Life After Mono
Merriam-Webster defines mononucleosis as: "an acute infectious disease associated with Epstein-Barr virus (EBV) and characterized by fever, swelling of lymph nodes, and lymphocytosis."1 It is more commonly called "mono," or "the kissing disease." When I was thirteen, I caught this dreaded disease, and it changed the ways I acted around my friends forever.
Before I got sick, I never paid attention to my actions. If I was thirsty, I asked any friend for a sip of his/her drink, and I never gave my action a second thought. My group of friends was really close, so we would often share gum with each other: from one mouth to another, and sometimes another. My friends also did a lot of boyfriend/girlfriend swapping, and although I did not participate in this, if one person was infected with anything, within two weeks everyone in the group could have been exposed.
The symptoms of mono are fever, sore throat, and swollen lymph glands. Sometimes, the spleen or liver swell, also. In rare cases, heart problems develop, or the disease affects the central nervous system. Although possible, it is extremely unlikely a person will die from mono. The symptoms usually go away within two months, and although dormant, the EBV stays in the person's throat and blood for the rest of their life.
Having mono was one of the worst experiences of my life. When I first experienced the symptoms, my throat hurt, so I thought I had strep throat. After a few days, I had the worst pain in my abdomen. All I really remember is the intense pain I felt for a few days. It made my throat ache and fever seem trivial. I was also [extremely ] exhausted, and I was asleep in bed almost the whole time I was experiencing the symptoms. I was lucky in that I only experienced symptoms for about a week, and I was back in school after two weeks.
The only way to contract mono is to come into direct contact with infected saliva. It would be extremely difficult to contract the virus through the air or through an infected person's blood.
None of my friends had mono, and no one else at my school contracted it, either. I still have no idea who I got it from or how. The only idea I have is that I drank out of a can or glass that a carrier also drank out of.
The book had so much power to it. One day, on Himmel street, the town had to get out and go to the shelter. All of the people who lived on Himmel Street were scared because there was a chance their street could get blown up by a bomb. Courageous Liesel pulled out the book, The Whistler. Liesel was sitting in the shelter and started to read the book out loud. “By page three, everyone was silent but Liesel” (Zusask 381) Liesel trapped all of the people's nervous and scared selfs to herself calm voice. The book was a power of silence. The common theme that connects the book Liesel has stolen is that the each book tell a chunk of her
Death watches Liesel’s story from beginning to end, until the very last minute of the you Book Thief's life.
Edwardes, Michael. Ed. A Life of the Buddha - From a Burmese Manuscript. The Folio Society, London; 1959
Most people who are exposed to the fungus experience symptoms, but do not get sick. The signs—fever, cough, and exhaustion—are difficult to distinguish from the flu, and can last for weeks to months. In people with weakened immune systems, the infection can cause more severe conditions such as meningitis or death. There is no vaccine for valley fever, and many in the general public (including the medical community) know very little about the illness. This lack of knowledge has allowed many milder cases to go undiagnosed, leading to underreporting.
Viruses can be transmitted in many ways. Being in contact with an infected person will most likely transfer the virus. One can also obtain the virus through swallowing, inhaling, and unsafe sex. Poor hygiene and eating habits usually increase the risk of catching a viral infection. Contracting a viral infection is followed by adverse s...
The ideas that are presented in poems are often the same ideas everyone is thinking but are too afraid to speak their mind for fear that they might be judged. Allen Ginsberg explained this predicament when he said “[p]oetry is the one place where people can speak their original human mind. It is the outlet for people to say in public what is known in private” (Ginsberg). This quote applies especially to “The Tyger” by William Blake. William Blake’s poem “The Tyger” at the surface is very simplistic; however, with further analysis the story’s theme of religion asks fundamental questions that pertain to one’s worldview with the use of symbolism.
