NURS 241 Health Assessment Validation Notes Essays - Cranial Nerves

NURS 241: Health Assessment Validation Notes Vital sign should be taken for 5 Minutes General Survey Physical Appearance: What is your name? Can you state your age? Do you know where you are? Patient has stated her age Her level of consciousness is alert and oriented x 4 Her skin color is intact and even Her facial features are symmetric She is female Body Structure: Her statue appears appropriate for her age For nutrition, her weight appear to be appropriate for her height and body build Her body structure is symmetric and bilateral to each other Her posture is erect Her position was relaxed on the chair Mobility: Her gait is smooth, even and well balanced She did not use any form of assistive device. Behavior: Her facial expression is appropriate to the situation Her speech is within normal limits; there is no repeating of words or fleet of ideas Her dressing is appropriate for the season Her personal hygiene is clean and well groomed Her mood and affect is pleasant and not flat Cranial Nerve Cranial nerve 1: Olfactory: Sensory: Test of smell Ask the patient to compress one side of the nose at a time and sniff: To check for nasal patency Ask the patient to close their eye Ask the patient to occlude one nostril at a time and ask them what do they smell Cranial Nerve 2: Optic: Sensory: Visual Acuity and Visual fields I have previously tested for my patient's visual acuity using the Snellen Chart It is 20/20 without corrective lenses Testing for visual fields using the confrontational test. Up and Down Cranial Nerve 3: Oculomotor Motor: PERRLA: Extra ocular Movement Going to test for PERRLA. First I would perform the direct and consensual eye movement Performing Accommodation by moving the penlight near. The pupil are equal, round, reactive to light and accommodate Next I would test for cranial nerve 3, 4- which is trochlear and 6- which is Abducens, using the extra ocular movement. Cranial 4- is an inferior medial eye movement Cranial 6- is medial eye movement Perform the corneal light reflex by shining light on the breach of the nose. If there was an abnormality I would person the cover/uncover test. Cranial Nerve 5: Trigeminal: Sensory: Sensation of skin of face: Use a cotton and touch the forehead, checks and chin Motor: Palpate the temporal and masseter muscle Ask the patient to clench their jaw and try to separate it Cranial Nerve 7: Facial Sensory: Put sugar in their mouth and ask what did you taste. Taste on the 2/3 anterior of the tongue Motor: Ask the patient to raise their eyebrows, show their teeth, smile, puff out their checks, close their eye tightly Cranial Nerve 8: Acoustic Sensory: Perform the whisper test. By whispering Samford and Nursing by asking them to occlude their ear and whispering the words Perform the Weber test. Ask the patient if they can hear in both ears. Perform the Rinne test. Air conduction is greater than bone conduction. Cranial Nerve 9: Glossopharyngeal: Sensory: Taste in posterior 1/3 of the tongue Motor: Is testing gag reflex by stimulating the posterior pharyngeal wall. Cranial Nerve 10:Vagus Motor: Open your mouth and say "AH". I will watch the uvula rise and fall symmetrically. Cranial Nerve 11: Spinal Accessory Motor: Shrug should movement against resistance. Shrug your head against resistance Both muscle 5/5 in strength Cranial Nerve 12: Hypoglossal Motor: Ask the patient to protrude their tongue and push their tongue to their checks. Neurological System: Motor/Coordination: I have already assessed the my patient gait in general survey Rapid alternating movement: touching your finger against each other and turning your hand in your thighs Point to Point Movement: finger to nose touching and heel to shin by moving your leg on your other leg Romberg test: put your hand out and your legs together for 20 seconds Tandem Walking: put your leg in front of the other leg Shallow Knee Bend: bend down a little Sensory Pain and light touch: do it on your hand and leg Position sense: pull the hand up and down than ask the patient whether it is up and down. Do it on the hand and leg Vibration Sensation: Use the turning folk vibration place it on the hand and leg and ask where she feels the vibration Discriminative Sensation: Stereognosis: place something in her hand and ask what are you holding Graphesthesia: write a number on her hand and ask what is the number in both arms. 3 and 5 Two point Discrimination: touch a part of the body and ask where you touched. Both the hand and leg Point localization:

