Summary of Pirates of the Caribbean :: essays research papers

This story is about a boy named Jim Hawkins who lives at an inn that his mother and father run and watch over. So one normal day, a pirate looking man walked into the door for somewhere to stay in for a couple of nights. This pirate looking man was called the captain {Bill}, because he never told the Hawkins family what his real name was. So every day the inn family would provide him with food and shelter and Rum. He would always drink to much rum and he would become every drunk and inconsiderate of others. Jim’s father was getting very sick as the cold winter came along and working so much while running the inn. He soon died and his wife and child had to take care of the inn by themselves. A day or two later Bill the captain had a stroke because of the amount of rum he had drank while he was with the Hawkins family in their inn. Soon as the captain kept on drinking he soon passed away. When he died, Jim and his mother look for a key to open his suitcase which they think they can get their money that Bill had owned them cause of his stay at the inn and the meals they provided for him. The found some interesting things in his ripped coat such as the key which they were looking for, and other materials that shipmates carry with them. They also find a letter, and a treasure map, which they decide to take off for a journey to find the missing treasure that no other pirate or other human-being has come before. While on the road on the start of the journey they notice a lantern shinning about a decent couple feet away coming toward their direction. They were also looking for Bill’s treasure map that someone had given him to look for the treasure, but soon stumbled upon him when they walked into the Hawkis inn and noticed he was dead. So the mad men walk away from the inn from nothing but dead bill. Jim and his mother walk to Mr. Trelany’s house to tell him the news but the maid that answers his door, tells them that he is over the squire’s house. After the joy and excitement of the people that were going on this journey they found a ship and a couple new experienced ship mates.