In conclusion, due to being a simplistic poem using a sheep connect with Christ, shows that the poem “The Lamb” belongs with Songs of Innocence, while using a fearing tone, and using a more sophisticated language here by shows that the poem, “The Tyger” belongs with Songs of Innocence. The lamb shows emotion that involves a story revolved around God and Christ. The fact that the small lamb is cute and innocent, shows that it belongs where it is placed; along with the tiger showing that it is a fierce creature, capable of extreme bodily harm, shows that the poem, “The Tyger” belongs with Songs of Experience. Overall William Blake did an excellent job manufacturing these poems while placing them into categories of Innocence and Experiences. These are very terrific poems that deserve their titles and a spot in our literature book.
Similar to common nursery rhymes, Blake uses musical devices in both “The Lamb” and “The Tyger” which brings an awareness of potential evil and how it dominates over innocence by exercising specific language in both related poems. For example, Blake uses alliteration in “The Lamb” by repeating “Little Lamb” several times during the poem to grasp the reader’s attention. Along with alliteration, Blake’s “The Lamb” and “The Tyger” both capture the reader’s attention by using rhyme scheme. For example, Blake’s use of couplets in both of the related poems potentially brings an awareness of how evil dominates over innocence. Blake utilizes the couplet series in his poem “The Tyger” and proves his theme by comparing and contrasting the tyger and the lamb and even bravely asks if the same Creator who created the innocent little lamb also created the potentially evil tyger
There are often two sides to everything: chocolate and vanilla, water and fire, woman and man, innocence and experience. The presence of two opposing items allows for harmony and balance in the world. Without water, fire cannot be put out and without woman there can be no man. William Blake’s poetry collection Songs of Innocence and of Experience draws parallels between poems of “innocence” and poems of “experience”. His poem The Lamb is mirrored by his poem The Tyger. Although Blake’s poem The Tyger revolved around the idea of a ferocious mammal, its illustration of a sheepish tiger complicates and alters Blake’s message in the poem by suggesting that good and evil simultaneously exist.
In William Blake’s poem “The Lamb” the speaker begins with the ultimate question, “Little Lamb, who made thee?/ Dost though know who made thee?/” (Blake lines 1-2). The speaker then continues to elaborate on the question in a playful, innocent, singsong manner describing the kindness and thoughtfulness that the creator put in to producing this ever so gentle lamb. The tone of this poem is soft and lulling, the tender, calm rhyme scheme puts the reader in a soothing, dreamlike state. “The words and images presented - stream, mead, delight, softest, tender and rejoice - are positive and pastoral. One can picture a lamb frolicking in the green grass…” (Smith).
For the poem the Tyger, is quite the opposite of its counter poem the Lamb. In this work the narrator gives the reader the feeling of great doubts that the creator even has goodness with in. This is created throughout the poem, by asking "what" instead of asking "who". By doing this it asks how the creator could make the first tiger as an inhuman creation. There is alliteration within the poem such as" Ty...
In conclusion these two poems by William Blake are both deep and have hidden meanings, they both use imagery, repetition, alliteration and ryming couplets as well as biblical references to create a vivid pictures in the readers head. But these poems do differ in many ways such as the structure, theme and way it is written. The Tyger appeals to me most as it has more hidden meanings than the Lamb and the Lamb is boring and as if written by a child (for effect). In this essay I have analysed, contrasted and compared the two poems The Tyger and The Lamb to the best of my ability detailing the poetic devices used and the underlying meanings.
In William Blake’s poem “The Tyger” seems to focus on having one 's reasons overwhelmed by the beauty and horror of the natural world, but it also includes religion and creation. In the beginning the tyger is being questioned about his creation, and who created him, “What immortal hand or eye / Could frame thy fearful symmetry (line 3-4). This quote is more or less asking, “who created you and why did they create you?”. A vital contrast is made throughout the poem of good and evil; beauty and horror, the tyger is said to possess both
William Blake’s The Tyger is reminiscent of when God questioned Job rhetorically about his creations, many of them being fearsome beasts such as the leviathan or the behemoth. Much like this speech from the old testament, The Tyger also uses a significant amount of imagery and symbolism which contributes to its spiritual aspects.