The Five Big Reasons to Earn an MBA Degree

The Five Big Reasons to Earn an MBA Degree An Master of Business Administration (MBA) degree  is a type of business degree offered through business schools and graduate-level programs at colleges and universities. An MBA can be earned after you have obtained a bachelors degree or the equivalent. Most students earn their MBA from a full-time, part-time, accelerated, or executive program. There are many reasons people decide to earn a degree. Most of them are tied in some way to career advancement, career change, a desire to lead, higher earnings, or genuine interest. Lets explore each of these reasons in turn. (When youre finished, be sure to check out the three main  reasons why you shouldnt get an MBA.) Because You Want to Advance Your Career Although it may be possible to climb the ranks over the years, there are some careers that require an MBA for advancement. A few examples include areas of finance and banking as well as consultancy. Furthermore, there are also some companies that will not promote employees who do not continue or improve education through an MBA program. Earning an MBA does not guarantee career advancement, but it certainly doesnt hurt employment or promotion prospects. Because You Want to Change Careers If you are interested in changing careers, switching industries, or making yourself a marketable employee in a variety of fields, an MBA degree can help you do all three. While enrolled in an MBA program, you will have the opportunity to learn general business and management expertise that can be applied to nearly any industry. You may also get the chance to specialize in a particular area of business, such as accounting, finance, marketing, or human resources. Specializing in one area will prepare you to work in that field after graduation regardless of your undergraduate degree or previous work experience.   Because You Want to Assume a Leadership Role Not every business leader or executive has an MBA. However, it may be easier to assume or be considered for leadership roles if you have an MBA education behind you. While enrolled in an MBA program, you will study leadership, business, and management philosophies that can be applied to almost any leadership role. Business school may also give you hands-on experience leading study groups, classroom discussions, and school organizations.  The experiences that you have in an MBA program can even help you develop entrepreneurial capabilities that might allow you to start your own company. It is not uncommon for business school students to start their own entrepreneurial venture alone or with other students in their second or third year of an MBA program.   Because You Want to Earn More Money Earning money is the reason why most people go to work. Money is also the primary reason why some people go to graduate school to obtain more higher education. Its no secret that MBA degree holders tend to have higher earnings than people with a lesser undergraduate degree. According to some reports, average MBAs earn  50 percent more after earning their degree than they did before earning their degree. An MBA degree doesnt guarantee higher earnings - there is no guarantee for that, but it certainly wont hurt your chances of earning more than you do now.   Because You Are Truly Interested in Studying Business One of the best reasons to get an MBA is because you are truly interested in studying business administration. If you enjoy the topic and feel like you can increase your knowledge and expertise, pursuing an MBA for the simple sake of getting an education is probably a worthy goal.

Summarize Political Leadership Readings Essay Example | Topics and Well Written Essays - 1750 words

Summarize Political Leadership Readings - Essay Example Third dynamics is the changing shape of the political regimes, which links presidents past and present at parallel junctures in "political time". This third dynamic is the point of departure for our investigation. The dominant coalition operates the federal government and perpetuates its position through the development of a distinctive set of institutional arrangements and approaches to public policy questions. Conflicts among interest within the dominant coalition threaten to cause political disaffection and may weaken regime support. As the nation changes, the regime's traditional approach to problems appear increasingly outmoded. The government it dominates appears increasingly hostaged to sectarian interests with myopic concerns, insufferable demands, and momentary loyalties. The longer a regime survives, the more it becomes encumbered and distorted, and becomes less competent in addressing the manifest governing demands. One can distinguish many different political contexts for presidential leadership within a given historical period. Leadership situations might be characterized by the president's posture vis--vis the dominant political coalition. Leadership situation might be differentiated according to political time, that is, when in a regime sequence the president engages the political institutional order. This changing relationship between the p... First, the presidents who traditionally make the historians' roster of America's greatest came to power in an abrupt break from a long-established political-institutional regime. Each led a movement of new political forces into control of the federal government. Second, after the initial break with the past and the consolidation of a new system of government control, a general decline in the political effectiveness of regime insiders is notable. Taking different regimes into account simultaneously, this essay will group presidents together on the basis of the parallel positions they hold in political time. The analysis focuses on three pairs of presidents drawn from the New Deal and Jacksonian regimes. All were Democrats and thus affiliated with the dominant coalition of their respective periods. Each aspired to great national leadership. Coming to power on the displacement of an old ruling coalition, these presidents became mired in remarkably similar political struggles. Although separated by more than a century of history, they both faced the distinctive challenge of constructing a new regime. Leadership became a matter of securing the political and institutional infrastructure of a new governmental order. All six of these presidents had to grapple with the erosion of political support that inevitably comes with executive action. New economic and social conflicts had been festering in the US since the financial panic of 1819, but Jackson's campaign gained its special meaning from the confusion and outrage unleashed by the election of 1824. In that election, the Congressional Caucus collapsed as the engine of national political unity, and the once monolithic

