Its Impact On Healthcare
Introduction
There is a need for personalized health care, especially for older patients, through education programs that make them self-aware and care for themselves. As such, physicians should spend quality time with patients to improve the health care results. The manner in which health education is offered is key to sustainable health practices. The physician should be responsive to the individual patient’s needs (Jung & Roh, 2020). Given that older members of society are vulnerable and susceptible to diseases, there is a need for enhanced health education through energetic and genuine engagement between the caregiver and the patient (Friedman, 2017). The paper discusses the influence patient education has on health care based on the interview of a person with diabetes, Mr. Riffat, a 75-year-old man, who got an education on self-care.
Did Patient Education Offer Instructions on Self-Care?
According to Mr. Riffat, self-care education informs his belief in the medical community that promotes physical activities and a good diet to reduce the health risks of diabetes. Compared to the period before he received an education, Mr. Riffat asserts that he did not have the proper knowledge of health practices to help him manage the condition; Mr. Riffat had personal behavior patterns that worsened it. Thanks to the teachings he obtained from his caregiver, Mr. Riffat says he is now aware of the best practices he needs to adopt to improve his health. For example, he says he is aware that eating less sugary food and doing more physical exercises are ways of improving one’s health (Paterick, et al., 2017). The confession from Riffat reveals the irrefutable and convincing facts that exercising has the benefits of improving clinical results in diabetes.
Did the Physician Advise the Patient on Diet and Exercise?
Based on the evidence adduced by Mr. Riffat, health practitioners must promote health education through continuous engagement to improve the patient’s literacy. Health literacy is one’s ability to look for health information, and interpret and understand the information to improve health. Low health literacy comes from a lack of understanding of physicians’ communication, leading to incomplete personal health management and irresponsibility to self-care (Friedman, 2017). Appropriate nursing practice requires physicians to be responsible for proactive patient interactions accessible to promote well-being and healthy practices (Paterick et al., 2017).
The responsibility of patients’ support for easy access to health interactions and improvement of health lies with their physicians. Therefore, the physician must determine how health literacy is improved. The improvement can include setting up time, open communication, factual health content, and proper mode of communicating the information to enhance sound health practices and decision-making (Paterick et al., 2017). In Mr.Riffat’s case, the physician behaved well and used open communication methodologies, which reduced the potential risks of a lack of health literacy (Gulbrandsen, 2020). The risks include avoiding medical vocabularies and actively engaging Riffat explain unique health norms through teaching back to improve understanding.
Did You Know of Any Food, Transportation that Would Help You Stay at Home?
As explained by Mr. Riffat, his health caregiver insisted on a proper diet and physical exercises. For example, Riffat explains that he is instructed not to take sugary food, to eat many fruits, and take plenty of water. Additionally, Mr. Riffat is under instructions to do morning jogs, runs, and sit-ups. Mr. Riffat understands that these exercises help him reduce blood clots and improve blood circulation and digestion. Mr. Riffat has an exercise schedule that helps him do different physical activities each day.
Moreover, the nurse joins Mr. Riffat in his morning and evening exercise. Further, the nurse recommends to Mr. Riffat food stores where to obtain organic food. Personalized care is key in improving a patient’s health, particularly when the patient is at the center of the care schedule. Mr.Riffat’s nurse is a responsible nurse that has taught him to do regular exercises that promotes good health.
Who Assisted You at Home After Illness?
Given that education is a process of time, Mr. Riffat says that his nurse connected him with gym instructors and food vendors to help him get care when the nurse is not available. Mr. Riffat appreciates the impact of health interventions on his present and long-term health care. Mr.Riffat’s physician spends time and energy educating him to ensure Riffat has behavioral change, improving health, and hence reducing morbidity and mortality due to diabetes. In conclusion, there is a cordial partnership between Mr. Riffat and his physician to improve his health.
References
Gulbrandsen, P. (2020). Shared decision-making: Improving doctor-patient communication. BMJ, m97. Web.
Jung, M., & Roh, Y. (2020). Factors influencing the patient education performance of hemodialysis unit nurses. Patient Education and Counseling, 103(12), 2483-2488. Web.
Paterick, T., Patel, N., Tajik, A., & Chandrasekaran, K. (2017). Improving health outcomes through patient education and partnerships with patients. Baylor University Medical Center Proceedings, 30(1), 112-113. Web.
The Nature Of Memory And Its Practical Aspects
Ulric Neisser opened a conference on Practical Aspects of Memory with his article “Memory: What Are the Important Questions” in 1978. The author aims to find out why people recall sources differently, how it is possible to remember things, or what can be done to train the memory skill. Although such questions may not be important in the field of psychology, Neisser (1978) defines them as interesting for his investigation about memory principles, recent discoveries, and theories. The central theme of this article is to explain why, despite a number of experiments, the nature of memory remains poorly determined.
Familiar generalizations like methods, content, experiments, and control groups are revealed to prepare the reader for the analysis. Genuine discoveries about immediate, short-term, and working memories are identified to show why everything could be known except what it actually means. Referencing Separd, Cooper, and Sternberg, Neisser (1978) creates a solid background for the promotion of interference theories in memory studies about forgetting and learning. According to the author, memory is involved in different routine activities, and to train this skill, people should make plans, consider prospects, and use the past to define themselves (Neisser, 1978). Scientists and psychologists focus their projects on understanding rote memory and creating specific situations but neglect the fact that they have much material around. Therefore, instead of trying to find the answers through experiments and hypotheses, it is high time to explore reality and pay attention to personal experiences. This article does not give clear answers to all memory-related questions and concerns, but Neisser sets a new direction to memory studies by criticizing psychology and defining the ecological validity of research.
Reference
Neisser, U. (1978). Memory: What are the important questions? In M. M. Gruneberg, P. E. Morris, & R. N. Sykes (Eds.), Practical aspects of memory (pp. 3-24). Academic Press.