Analysis of a Poem Essay

Andrew Marvell’s poem To His Coy Mistress gives the reader a chance to delve into the mind of the narrator as he tells of his love for his mistress. This seems to be a simple enough theme, and indeed poets have been sounding out their barbaric yawps for quite some time over this issue of love, but what is so intriguing and memorable about Marvell’s take on love is how romantic it is (romantic in the romance way and not in the Romantic time period of poetry). He gives more of a narrative account of his love instead of the more fantastical accounts which accompany any number of Poe’s poems to his ‘lost Lenore’ or even of a less stable vision of beauty that Rimbaud portends to in his Barbarian poem. Marvell’s take on romance and love is a very elegant poem; in this essay Marvell’s elegant style and the way in which he sets the scene with concrete and realistic details will be given strict attention along with the metaphor and use of allusion. To begin with, Marvell introduces the reader to the subject of the poem even before the poem is begun. He applies the adjective ‘coy’ to his mistress which is a word full of connotations. With this word in mind in describing his mistress the reader is left to wonder why the woman is coy, or what makes her or causes her to be this way. Already the reader’s mind is a race toward an explanation of the woman. Thus, Marvell has succeeded in creating an air of mystery around the object of his affection and thereby placing an enigmatic tone to the poem even before one has read the first line. In typical romance fashion Marvell begins his poem with turn of the line which expresses things that are not but if they were he states what he and his love would do, Had we but world enough, and time, This coyness, lady, were no crime. (Marvell line 1-2). The word coy derives in part from the word coquettish which is a French word used to describe gaining the affections of the opposite sex for personal gratification. Thus, it would seem that Marvell is painting out the object of his desire to be a woman who has a lot of vanity and wishes to conquer his heart. Thus, the poem sets itself up to connotative notions of hedonism. This is states because the woman wants the older man’s affections for no other reason except to have them: She does not desire his affections for love or money or any personal gain except for her own vanity. Thus, the lines stating if they â€Å"had†¦but world enough† (Marvell line 1) then her coyness would be more highly permitted and not a ‘crime’. Perhaps Marvell included this bit about ‘crime’ because typically prostitutes are the ones who use coquettish techniques to acquire the attention of potential clients and thus the woman’s coyness is associated with sexual hedonism. Whatever the cause of the coyness (employment of pure ego) it is clear that the narrator does not mind the attention. Although, another take on this notion of being coy could have more to do with the time period in which Marvell wrote the poem (1650)– during which a woman was typically shy and not forward while in male company and therefore this brave act of ‘flirting’ caught the poet off guard. Continuing on with the narrative part of the story, Marvell further suggests in his poem what he and the young woman would venture out into their world and do: We would sit down, and think which way To walk, and pass our long love’s day. Thou by the Indian Ganges’ side Should’st rubies find: I by the tide (Marvell lines 3-6). Here Marvell gives a glimpse of his homeland’s exploration into the world and names exotic location by which these two could walk (or love by). Mainly, exploration was done in the East and this exotic atmosphere perhaps pairs well with how brazenly the mistress is flirting with the narrator. Thus, Marvell is coupling the woman with the landscape by which he thinks she could better flourish- a place where being coy is not considered a crime. Thereby does Marvell transport this moment into a more exotic locale which further supports the idea that the poet is a romantic in the sense of wooing. To further illustrate Marvell’s romantic nature he states, Love you ten years before the flood And you should, if you please, refuse Till the conversion of the Jews (Marvell lines 8-10). This again refers to having a world of there own in which apparently time and space do not exist in any rational form or according to physical laws of nature which would allow Marvell to have loved this woman since Noah’s fated flood (again, support for the romance of the poem). The last line of this part makes reference to the Jews – a reference which alludes to the manner in which Marvell would love this mistress. That is to say that he would love her in the same strict fashion that the Jews never converted to Christianity despite the Inquisition which was a time period that at the writing of this poem had ended a hundred or years earlier but a memory that was still fervently in the minds of the people of Europe. Marvell connotes many religious themes in this poem that help to show his knowledge of religion which further creates an atmosphere to the poem (perhaps Marvell is even stating that he will love this woman in a platonic fashion or nonsexual way until they are married as the Bible suggests should happen between man and wife). This idea of physical love and abstinence from sex until marriage carries further into the poem as Marvell states, My vegetable love should grow Vaster than empires, and more slow; (Marvell lines 11-12) This concept of vegetable love means that Marvell will love this woman for her self instead of for her sex. This is derived from the fact that Marvell suggests a vegetable love rather than a fruit love – fruits have a long association with sex and sexual passions and because Marvell chose to not allude to fruit but to vegetable (meaning vegetative perhaps and therefore dormant, or rather, latent sexual activity or sex after marriage) in order to support his proclamation of saving sex for marriage. Also, vegetables are a deep root plant which further illustrates Marvell desires to love this woman with a deep love not a purely fleshy love. If then Marvell is looking for a more lasting relationship with this woman it is no wonder that in lines 13 through 18 he expresses such a love through ages. Although the reader has already been exposed to the type of ageless love Marvell silently promises this woman with the flood (an antiquarian allusion) he further tells of an ageless bond between himself and this woman as well as the magnitude of this love with the following lines, An hundred years should go to praise Thine eyes, and on they forehead gaze Two hundred to adore each breast, But thirty thousand to the rest; An age at least to every part, And the last age should show your heart (Marvell lines 13-18). In these lines also, Marvell seems to telling of his hopes for this union. He desires a woman who has a true heart and therefore is not only interested in sex. He wants a beloved who will stay by him in old age as well as in their youth. Marvell seems to be placing a lot of emphasis on carnal pleasure versus what he perceives to be a more pure form of love. Albeit both will exist in his relationship with this woman should they get married, what Marvell truly wants out of this relationship is a lasting companion. His many allusions to time seem to fit with this theory fairly well considering he mentioned loving her until the apocalypse (it is said that the Jews will not convert to Christianity until the end of the world which is when Marvell professed he would love this woman). However, it seems that Marvell has a change of heart toward the last lines of the poem when he seemingly begs the girl for sexual gratification. Thus, the poem itself presents a timeframe of the poet’s thoughts leading from love to sex and back again. It seems that while Marvell desires a chaste union he also requires a more carnal pleasure right away. There may be something rather male delivered in the lines â€Å"Time’s winged chariot hurrying near† (Marvell line 25) which speaks to not wanting to waste any more time being strangers but to gain union together. Thus, despite the poem’s romantic notions the poet’s theme remains clear – pleasure and passion and love. Works Cited Cullen, Patrick. Imitation and Metamorphosis: The Golden-Age Eclogue in Spenser, Milton, and Marvell. PMLA Vol. 84, NO. 6 (Oct. 1969) 1559-1570. Hogan, Patrick G. Marvell’s ‘Vegetable Love’. Studies in Philology, Vol. 60, No. 1 (Jan. 1963) 1-11. Hyman, Lawrence W. Politics and Poetry in Andrew Marvell. PMLA, Vol. 73, No. 5 Part 1. (Dec. 1958) 475-479. Legouis, Pierre. Andrew Marvell: Further Biographical Points. The Modern Language Review. Vol. 18, No. 4 (Oct. 1923), 416-426. Summers, Joseph H. Marvell’s ‘Nature’. EHL. Vol. 20, No. 2 (June 1953) 121-135. Tolliver, Harold. The Critical Reprocessing of Andrew Marvell. ELH, vol. 47, no. 1 (Spring 1980) 180-203.