Materials selection for made umbrella Coursework

Materials selection for made umbrella - Coursework Example Other parts include the spring, the runner and the finial or ferrule. This paper will discuss the materials suitable for making the pole or shaft, the canopy, and the ribs. The pole is the metallic or wooden shaft that connects the handle to the canopy. The shaft should be strong enough to withstand different forces such as part of the weight of the user (if used as a walking stick), and to avoid breaking during windy conditions. The shaft of the umbrella should be rust resistant as it commonly gets into contact with rain water. The shaft should also be made of a material that is light so that the overall weight of the umbrella is bearable. One material that is suitable for use in making the umbrella shaft is aluminium. Aluminium is more suitable for use as an umbrella shaft compared to steel, wood and other materials for several reasons. First, compared to wood, it is not affected by moisture making it suitable during rainy days (Ashby, Rayner, & Hunkin 2012). It also does not rot or gets eaten by pests such as termites, and it can withstand changes in temperature without bending or loosing shape. Compared to steel, it is light in weight and is not su bject to rust, making it more durable and long-lasting (Ashby, Rayner, & Hunkin 2012). In terms of cost, aluminium is relatively inexpensive and readily available. The canopy is the part of the umbrella that serves to keep away the rain or shield the user from sunshine. The canopy should be made of a light material that is foldable. The materials should also be washable if its get dirty. The material used to make the canopy should not be one that gets easily destroyed by water or ultraviolet rays. Most important is that the material should be water proof so that the user does not get wet in the rain. One material that is suitable for use in making the canopy is the canopy is nylon taffeta. Nylon is water proof and more durable compared to cotton and other materials

Classmate review Essay Example | Topics and Well Written Essays - 250 words

Classmate review - Essay Example In terms of market value total, Lowe’s is valued at over 66 billion dollars, which his a little under half the valuation of Home Depot. All other competitors are valued at less than 20 percent of Lowe’s. In early 2015, Lowe’s growth rate was 23.5 percent compared to 19.4 percent for Home Depot (Zacks.com, 2015). Since 2009, Lowe’s has increased revenue by eight million dollars, doubled earnings per share, almost tripled return on equity and increased cash flow and return on assets (S&P Capital IQ, 2015). Since Lowe’s outlook is directly linked to the housing market and economy, the opportunity for growth has improved over the past 18 months. As of June 30th, BMO Capital upgraded Lowe’s from market perform to outperform, and stated the Lowe’s stock is 45 percent higher than the lowest point over the last 52 weeks (Brian, 2015). Additionally, Lowe’s financial position has increased over the past six years, which was also during the late stage of the housing crash and eventual rebound. Improvement during those times provides optimism for the current economic situation. Lowe’s is a three-star ranking, an A- in the earnings and dividends rank, has low volatility, and bearish but is only a 31 percent in terms of relative strength. Given the increased housing market, financial position, and economic outlook, Lowe’s is predicted to increase earnings and appears to be a solid investment opportunity. Brian, C. (2015). Upgrade Alert for Lowes (LOW)." SmarTrend Market Maven 30 June 2015. Business Insights: Global. Web. 2 July 2015. Retrieved from http://bi.galegroup.com.ezproxy.liberty.edu:2048/global/article/GALE|A419930355/876418cde7877f9275adfcadbfe58b3a?u=vic_liberty The writer had enough emphasis on the type of business Lowe Companies, Inc. do. There was also mention of the competitors that the company

