Bring Fate Upon Himself Essay Example for Free

Bring Fate Upon Himself Essay Arthur Aster Miller, born in New York in 1915, is a playwright of many successful works. When he was young, his father was a shopkeeper that was financially destroyed by the Great Depression of the 1930s, which prompted the Millers to move to Brooklyn. He grew up playing football and baseball and did not seem to display characteristics of genius. He graduated from Abraham Lincoln High School in 1932. In 1956, Miller, recently divorced, married model and actress Marilyn Monroe. He wrote a screenplay entitled Misfits, mainly to have his wife star in it. Often late on set and under the influence of drugs, Marilyn caused great strain on their marriage. The marriage fell apart in 1961. In 1964, he remarried, this time to photographer Inge Morath. Arthur Millers play A View from the Bridge centers round an ongoing problem, illegal immigration, and then deals with problems related to people trying to live together and coming into conflict with their individual desires and motivations. The topics raised are never easy to deal with and Miller shows how skillfully he can write about difficult issues, whilst enhancing the English language. The actors whose American accents are clear and convincing deliver the words with perfect pronunciation. This is a great view of life, which Arthur Miller is able to translate into a superb play. The cast all gives fine performances and bring out each characters innermost feelings with great skill. America is known as rich, wealthy and merchandised land. America warm-welcomes the outsiders. Many people migrated to America, and dreamt that there would be a better life for them, were excitement, enthusiasm, and adorability and thought someone will care for them. Jobs are easy to get, highly paid, yeah, but in America, there is more money, more problems. This is ironic as the Statue of Liberty stands over them, which promised wealth, happiness and the American dream, but failed to deliver. A View From the Bridge is a play set in the 1950s in Brooklyn, New York. Miller uses a lot of the places in the play A View From The Bridge symbolically. The first is in the title; it represents the fact that this play is only one view from the Brooklyn Bridge. It shows that there are many other lives being lived out around that bridge and maybe there are similar incidents occurring. It also gives the reader a sense of being a spectator, as Alfieri is, who can see what is happening but is powerless to stop it. The viewpoint is one of a middle-class person looking down on this inferior scene from a remote and distant place. From this place the practices on the waterfront would have seemed alien and unreal. That is why it is important the play was so named. This story is about a family who take the risk of welcoming illegal immigrants, Marco and Rodolpho, from Italy to stay in their home. Eddie, the father of Catherine was murdered. Some say he was the victim and was just a hardworking, honest man who was protecting his daughter. Others say his behaviour was unacceptable and he was a judgmental, scheming, selfish man who had to realise that Catherine was not still his little girl, and brought his fate upon himself. Heres what I think. Eddie Carbone didnt deserve to die, which I agree with, however the facts prove that if Eddie had not done what he did he wouldnt have died. Alfieri is the symbolic bridge between American law and tribal Italian law. Alfieri, himself the son of an Italian immigrant, acts as a chorus in the play. He gives his perspective from his position on the bridge or meeting ground between Italian and American cultures. Alfieri attempts to portray the characters objectively, but, especially in the case of Eddie Carbone, narrates the play as if it were a great legend. Alfieri positions himself as the great scribe or teller of an epic tale: the flat air in my office suddenly washes in with the green scent of the sea the thought comes that in some Caesars year another lawyer set there as powerless as I, and watched it run its bloody course. Alfieri adds grandeur to the story and transforms the story of a Longshoreman into a larger than life tragic tale. Alfieri was a lawyer who Eddie turned to when he needed help in the situation. Alfieris opening speech of Eddie describes him as a hard and honest man who worked hard for a living. He was a good man as he had to be in a life that was hard and even This quote is interesting as it shows how Eddie was from before meeting the immigrants to when Catherine and Rodolpho started dating. Eddie Carbone is a hard working longshoreman; he lives in America and lives with his wife Beatrice, and Catherine, who is Beatrices niece. One of Eddies problems was that he was too overprotective of Catherine and still treated her as his little girl. In act one Catherine was offered a job, however Eddie did not approve of his little girl going out into the big wide world on her own. I want you to be with a different kind of people. I want you to be in a nice office In this quote Eddie is saying she is too good for that job and should stay at school. Eventually after a lot of persistent persuasion from Beatrice and Catherine he lets her take the job. Eddies protectiveness was a good but it had reached a stage that was too protective.

