Essay about A Raisin in the Sun - 1559 Words

In 1959, American Vice President Richard Nixon and Soviet Premier Nikita Khrushchev came together at the American National Exhibition in Moscow, a â€Å"showcase of American consumer goods† (May 18), for â€Å"one of the most noted verbal sparring matches of the century,† aptly coined the â€Å"kitchen debate† (16). As Khrushchev applauded the Communist system and its hardworking women, Nixon â€Å"extolled the virtues of the American way of life† (16), emphasizing America’s â€Å"successful breadwinners supporting attractive homemakers in affluent suburban homes† (18). Although Nixon’s emphasis upon the suburban lifestyle may have successfully displayed America’s superiority in consumer goods, Nixon grossly â€Å"exaggerated the availability of the suburban home†Ã¢â‚¬ ¦show more content†¦A rhetorical question, borrowed from the Langston Hughes poem that serves as an epitaph to her play and an inspiration for her tit le, Hansberry suggests that while delayed dreams may â€Å"dry up / Like a raisin in the sun,† if ignored or suppressed too long, they will â€Å"explode† (3). Although Hansberry’s message, upon first glance, appears to be a prophetic warning of things to come, a closer examination of A Raisin reveals it to also be an artfully disguised call to action. Like the Negro spirituals, religious songs created and sung by African slaves as a hidden means of communication and protest, A Raisin in the Sun is a masked work of art, palatable to a white audience, but with a concealed message intended specifically for an African American audience. Growing up and maturing during the McCarthy era, Hansberry would undoubtedly be mindful of the need to exercise caution with the views expressed in her writings. Familiarity with the experiences of family friend, Paul Robeson, and intellectual mentor, W.E.B. Dubois, both victims of McCarthyism, certainly encouraged discretion with regard to the written expression of radical or revolutionary ideas (Carter 1). That she garnered inspiration from the Negro spirituals of her predecessors and concealed a message within A Raisin is revealed early in the play. At the end ofShow MoreRelatedA Raisin Of The Sun896 Words   |  4 PagesWhen I first read â€Å"A Raisin in the Sun† I thought it to be quite humorous and lighthearted. However after reading it again for a second time I noticed that while it is humorous, it is also set in a time where things were far from lighthearted for African Americans. This particular play was set in the 1950’s which was a very difficult time for t he United States in regards to race relations. I thoroughly enjoyed this story not only because of the controversy within the family unit but also becauseRead Moreâ€Å"A Raisin in the Sun†700 Words   |  3 PagesLorraine Hansberry used symbolism in her successful drama, â€Å"A Raisin in the Sun† to portray emotions felt in the lives of her characters and possible her own. Hansberry set her piece in Chicago’s South Side, probably the early 1950’s. During this period in history, many African-Americans, like the Youngers, struggled to overcome the well-known prejudices that were far too familiar. The main scene, in this touching realist drama, is the home of the Youngers, an overcrowded run-down apartment. Read MoreA Raisin Of The Sun1319 Words   |  6 PagesEssay 3: Suggested Topics A Raisin in the Sun was a play written in the late 1950’s analyzing the cruel effects of racism amongst the Younger family. The younger family suffers from racial discrimination within their living space, place of employment, and the housing industry. Racism has been going on for a very long time in the United States and will always continue to exist. Racism has not only led to political but also social issues. A Raisin in the Sun confronted Whites for an acknowledgementRead MoreA Raisin in the Sun1346 Words   |  6 Pages Though there was a heightened sense of tension over civil rights in the late 1950s when A Raisin in the Sun was written, racial inequality is still a problem today. It affects minorities of every age and dynamic, in more ways than one. Though nowadays it may go unnoticed, race in every aspect alters the way African-Americans think, behave, and react as human beings. This is shown in many ways in the play as we watch the characters interact. We see big ideas, failures, and family values throughRead MoreRaisin in the sun1171 Words   |  5 Pagesï » ¿PLEASE DO NOT WRITE ON THIS TEST! A Raisin in the Sun: Unit Exam Directions: Using a number two pencil, fill in the letter with the best answer. I. MATCHING: Match each character with the proper description. One will be left over. 1. Beneatha a. man whose death brings the Youngers $10,000 2. Ruth b. thinks women only need to be pretty sophisticated 3. Travis c. a messenger of bad news 4. Walter Lee d. runs off with $6500 5. Walter e. represents pride in AfricanRead MoreA Raisin in the Sun - 41047 Words   |  5 PagesTania Garcia A raisin in the sun Prof. Natalie Sandler November, 27, 2012 A Raisin in the sun In a Raisin in the sun people wondered about Walter Lee’s inner journey. A Raisin in the sun is a play that explorer’s the struggles of African American people who achieve their desires. It’s about an African American family trying to pursue an American dream of owning their own home but in the process they encounter racismRead MorePoverty In A Raisin In The Sun1413 Words   |  6 PagesEconomic and societal poverty are the key forms of poverty highlighted in the three-act play, A Raisin in the Sun. Lorraine Hansberry, the playwright, discusses the hardships of African-Americans attempting to emerge in society in the 1950’s. The play is staged in ways where the audience can grasp the trifles of an African-American family continuously experiencing setbacks whilst attempting to achieve their notion of the â€Å"American Dream†. To Walter Lee Younger, his idea of the â€Å"American Dream†Read MoreA Raisin in the Sun Essay1752 W ords   |  8 PagesA Raisin in the Sun Creativity of Hansberry played a crucial role in the development of African-American drama since the Second World War. A Raisin in the Sun was the first play by African-American author which was set on Broadway and was honored by the circle of New York theater critics. Drama of A Raisin in the Sun (1959) brought Hansberry to the Award Society of New York Critics as the best play of the year. A Raisin in the Sun shows the life of an ordinary African-American family which dreamsRead MoreAnalysis Of A Raisin In The Sun1185 Words   |  5 PagesArianna Williams-Smart English 1B Professor Quinn Final Essay The epigraph to A Raisin in the Sun is Langston Hughes poem called A Dream Deferred which was written as an example of life in harlem. The lines are a introduction to the white societys actions to take away equal opportunity from black citizens. Hughes main point is that there could be consequences when peoples frustrations build up or accumulate to the point where they have to either surrender their dreams or allow strenuousRead MoreSummary Of A Raisin Of The Sun 1052 Words   |  5 PagesEric Herrera 1103 English Prof Nathan Camp October 13, 2014 A Raisin in the Sun The American Dream is the guiding ideology for the United States. A belief that every citizen of this country has an equal opportunity to prosper and achieve his or her personal dreams. A belief that has been constantly scrutinized due to the overwhelming role that race can play to complicate that dream. Although, Lorraine Hansberry’s â€Å"A Raisin in the Sun† may have been written in 1959. It’s one of the first pieces of