The Properties Of Foreigner Talk

The Properties Of Foreigner Talk Describe the properties of â€Å"foreigner talk† and discuss its role in L2 learning. In your discussion, be sure to include supporting examples for foreigner talk and discuss them in light of Krashens Input Hypothesis (1985) and Longs Interaction Hypothesis (1981, 1983a, 1996). Particular over the past two decades, related work on input comprehensibility has focused on the nature of the linguistic environment available to learners and its relationship to Second Language Acquisition (SLA). Recent work has taken as basic the notion that conversational interaction in a second language (L2) forms the basis for L2 development rather than being only a forum for practice of specific language features (Wagner-Gouch Hatch, 1975; cited in Schorkhuber, 2007). In fact, some contemporary studies have shifted the focus to an examination of the learners linguistic environment which is the target language available to the learner and how it affects the learning process. It has been observed that native speakers (NSs) adjust their speech in conversation with non-native speakers (NNSs) in multiple ways. This modified register has been termed ‘foreigner talk (FT) by Charles Ferguson (1975). He (1975) asserts that foreigner talk is the reduced and simplified version of a language that native speakers use to address other speakers for whom the language is not a native one, especially speakers who do not know the language at all. Due to the similarities between this type of speech and the speech that is usually directed at children, it is also sometimes called baby talk (e.g., Ferguson 1971). According to him, foreigner talk is the basis of the emergence of pidgin and Creole. It is also suggested that foreigner talk promotes learning as well as communication with the learner. In general, foreigner talk adjustments reveal speech patterns that would not ordinarily be used in conversations with NSs (Gass Selinker, 2001:261). Instead, Gass and Selinker (2001) claim that foreigner talk shares features in common with young children speech. According to Ferguson (1975), in phonology, it is characterise by a slow rate of delivery, loudness, clear articulation, pauses, emphatic stress and exaggerated pronunciation. In lexis, it is characterised by occasional use of words from other languages, substitutions of items by synonyms, or paraphrases, use of high frequency words and few idioms (Chaudron, 1979; cited in Tarone, 1980 ). In syntax, modification is presented through repetitions, elaborations, omissions and fill in the blank for learners incomplete utterances. In discourse, foreigner talk involves restating wh-questions as yes-no or or-choice questions, and so on (Hatch, 1979; cited in Tarone, 1980). Examples (1) and (2) show some of the characteristics of fo reigner talk: (1) NNS: How have increasing food costs changed your eating habits? NS : Well, we dont eat as much beef as we used to. We eat more chicken, and uh, pork and uh, fish, things like that. NNS: Pardon me? NS : We dont eat as much beef as we used to. We eat more chicken and uh, uh pork and fishWe dont eat beef very often. We dont have steak like weused to. NNS: Oh, okay. (2) NS : What classes are you taking at 10 oclock? NNS: Sorry? 10 clock? NS : What classes at 10 oclock? NNS: 10 oclock, classes, uhScience. From the examples above, the functions of foreigner talk can be detected quite effortlessly where in example (1), NS repeated and elaborated more fully the statement once the NNS indicated a lack of understanding in order to provide the NNS a comprehensible input. Likewise, NS practiced repetition in example (2) but in a more simplified form. Moreover, clue was provided to the NNS that 10 clock supposedly should be said as 10 oclock. Therefore, the comprehension of the NNS was again aided. Essentially, input is seen as a highly important factor in acquisition in many approaches to SLA. Krashens Input Hypothesis, which largely predated Universal Grammar approaches to SLA research, continues to make the strongest claim about the role of the linguistic environment in SLA. It states that L2 input must both be comprehensible and be at a stage slightly beyond the learners previously acquired linguistic competence (i+1) in order to be acquired (Krashen, 1982; cited in Schorkhuber, 2007). In brief, within Krashens framework, if input is understood, the necessary grammar is automatically provided; however, if input is not comprehensible, it cannot serve acquisition at all. That is to say, comprehensible input that occurred in the examples above, delivered in affective filter situation, is held to be not only a necessary condition for acquisition, but actually causing acquisition to the NNS. On top of that, the line of research that focuses on interactional structure of conversation, such as foreigner talk was developed in many years by several researchers (e.g., Gass and Varonis, 1985, 1989; Long, 1981, 1983; Pica, 1987, 1988; cited in