Childhood Obesity And Obesity Epidemic Health And Social Care Essay

Childhood Obesity And Obesity Epidemic Health And Social Care Essay Han et al. (2010) identified that the global prevalence of childhood obesity has significantly increased over the last ten years. Story et al. (2009) note that adolescent obesity as a significant global challenge for health in the 21st century, noting that the prevalence in the United States had quadrupled from 1966 to 2003-2006. In the United States, the Centre for Disease Control postulates that the American society has become obesogenic (CDC website). Moffat (2010) notes that as early as the beginning of the twenty first century the obesity epidemic was legitimately acknowledged as both a medical and societal problem. Health professionals continue to sound the alarm that obesity is a serious health concern for children and adolescents and places them at risk for a myriad of health problems, not only during their youth but also as adults. Freedman et al. (2007) posit that childhood obesity increases the risk for cardiovascular disease during adolescence and adulthood. Further to th at, they went on to argue that outside of the health risks that childhood obesity poses, the magnitude of the problem is often overlooked from the economic costs perspective. Trasande and Chatterjee (2009) noted that in 2009 in the United States, increased health-care and utilization and expenditures were concentrated among adolescents. They went on to underscore that the immediate economic consequences of childhood obesity are much greater than previously realized and emphasized that there needs to be continued concerted efforts made to reduce the burden of this major co-morbidity. The burden is not isolated to just childhood and adolescence as Serdula et al. (1993) purport the view that obese children and adolescents are more likely to become obese as adults, a view later reinforced by Whitaker et al. (1997). In one study they identified that it was estimated that eighty percent (80%) of children who were overweight at aged ten to fifteen years were obese adults at age twenty-five . In a subsequent study Freedman et al. (2001) found that twenty-five percent (25%) of obese adults were overweight as children. Moffat (2010) notes that a number of studies conducted in the United States indicate that there exists an association between childhood obesity and low household income and food insecurity. As a result, she notes that children of low socio-economic status are the ones who bear the brunt of the obesity epidemic. It is also well documented that there is a higher prevalence of childhood obesity among ethnic minorities and immigrant children. Gordon-Larsen et al. (2003) and Sorof et al. (2004) noted that the prevalence of obese children was higher among Hispanics and African-Americans, who predominantly made up the low socio-economic status bracket of the United States. Poverty in the United States is highest among children, 20% of all children in the United States live in poverty, Kotch (2005), and consequently if poverty serves as a risk factor for obesity, they are going to be the population most affected. It is important to note that while at-risk populations are relatively easily identified, the very factors contributing to the obesity epidemic remain complex and not well understood. Basch (1999) identifies poverty as the single underlying cause for most diseases in the world today. Kumanyika Grier (2006) argue that low income communities or households may find it increasingly difficult to provide the resources or funds needed to provide children with nutritious meals or opportunities for sufficient exercise. The availability, affordability and appeal of foods that are low in nutritional value, but high in fat, sugar and calories, means that those in the lower socio-economic bracket find it easier to afford that meal plan. Further to that, persons in the low socio-economic bracket do not have access to food stores that sell healthy foods. In the United States, Powell and Chaloupka (2009), note that while the prices for low nutrition foods have been decreasing over the past few decades, the cost for healthy foods has been increasing, directly impacting the food options for the poor. Poverty affects not only the eating habits of minority groups but also influences their physical activity. Children, who live in poor households, normally live in poor or low income communities with crowded streets, marked by a lack of safe outdoor space or facilities in which they can play, Dwyer et al. (2006) and Franzini et al. (2009). A lack of physical activity or even a decrease in physical activity, coupled with increased fat and calorie intake are factors that can influence weight and lead to obesity in children. Other researchers, while they concur with the view that low socio-economic status is a determinant of childhood obesity, they go to note that other cultural and environmental factors exist, (Gordon-Larsen et al. 2003; Wang et al. 2007). Culture as a contributing factor must be considered in terms of its ability to influence behavioural patterns. Earlier arguments posited on stigmatization of excess body fat. However, children and adolescents in ethnic minorities find excess body fat and obesity to be less stigmatizing and less associated with a dissatisfaction of body types, Stice et al. (2006). Further to that, among Hispanics for example, a situation with which we can identify in the Caribbean, children who are small are considered to be sick or malnourished. In other low-income communities, such as African Americans, thin is associated with drug addiction or poverty, Jain et al. (2001). Here we see the stigma being attached to thin or small body types, creating an environment wher e obesity is acceptable, even preferred. Further to that, societal changes have also led to an adoption of sedentary lifestyles; a lifestyle that often times appear to be more pronounced among the minority groups. They are found to own more televisions than non-ethnic minority children and consequently spend more time watching television, and being exposed to advertising for high fat diets, Kain et al. (2004) and Kumanyika and Grier (2006). Having had discourse on the causes and aetiology of obesity in children and adolescents, identifying it as epidemic in the United States with long term implications for health, the question on prevention becomes more pertinent and leads to the identification of interventions. From the ongoing debate it seems that prevention of childhood obesity needs to incorporate a change in societal status, change in behavioural and cultural patterns as well as addressing