Sample Lesson Using the Inductive Approach

sample lesson: simple future June 5th, 2012 Introduction: This sample lesson is made for beginners (kids) for explaining simple future with an inductive approach. Using some visual aids to get the attention of the students through examples like, dialogs, conversations, images and videos. Teaching in a generative situation, which follows the real world is used in order to generate a real environment to make students experience like in the real life. Making students apply the language in the real situation is the most crucial.This means that the purpose of learning language is to realize how to use it correctly in a right situation. Natural language acquisition means that learning a language at an environment of non-intervention, the best approach of experimental learning is that situates the learner at the environment which is full of our foreign language, and it’s as the acquisition of our first language. Simple Lesson: Teaching simple future through dialogs. (begginers) The t eacher shows a video of a trip, taken from a website to the students, using it as the introduction of the simple future with appropriate vocabulary to the group. Places, food, activities). Step 1. The teacher plays a little conversation about a trip. Mary: What will you do in your summer vacations? Paul: I will go to the beach with my family. Mary: Will you go to a Mexican beach? Paul: Yes, I will. I will travel to Cancun. And what will you travel the next vacations? Mary: No, I won’t. I just will stay here. Paul: Oh, I will bring you something from Cancun. Mary: thanks! Then the teacher asks them: what are they talking about? * Last weekend * Next weekend * Every weekendThen he gives some seconds to the students to think about the answer. Step 2. Here, the Teacher shows an image in this case it would be a beach and ask students to say some ideas according to the image. For example: Travel by car Take pictures Swim Eat seafood, etc. Then the teacher writes the list of words o r sentences on the board. Step 3. The teacher writes on the board, the following: I will (say the ideas they gave) You He she I will (say the ideas they gave) You He sheThe teacher is going to read the first one: ‘ I will travel by car’ Then the students are going to continue with the following examples to form a simple future sentence with the information they gave. After that, the teacher asks them to repeat with he the sentences. Step 4. In this step, the students create some sentence using real information like what will they do the next weekend, to evaluate the knowledge learned. Discussion: In this sample lesson, chosen a video of a trip leaves students watch and understand the context and they can realized what the video is about.The teacher also chose an image that is so useful in this case, because it leaves students to think about activities or use their imagination to produce ideas related to the image. Asking students to read sentences using the rule but not provide it them like an explanation leaves them to discover the rule applied, and notice about the new item and may lead them to work out the rules by induction. In step 1 the rule is a little provided, without an explanation, for the students and they can realize that they’re talking about next activities.And listening skill is required to attend the attention to students to the form. In steps 2 and 3 students are more closely to describe activities used to talk about future. And in step 4 students are capable to demonstrate of the new item. Evaluation E-factor: in terms of efficacy this sample lesson is efficient if the vocabulary provided is comprehensible or the video used is adaptable for kids. It is also essential that the video and the conversation are intelligible by reference and context. A problem here is that the internet couldn’t work so that would make difficult the class.This detracts from the ease of preparation. If the video and the conversation are to o long it will require a lot of time, reducing the economy factor. And in terms of efficacy the contextual support they gave with the ideas related to the image, the conversation and the video scores highly in terms of efficacy. A-factor: students will be familiar with the conversation because it was with appropriate vocabulary for beginners (kids). The use of dialogs, videos, images matches learners of how language is used in the real world.Also through inductive approach students can discover the rule through examples. Conclusion This sample lesson was referred with the inductive approach in which students learned through experience and discover by themselves. The rule so in this case they fit their mental structures than in a deductive approach. And students are more involved in the learning process. Using this approach is easier for beginners to learn new rules because they interact more participating, and are more likely to work in the activities presented. And learn through ex perience that is the natural route to learning.