Gass, 2007:234). The emphasis is on the role which negotiated interaction between NSs and NSSs and between two NNSs plays in the development of L2. According to Gass (2007:234), conversational interaction in a L2 like foreigner talk discourse also forms the foundation for the development of L2 rather than being only a platform for practice of particular language features, more specifically when it comes to the negotiation of meaning. In fact, this claim has been proposed by Michael Long (1996: 451-2) as the Interaction Hypothesis. In the similar situation like which Long (1996: 451-2) has stated, foreigner talk posits interaction between NNSs and NSs, creates a naturalistic Second Language Acquisition environment where the NNSs learn through negotiation of meaning and attention is focussed (Mackey, 1999; cited in Gass, 2007) on gaps in their target language knowledge. Therefore, the acquisition of L2 could be facilitated well because foreigner talk connects input, internal learner capacities, particularly selective attention, and output in productive ways (Long, 1996). One of the examples of conversation of foreigner talk is as follow: (3) NS : Theres.. theres a drinking bottle on the table. NNS: A what? NS : Bottle, drinking bottle to drink water? NNS: Boar? NS : You drink water from it, if you are thirsty. Drinking bottle. NNS: Ahh, ahh, bottle to drink, you say drinking bottle! NS : Yes. Throughout the conversation of foreigner talk, the NNS acknowledges the fact that the new word drinking bottle came from the interaction and especially as a consequence of the negotiation work. The Interaction Hypothesis has been proven where it establishes that when a learner or NNS is attempting to negotiate conversation in the target language, the gaps in his/her abilities are revealed to him/herself. Generally, these abilities include pronunciation, syntax, grammar and vocabulary. Subsequently, the Interaction Hypothesis concludes that this self-realisation, brought about by authentic interaction, will encourage the NNS to produce target language output to negotiate meaning and seek out the knowledge they lack. Also, the interaction between the learner who is a NNS and other NNSs or NSs, results in language acquisition on the part of him/herself, meaning he/she has internalised and modified that chunk of language and will be able to produce correct output later when necessary. In the meantime, Interaction Hypothesis reveals that checks are the key to the SLA process (Long, 1983b; cited in Brulhart, 1986). One way the learner realises the gaps in their knowledge is by checking with the person they are having a conversation with during foreigner talk. The simplest of which are known as modification checks. There are several different types of interaction modification checks that take place during a natural conversation which assist the learner advance in the target language. The first one is clarification requests which the learner recognises a word that they are strange with and they ask for clarification. In general, clarification requests are formed by questions but may consist of wh- or yes-no questions, as well as tag questions. For example, â€Å"What did u mean?† After this, the interlocutor (NS) is required either to furnish new information or to recode information previously given. Secondly, it is confirmation check which the learner reacts t o a sentence uttered by the other speaker and uses the L2 to confirm that they understood correctly. They always involve repetition of all part of the interlocutors preceding utterance (Long, 1980: 81-2, cited in Hasan, 2008: 41). The example is as below: (4) NNS : Do you want to come over and study tonight? NS : Sorry, I have to do my landry. NNS : Your..laundry? (comfirmation check) NS : Yeah, my laundry. My clothes dirty. The third modification check is comprehension check (Long, 1980; cited in Hasan, 2008). The learner asks a question to the other person in the conversation to confirm that they understood the meaning of the learners sentences. For instance, â€Å"Do you understand?† In effect, this production of checks could provide the learner with opportunities, builds positive affective feelings of confidence and learning opportunities. Also, conversational breakdown could also be avoided. In conclusion, foreigner talk has meant a focus on the linguistic and discourse structure of the NSs input to the learner (NNS), with a view to eventually determining the influence of that structure on L2 learning. Besides, the modification checks which are carried out during foreigner talk could assure that comprehension of the learners is checked explicitly, and utterances which are unclear are clarified and understood. Therefore, as Foster (1998; cited in Hasan, 2008: 42) claims that checking and clarifying problem utterances (negotiating for meaning) ensures the learners receive comprehensible input and generate comprehensible output, it should be noted that foreigner talk is truly helpful and crucial to SLA.