the biological factors of obesity. McClaskey (2010) notes that with the increasing prevalence of childhood obesity in the United States, efforts at prevention must aim at protecting children, especially the vulnerable groups. She noted that some health centres in the US, are employing the use of a modified version of the national obesity programme We Can, to implement childhood obesity clinics, in an effort geared at reaching an underserved patient population. From the literature reviewed, it seems that while physicians are aware of the growing epidemic and its implications for health, Hall (2010) found that few actually initiated interventions on weight management with children. The impact of obesity among children and adolescents on morbidity, mortality and cost for healthcare, means that there is a need to engage not only the at-risk groups, but physicians as well on the need to overcome barriers to the resolution of this public health concern. Foremost in prevention and intervention is the need for education as re lates to the development and management of obesity. Healthcare professionals can and should be used in health promotions. The Institute of Medicine recommends that prevention of obesity should be encouraged in children and adolescents by tracking patients BMI, providing evidence-based counselling, and having healthcare teams act as role models, (IMO, 2005). This they argued, provides the opportunity to identify persons at risk and to provide opportunistic lifestyle advice, as well as provide pro-active care such as referral to a nutritionist or other actions geared at improving the nutritional and physical activity habits of the identified children. Hebebrand (2010) notes that efforts aimed at prevention should seek to incorporate the schools as school settings have proven important for health behaviour interventions. Such interventions in the US have seen the removal of vending machines from school compounds as well as prohibiting sale of sodas to reduce the consumption of sugar-sweetened beverages. The food industry in the United States has also responded to the need to modify diets by making products lower in caloric density. They have also developed foods with components claimed to assist in weight loss, (Gaullier et al. 2005) Roberto et al. (2010) noted in a study conducted, that childrens snack preferences can be influenced by the use of licensed characters such as Elmo being placed on the packages. As a result, they concluded that as a means of reducing childhood obesity, licensed characters to advertise junk food to children should be restricted. One of the most notable arguments for prevention indicates a need for prevention to begin in the early stages of the life of a child. Aranceta et al. (2009) underscore the need for the adequate nutritional status of the mother during pregnancy. At the community level, education on nutrition has been incorporated into the maternal care given to women. It serves to ensure their nutritional health as well as the future nutritional health of the infant. In 2009, First Lady Michelle Obama joined the campaign to fight childhood obesity. Her Lets Move Campaign is seeking to raise the nutritional level of school meals and improve access to healthier foods in deprived communities. That campaign has seen the inclusion and use of mobile food markets, in states such as Virginia. Further to that, parents are encouraged to enrol their children in extra-curricular activities. President Obama has also called for an additional one billion dollars to fund child nutrition programmes. Champions for Change, another campaign group, is advocating making changes in kitchens, homes, schools and neighbourhoods across America. It purports the need for more fruits and vegetables, more activity, which means less television, and more voices raised for healthy changes. Against this backdrop, from a public health perspective primary prevention of childhood obesity requires a population-wide approach that is multifaceted and that aims at promoting healthier eating practices, an active lifestyle and access and provision of care to children to ensure early detection of risk and thereby increase prevention. In 2004 the WHO approved the Global Strategy on Diet and Physical activity, encouraging all of its member states to develop and implement national action plans aimed at a reduction in obesity rates. Obesity, as previously noted, can have adverse health, social and emotional effects. It also increases the risk among adolescents for disability and premature death as adults. Story et al. (2005) notes that there are metabolic and physiological abnormalities associated with adolescent obesity, hypertension, dyslipidemias, orthopedic problems and type 2diabetes. Cowie et al., (2006) Ogden et al.(2006) and Reininger et al. (2009) have all documented findings that postulate that in the United States, underprivileged Hispanics have excessively higher rates of type 2 diabetes, obesity, cardiovascular disease, and cancer as compared to whites; diseases for which obesity has been noted to be a risk factor. The life-long consequences of this rising epidemic are or should be a serious concern for health planners. Increased morbidity means increased utilization of health service, increased supply of health care for example pharmaceuticals, which translates into increased cost of healthcare and notably, the at-risk population is the one least likely to be able to afford access to the required health services. That places an additional burden on social security. Research suggests that obesity-related chronic diseases previously found in adults such as hypertension and osteoarthritis are now appearing in minority children (Frenn et al., 2003; Kumanyika Grier, 2006; McCarthy et al., 2008). Therefore, addressing obesity during childhood, particularly in ethnic minority populations, is a priority in preventing escalating co-morbidities in adulthood and the adverse health outcomes associated with such co-morbidities. A review of the plethora of literature that deliberates on the topic childhood and adolescent obesity presents not solutions to this growing epidemic but points to a need for continued research aimed at identifying effectual prevention interventions for that age group. It highlights a void in the data on socially accepted, sustainable, and culturally appropriate interventions for the at-risk population, minority groups. All of these possible interventions, if they are to be successful, can only be integrated into mainstream society if they are a part of a coordinated system that includes multi-sectoral participation and involvement of all of the stakeholders.