One Percenters Motorcycle Gang

One Percenters Motorcycle Gang The term One-Percenters originated from the July 4, 1947, annual Gypsy Tour race sanctioned by the American Motorcyclist Association (AMA) which was held in Hollister, California. The  Gypsy Tour race,  which was the  pià ¨ce de rà ©sistance of motorcycle racing events during that time, was held at different locations across America and had been previously held in Hollister in 1936. The Event A location near the town was chosen again in 1947 partly because of  its  long relationship with bikers and various biker-related events that were held throughout the years, and also because of the welcome the   AMA  received by the town merchants who knew the positive impact it would have on the local economy. Approximately 4,000 attended the  Gypsy Tour  race and many of the riders and non-riders ended up celebrating in the town of Hollister. For three days there was a lot of hard-core beer drinking and street racing that went on in the town. By  Sunday,  the California Highway Patrol was called in armed with tear gas to help put an end to the event. The Aftermath After it was over, there was a record of about 55 bikers being arrested on misdemeanor charges. There were no reports of property being destroyed or of looting and not a single report of any local people being harmed in any way. However, the San Francisco Chronicle ran articles that exaggerated and sensationalized the event. Headlines like  Riots... Cyclists Take Over Town and words such as â€Å"terrorism† described the general atmosphere in Hollister over the holiday weekend. To top it off, a  San Francisco Chronicle  photographer by the name of Barney Peterson  staged  a photograph of an intoxicated biker holding a bottle of beer in each hand while leaning against a  Harley-Davidson motorcycle,  with broken beer bottles scattered on the ground. Life magazine picked up on the story and in the  July 21,  1947,  edition it ran  Petersons staged photograph   on full-page display titled, â€Å"Cyclist’s Holiday: He and Friends Terrorize Town.†Ã‚  Ultimately, to the dismay of the AMA, the image sparked both fascination and concern about the violent, unruly nature of the growing subculture of motorcycle groups. Afterward, films about motorcycle clubs with members depicting bad behavior began hitting the movie theaters.  The Wild One, starring  Marlon Brando, brought particular attention to gang-type behavior displayed by members of motorcycle clubs. The event became known as the Hollister Riot although there is no documentation that an actual riot occurred and the town of Hollister invited the race back, other cities across the country believed what the press reported and it resulted in numerous cancelations of the  Gypsy Tour races. AMA Responds It was rumored that the AMA defended the reputation of its association and member, with an alleged press release stating that, The trouble was caused by the one percent deviant that tarnishes the public image of both motorcycles and motorcyclists and going on to say  that 99 percent of bikers are law-abiding citizens, and the one percent are nothing more than outlaws.   However,  in 2005 the AMA denied credit for the term, saying that there was no record of any AMA official or published statement that originally used the one percent reference. No matter where it actually originated from, the  term caught on  and  new outlaw motorcycle gangs   (OMGs) emerged and embraced the concept of being referred to as  one-percenters. The Impact of War A number of veterans returning from the Vietnam War joined motorcycle clubs after being ostracized by many Americans, especially within their same age group. They were discriminated against by colleges, employers, often spat upon when in uniform and some considered them nothing but government-grown killing machines. The fact that 25 percent were drafted into the war and that the rest were trying to survive it did not seem to sway opinions. As a result, in the  mid-1960-70s, a  surge of outlaw motorcycle gangs emerged across the country and created their own association which they proudly called, One Percenters.  Within  the association, each club could have its own rules, operate independently and given a designated territory.   The outlaw motorcycle clubs; the  Hells Angels, Pagans, Outlaws, and Bandidos emerged as what authorities  refer to the Big Four with hundreds of other one-percenters clubs existing within the subculture. Differences Between Outlaws and One Percenters Defining the differences (and if any exists) between outlaw motorcycle groups and one-percenters depends on where you go for the answer. According to the AMA,  any motorcycle club that does not adhere to AMA rules is considered an outlaw motorcycle club. The term outlaw, in this case, is not  synonymous with criminal or illegal activity. Others, including some outlaw motorcycle clubs, believe that while all one-percent motorcycle clubs are  outlaw  clubs, meaning that they do not follow AMA rules, not all outlaw motorcycle clubs are one-percenters, (meaning that they do not participate in illegal activity. The Department of Justice does not differentiate between outlaw motorcycle gangs (or clubs) and one-percenters. It defines one-percenter  outlaw motorcycle gangs as being highly structured criminal organizations, whose members use their  motorcycle clubs as conduits for criminal enterprises.