Comparing and Contrasting Self-Awareness in the Works of Emerson, Whitm

Defining Self-Awareness in the works of Emerson, Whitman and Poe Literature in the American Renaissance influenced the Romantic sentiment that prevailed during this period: the emergence of the individual. This materialization evolved out of the Age of Reason, when the question of using reason (a conscious state) or faith (an unconscious state) as a basis for establishing a set of beliefs divided people into secular and non-secular groups. Reacting to the generally submissive attitudes predominant in America at this time, nineteenth century writers envisioned "the source of religion within consciousness itself" (Chai, 10). This "secularization of religion" ultimately led to the "isolation of the self from others" (Chai, 10), and manifested the persuasive theme in Renaissance literature that promoted independent thinking. The writings of Ralph Waldo Emerson, Edgar Allan Poe, and Walt Whitman all emanate from this Romantic spirit. "Trust thyself" asserts Emerson, do not remain "clapped in jail by [your] consciousness" (261), be "led [out] in triumph by nature" (542). Merging the individual and nature is a common motif in Romanticism, but these writers had contrasting views on the dynamics of this connection. While Emerson and Whitman were on one end of the Romantic meter proclaiming the potential greatness of the individual, Poe was at the other end questioning human nature. Indeed, the literature these authors produced are relative to the Romantic trend in elevating self-awareness, however their work demonstrates Emerson and Whitman differ with Poe regarding the ascendancy of the conscious and unconscious states of the mind. Emerson and Whitman celebrated the conscious power of the individual, while Poe exposed the hidde... ... "Being Odd, Getting Even." The American Face of Edgar Allan Poe. Ed. Shawn Rosenheim and Stephen Rachman. Baltimore: John Hopkins University Press, 1995. 3-36. Chai, Leon. The Romantic Foundations of the American Renaissance. Ithaka: Cornell University Press, 1987. Coleridge, Samuel. The Portable Coleridge. Ed. I. A. Richards. New York: Penguin Books, 1950. Emerson, Ralph Waldo. Essays and Lectures. Comp. Joel Porte. New York: Literary Classics, 1983. Lauter, Paul, ed. The Heath Anthology of American Literature. 3rd ed. Boston: Houghton Mifflin, 1998. Poe, Edgar Allan. The Philosophy of Composition. Lauter 1529-37. Waggoner, Hyatt H. American Poets: From the Puritans to the Present. Baton Rouge: Louisiana State University Press, 1984. Whitman, Walt. Preface to Leaves of Grass. Lauter 2729-43. ---. Song of Myself. Lauter 2743-94. Â   Comparing and Contrasting Self-Awareness in the Works of Emerson, Whitm Defining Self-Awareness in the works of Emerson, Whitman and Poe Literature in the American Renaissance influenced the Romantic sentiment that prevailed during this period: the emergence of the individual. This materialization evolved out of the Age of Reason, when the question of using reason (a conscious state) or faith (an unconscious state) as a basis for establishing a set of beliefs divided people into secular and non-secular groups. Reacting to the generally submissive attitudes predominant in America at this time, nineteenth century writers envisioned "the source of religion within consciousness itself" (Chai, 10). This "secularization of religion" ultimately led to the "isolation of the self from others" (Chai, 10), and manifested the persuasive theme in Renaissance literature that promoted independent thinking. The writings of Ralph Waldo Emerson, Edgar Allan Poe, and Walt Whitman all emanate from this Romantic spirit. "Trust thyself" asserts Emerson, do not remain "clapped in jail by [your] consciousness" (261), be "led [out] in triumph by nature" (542). Merging the individual and nature is a common motif in Romanticism, but these writers had contrasting views on the dynamics of this connection. While Emerson and Whitman were on one end of the Romantic meter proclaiming the potential greatness of the individual, Poe was at the other end questioning human nature. Indeed, the literature these authors produced are relative to the Romantic trend in elevating self-awareness, however their work demonstrates Emerson and Whitman differ with Poe regarding the ascendancy of the conscious and unconscious states of the mind. Emerson and Whitman celebrated the conscious power of the individual, while Poe exposed the hidde... ... "Being Odd, Getting Even." The American Face of Edgar Allan Poe. Ed. Shawn Rosenheim and Stephen Rachman. Baltimore: John Hopkins University Press, 1995. 3-36. Chai, Leon. The Romantic Foundations of the American Renaissance. Ithaka: Cornell University Press, 1987. Coleridge, Samuel. The Portable Coleridge. Ed. I. A. Richards. New York: Penguin Books, 1950. Emerson, Ralph Waldo. Essays and Lectures. Comp. Joel Porte. New York: Literary Classics, 1983. Lauter, Paul, ed. The Heath Anthology of American Literature. 3rd ed. Boston: Houghton Mifflin, 1998. Poe, Edgar Allan. The Philosophy of Composition. Lauter 1529-37. Waggoner, Hyatt H. American Poets: From the Puritans to the Present. Baton Rouge: Louisiana State University Press, 1984. Whitman, Walt. Preface to Leaves of Grass. Lauter 2729-43. ---. Song of Myself. Lauter 2743-94. Â