Health, Safety and Welfare at Work Essay -- Workplace Health and Safety

Health, Safety and Welfare at Work Health and safety in the workplace is not only the responsibility of the designated Health and Safety Officer, it is the duty of all members of staff to be responsible for the safety of everyone they may have to deal with during the working day; both their colleagues and members of the public. The Health and Safety Executive are a body whose role is to promote safety in the workplace; both by providing information to employers and their employees, and also by ensuring that rules and guidelines are adhered to in everyday practice. According to the Health and Safety Executive (or H&SE), the employer has a responsibility under law to ensure, as far as is reasonably practicable, the employee's health, safety and welfare at work. The employer's duties include: - Making the workplace safe and without risks to health - Ensuring that plant and machinery are safe and that safe systems of work are set and are followed - Ensuring articles and substances are moved, stored and used safely - Providing adequate welfare facilities - Giving the information, instruction, training and supervision necessary for health and safety It is the duty of the employer to assess the risks to the health and safety of his/her staff. This will often necessitate a vigorous and thorough inspection of the workplace, paying particular attention to any piece of equipment or plant and any working practice that may be hazardous to the safety of staff. If there are 5 or more employees, any findings of the risk assessment must be recorded. Plant and machinery must be regularly inspected to ensure that it is... ...struction-phase health and safety plan. This must be done before any construction work begins. - The client must be reasonably satisfied that all those who are appointed are competent to carry out all their health and safety responsibilities. - The client must ensure that the health and safety file that was compiled during the construction process is kept readily available for inspection by anyone who may want to conduct any further construction work on the site in the future. The client may choose to appoint an agent to act on their behalf. In these circumstances the client must ensure that any person appointed in this capacity is fully competent and qualified to carry out their health and safety responsibilities. The Health and Safety Executive must be informed of any such appointment before work commences.