About Plato and His Philosophical Ideas

About Plato and His Philosophical Ideas Plato was one of the most famous, respected, and influential philosophers of all time. A type of love (Platonic) is named for him. We know the Greek philosopher Socrates mostly through Platos dialogues. Atlantis enthusiasts know Plato for his parable about it in Timaeus and other descriptions from Critias. He saw tripartite structures in the world around him. His social structure theory had a governing class, warriors, and workers. He thought the human soul contained reason, spirit, and appetite. He may have founded an institution of learning known as the Academy, from which we get the word academic. Name: Aristocles [dont confuse the name with Aristotle], but known as PlatoPlace of Birth: AthensDates 428/427 to 347 B.C.Occupation: Philosopher The Name Plato Plato was originally named Aristocles, but one of his teachers gave him the familiar name, either because of the breadth of his shoulders or his speech. Birth of Plato Plato was born around May 21 in 428 or 427 B.C., a year or two after Pericles died and during the Peloponnesian War. He was related to Solon and could trace his ancestry to the last legendary king of Athens, Codrus. Plato and Socrates Plato was a student and follower of Socrates until 399, when the condemned Socrates died after drinking the prescribed cup of hemlock. It is through Plato that we are most familiar with Socrates philosophy because he wrote dialogues in which his teacher took part, usually asking leading questions the Socratic method. Platos Apology is his version of the trial and the Phaedo, the death of Socrates. The Legacy of the Academy When Plato died, in 347 B.C., after Philip II of Macedonia had begun his conquest of Greece, leadership of the Academy passed not to Aristotle, who had been a student and then teacher there for 20 years, and who expected to follow, but to Platos nephew Speusippus. The Academy continued for several more centuries. Eroticism Platos Symposium contains ideas on love held by various philosophers and other Athenians. It entertains many points of view, including the idea that people were originally doubled some with the same gender and others with the opposite, and that, once cut, they spend their lives looking for their other part. This idea explains sexual preferences. Atlantis The mythical place known as Atlantis appears as part of a parable in a fragment of Platos late dialogue Timaeus and also in Critias. Tradition of Plato In the Middle Ages, Plato was known mostly through Latin translations of Arabic translations and commentaries. In the Renaissance, when Greek became more familiar, far more scholars studied Plato. Since then, he has had an impact on math and science, morals, and political theory. The Philosopher King Instead of following a political path, Plato thought it more important to educate would-be statesmen. For this reason, he set up a school for future leaders. His school was called the Academy, named for the park in which it was located. Platos Republic contains a treatise on education. Plato is considered by many to be the most important philosopher who ever lived. He is known as the father of idealism in philosophy. His ideas were elitist, with the philosopher king the ideal ruler. Plato is perhaps best known to college students for his parable of a cave, which appears in Platos Republic.