Forms of Assessment :: Teaching Education

Forms of Assessment If one was to draw a continuum on a piece of paper to plot out the different methods of language education the transactional method would be close to the center of the line, with the transmissional method and organic/Romantic method on the opposing ends. The transmissional method of instruction stresses direct instruction, usually with drill and practice type of exercises. The lessons are skills based with a stress on â€Å"part to whole† language. This refers to experiencing words as their individual graphophonemic parts. The transactional method of teaching stresses the facilitation of information from the teacher to the student. Learning for the transactional teacher is a social process with the learner. Knowledge is constructed by the learner and language is taught from â€Å"whole to part†. Whole to part refers to the context with which the learner sees text. Rather than learning words and graphemes individually, the learner sees them in full texts. These lang uage methods are often shaped by the particular paradigm that each teacher chooses. The search for truth forms the various paradigms that we have discussed in class. According to Realism, truth can be found only in the real world. The quest for knowledge ends with what we can see and feel and touch. Realism is very empirical and scientific therefore translates into a transmissional view of language. An example of a philosophy that comes from this paradigm is Essentialism. In contrast to Realism, Pragmatism holds that there is no truth. Truth is not found in the real world, but truth is relative. It is defined and constructed by the learner. The Pragmatist view translates into a transactional method of language instruction. The transaction between the teacher and the learner is a mutual quest for knowledge. The prime example of a philosophy of education that arises from Pragmatism is Constructivism. The third out of the three main paradigms that form educational thought is Idealism. Unlike Pragmatism, Idealism says that there is truth. Also, unlike Realism, Idea lism says that truth can be found in the metaphysical. So where does that leave Christians? Christians find knowledge in both the metaphysical (from God) and from the real world (His creation). That means that there must be a middle ground between Realism and Idealism. This middle ground is called Christian Theism. Christian Theism holds that there is truth and that it can be found, through God and His works.

Serious Errors within Rene Descartes’ Meditations on First Philosophy :: Philosophy Religion Essays

Serious Errors within Rene Descartes’ Meditations on First Philosophy One of Rene Descartes’ major culminations in Meditations on First Philosophy is â€Å"I must finally conclude that this proposition, I am, I exist, is necessarily true whenever it is put forward by me or conceived in my mind† (Descartes:17). This statement can be explicated by examining Descartes’ Cartesian method of doubt and his subsequent discovery of basic truths. Even though I do believe that Descartes concludes with a statement that is accurate: cogito ergo sum, there are areas of his proof that are susceptible to defamation. These objections discover serious error with Descartes’ method used in determining the aforementioned conclusion. In the first meditation, Descartes makes a conscious decision to search for â€Å"in each of them [his opinions] at least some reason for doubt†(12). Descartes rejects anything and everything that can be doubted and quests for something that is undeniably certain. The foundation of his doubt is that his opinions are largely established by his senses, yet â€Å"from time to time I [Descartes] have found that the senses deceive, and it is prudent never to trust completely those who have deceived us even once†(12). First, Descartes establishes that error is possible, employing the example of the straight stick that appears bent when partially submerged in water, as mentioned in the Sixth Replies (64-65). Secondly, he proves that at any given time he could be deceived, such is the case with realistic dreams. Further, Descartes is able to doubt absolutely everything since it cannot be ruled out that â€Å"some malicious demon †¦ has employed all his energies in or der to deceive me† (15). The malicious demon not only causes Descartes to doubt God, but also sends him â€Å"unexpectedly into a deep whirlpool which tumbles me around so that I can neither stand on the bottom or swim on the top†(16). Descartes has reached the point where he must begin to rebuild by searching for certainty. In the second meditation, Descartes is searching for an Archimedian point on which to seed a pearl of certainty. By doubting everything in his first meditation, Descartes consequently doubts his own existence. It is here that a certainty is unearthed: â€Å"If I convinced myself of something then I certainly existed†(17). However, Descartes â€Å"does not deduce existence from thought by means of syllogism, but recognizes it as something self-evident by a simple intuition of the mind,† or in other words, by natural light (Second Replies:68).

Critical Lense

Thomas De Quincey once said â€Å" all that is literature seeks to communicate power. † An author communicates a form of power to others through his/her works. Every piece of literature carries a strong message. These messages can open a person’s eyes and mind to a new perspective. It can also point out things that have repeated throughout history, like discrimination and hatred towards a certain race or what love can do for people. These messages could show what most people don’t see. Literature works such as To Kill A Mockingbird, by Harper Lee, and A Thousand Splendid Suns, by Khaled Hosseini, have a very strong message underneath. In To Kill A Mockingbird, by Harper Lee is a great novel about discrimination and injustice towards a certain race. This is a great novel about a particular trial, where Atticus Finch, a good lawyer, defends Tom Robinson, whose being accused of raping a young white girl. Tom Robinson is a black man, who has done nothing wrong but is being accused of raping someone just because of his skin color. It did not matter what the black man said back than. Whatever the white person said was always â€Å"right†. One of the themes for this book is the existence of social inequality. The social status of Maycomb was very complicated. At the top you had the Finches, than the Cunninghams, than the Ewells, which were considered white trash. But all the way below the Ewells were the blacks. As you can see, the blacks were below the white trash, they were at the very bottom of the social ladder. This really did effect the society in Maycomb. It divided people up into certain groups. Since the Ewells were above the blacks, it gave them the power to persecute Tom Robinson, an innocent black man. A Thousand Splendid Suns, by Khaled Hosseini, is a story about two women and their lives in Afghanistan. These two women with different ideas about life are brought together by war and loss. As they go through all the dangers that life has brought upon them, they create a strong relationship. They create a mother-daughter and kind of sisters bond. Their abusive husband and the dangerous streets of Kabul have brought them together. This book shows how someone’s love for her family can move this person to shocking self-sacrifice. And the key to surviving all of this is love. Through the theme of female bonds, you can see what the bond of love can do for a women. The efforts of their husband and the government to keep women from having power as much as possible does not work. They form great, strong bonds that give them confidence and strength to fight back. Laila and Miriam form this strong bond together. They both have support in one another. Towards the end, Miriam finally had the strength to fight Rasheed. She did not get this from herself, but from the confidence and love from Laila. As you can see, both of these great novels have a strong message underneath. One of the messages is that social inequality does exist and does destroy people’s lives. The other message is that bonds can give people strength and confidence, which gives them the ability to step up. Love is they key survival of these bonds. Women forms these bonds and have each other’s support and love to give them strength to do more in their life and also to self-sacrifice. Both of these messages have opened people’s eyes to new point of views.

The Renaissance North And South

Southern Renaissance was more secular compared to the Northern. Northern focused solely on religion. Southern focused more on art, but did not disregard religion completely Southern Europeans during the Renaissance focused on art and religion, while the Northern Europeans created many institutions of higher learning, where they taught practical learning, science, and technology. The ‘Golden Age' as many call it, is believed to be the time in which Europe has finally started to enter the ‘Modern Age. The Southern Renaissance (in Italy) began during the 14th century while the Northern Renaissance is believed to have started during the 1 the century. The Renaissance has increased the popularity of works of art and other fields of stud including: architecture, literature, sciences, politics, and religion. There is quite a few differences between the Southern and Northern Renaissance, and it is also based on the concept of Humanism.Different artists from the south and the nort h have shown these differences in views in their works of art and their concepts in picturing the WA way person lives his or her life. The Northern part of Europe during those times was strongly attached to the teaching gas of Christianity. The church led power, and humanists pictured their society as being more close to God or nature as possible. The North held that Middle Ages belief far longer than their Southern counterpart, and that is also the reason why most of their works of art are about landscapes and the lifestyles of people.The Southern part of Europe (Italy to be more precise) has a very different outlook on how art should be viewed and appreciated. Their artists created paintings about Greg eek and Roman mythologies, about gods and goddesses, and they were always searching for something new and better to create. The colors that they also developed made the nettings seem alive but not in a sense where the painting is the only thing that a person can see. It's more like the viewer can see the object and let his imagination roam freely.The layout of the land might have also played a significant role on how the Renaissance took place in the Northern and Southern parts of Europe. Italy is a place were trade w abundant, and they were exposed to different cultures (Asians and the like). These GA them the option to develop and discover new things. Southerners think that religion I still important, but it is not the only priority that they should be focusing upon. Politic and other sciences were the things that people thought about during those days, and that also changed their way of living.Northerners, on the other hand, was not too exposed to these changes and still clung to their belief of Jesus Christ and the church. The Southern and Northern Renaissance might have a lot of differences, but they have one thing in common: They valued artwork. There even came a time when these artists met and shared their opinions WI the each other. These led to the cr eation of better works of art which are appreciated by t he world today. Summary: 1 .The Southern Renaissance began during the 14th century while the Northern Renaissance was believed to have started during the 16th century. 2. The Northern Part of Europe is strongly attached to Christianity and the church. 3. The Southern Part of Europe during the Renaissance is more focused on the improvement of different fields of science including literature, architecture, politics, a ND religion. 4. Artwork from the North are based on Humanism and Landscapes. 5. Artwork from the South are more about Classical Greek and Roman Mythologies.