AVALANCHES AND LANDSLIDES Essays - Avalanches, Avalanche, Landslide

AVALANCHES AND LANDSLIDES Submitted to: Ms.Delgado GEOGRAPHY 12/9/96 By OUTLINE AVALANCHES AND LANDSLIDES 1. a.WHAT IS AN AVALANCHE OR LANDSLIDE? b.EXACTLY HOW DOES AN AVALANCHES OCCUR 2. a.I TALK A LITTLE ABOUT PAST AVALANCHES b.PAST DEATHS FROM AVALANCHES 3. a.CONCLUSION CLOSING OF MY REPORT AVALANCHES AND LANDSLIDES What is an avalanche? , well it's a large mass of snow and ice or of earth or rock sliding down a mountain side or a cliff. And how does an avalanche occur, well mainly they happen by vibrations caused by movement of the earth such as an earthquake, gunfire, rainy weather, and many more. Now I would like to talk a little about past avalanches and landslides that have occurred like the 1903 Frank landslide and avalanche that happened at the same time, in Alberta Canada it destroyed the parks canyons it's beautiful trees' it's wonderful sights and killed nearly one hundred people, and covered a small town near Alberta with ice and snow. Another devastating avalanche incident is the 1964 Sherman slide, in which a huge avalanche was triggered by the 1964 Alaskan earthquake. The slide spilled out onto the Sherman glacier, during the big slide several other smaller slides happened and those were the one that took lives in Anchorage, and destroyed property There are a couple of types of avalanches and how the destroy so much this one is named "Loose Snow Avalanches"1, it starts' in a small area then grows in size and mass as it descends.Another type is the "Slab Avalanche" it actually starts in a large area of ice and snow and then begins to slide. AVALANCHES AND LANDSLIDES On September 12 of 1717 crusaded down the Troilet, Italy glacier, gaining speed on a cushion of air reaching a falling velocity of km/hr over a 3600 m fall. Two towns were destroyed, with seven people killed and a 120 cows lost. The slosh of an avalanche ran up the far side of the valley at a speed of 125 km/hr. In developed areas such as ski resorts it is possible to predict avalanches because they are controlled with explosives and artillery. In a back-country areas it is possible to predict avalanches because the forecast relies on experience of the person making the observation. There are no computer models available to predict avalanches and therefore predictions are only accomplished by repetitive observations and knowledge of snow properties. Due to difficulty in reliable predictions method areas of avalanche hazards must rely on controlling or altering the effects of an avalanche. The back country explorer must be highly skilled in determining safe routes and rescue procedures over and above relying on predictions of avalanches for personal safety. Avalanches kill people many ways but the most common cause of death is suffocation. There is little air trapped in the avalanche and within a short period of time the victim loses consciousness and dies. A victim can also be killed from the force of the snow slamming into the body or by traveling in the avalanches and being smashed against trees and other objects. AVALANCHES AND LANDSLIDES Knowledge can help you avoid being caught by a snow avalanche, it may help you survive if you are buried. Snow avalanches are natural phenomena so complex one can never have all the information necessary to predict avalanche conditions with certainty. Well this is my report on avalanches hope you learned more on avalanches but we will never know all there is to know about avalanches, sorry it's not the five pages I was lucky to find this little amount of information. NOTES Mears,Ronald I., Design Criteria for Avalanche Control Structures in the Runout Zone,June1981. S.D., All You Ever Wanted To Know About Snow..., November 24, 1988. Snow Avalanches from Cold Regions Hydrology and Hydraulics,Ryan, W.L. Snow Avalanche Hazards and Mitigation in the U.S. BIBLIOGRAPHY World Wide Web author . Avalanche weather station author . Snow and Weather disaster station.

The effectiveness of mouth-care practices for preventing ventilator Literature review

The effectiveness of mouth-care practices for preventing ventilator associated pneumonia in ventilated patients - Literature review Example This paper focuses upon ventilator-associated pneumonia (VAP), an avertable resultant of mechanical ventilation and intubation. VAP is essentially pneumonia that forms in intubated patients within the first 48 or so hours. It normally occurs in patients have been put on a mechanical ventilator support to aid their laboured breathing. As will be noted in the research findings, VAP is preventable through a number of interventions. According to the Institute of Healthcare Improvements, VAP prevention in intubated patients can be done by raising the head of ventilated patients’ beds up to 300, administering blockers such as gastric histamine, using sequential compression devices such as anticoagulants to inhibit venous thromboembolism. In addition, VAP can be averted in intubated patients by administering nurses exercising proper hand hygiene when performing intubation. Furthermore, interrupting daily sedation programs at 10 am to assess neurologic status is a key step aimed at pr eventing VAP in patients. As the dissertation will make clear, oral hygiene is of paramount importance when considering prevention and mitigating effects of VAP. By the end of this paper, it will be clear that coupling the aforementioned preventative bundles and timely oral hygiene measures such as tooth brushing can indeed prevent VAP occurrence. Therefore, this paper supports the premise that oral hygiene is paramount in dealing with and preventing VAP in ventilated patients.... Therefore, this paper supports the premise that oral hygiene is paramount in dealing with and preventing VAP in ventilated patients. Table of Contents 1.0 Abstract ......................................................................................................................... p. 2-3 2.0 Introduction ................................................................................................................... p. 5-6 3.0 Acknowledgements .........................................................................................................p.6 4.0 Literature Review ...........................................................................................................p. 6-8 5.0 Research Methods ..........................................................................................................p. 8-10 6.0 List of Tables 6.1 Findings of CHX study............................................................................................ p. 13 6.2 Incident of VAP i n neurologic patients of the ICU ................................................ p. 14 7.0 Findings ..........................................................................................................................p.10-19 8.0 Discussion ......................................................................................................................p. 19- 22 9.0 Conclusion and Recommendations .............................................................................. p. 22-23 10.0 References ..............................................................................................................p. 19-21 2.0 Introduction The writer of this review works as a nurse in an Intensive Care Unit (ICU) situated within a large teaching hospital. The hospital is one of