Pneumonia Immune System and Tiny Air Sacs - 1899 Words

Introduction Every year, more than 60,000 Americans die of pneumonia, an inflammation of the lungs thats usually caused by infection with bacteria, viruses, fungi or other organisms. Pneumonia is a particular concern for older adults and people with chronic illnesses or impaired immune systems, but it can also strike young, healthy people. Worldwide, its a leading cause of death in children. There are many kinds of pneumonia ranging in seriousness from mild to life-threatening. Although signs and symptoms vary, many cases of pneumonia develop suddenly, with chest pain, fever, chills, cough and shortness of breath. Infection often follows a cold or the flu, but it can also be associated with other illnesses or occur on its own. Although†¦show more content†¦For example, the nasal cilia screen out a lot of organisms but cant stop all from getting into the airways. Sometimes, these microorganisms get past the bodys defenses, finding their way into the alveoli. There, white blood cells (leukocytes) begin to attack the invading organisms. The accumulating pathogens, white cells and immune proteins cause the air sacs to become inflamed and filled with fluid, leading to the difficult breathing that characterizes many types of pneumonia. If both lungs are involved, its called double pneumonia. Classifications of pneumonia Pneumonia is sometimes classified according to the cause of pneumonia: Community-acquired pneumonia - This refers to pneumonia acquired from the external environment. Hospital-acquired (nosocomial) pneumonia Ââ€" Hospitals are a breeding ground for bacteria and viruses, placing patients at a higher risk of pneumonia. Aspiration pneumonia - This type of pneumonia occurs when foreign matter is inhaled (aspirated) into the lungs, often from the digestive tract. Pneumonia caused by opportunistic organisms - This type of pneumonia strikes people with compromised immune systems. Organisms that arent harmful for healthy people can be extremely dangerous for people with AIDS, organ transplantation and other conditions that impair the immune system. Emerging pathogens - Outbreaks of the H5N1 influenza (bird flu) virus and severe acute respiratory syndrome (SARS) have caused serious,Show MoreRelatedSymptoms And Symptoms Of Pneumonia1516 Words   |  7 PagesIntroduction Pneumonia is a lung infection that can be a mild to severe illness for all ages. It is caused by bacteria, virus, or fungi. Pneumonia was the leading cause of death in the U.S. About 2 million people in the U.S get pneumonia each year, only causing about 60,000 deaths. Pneumonia is the leading cause of child death worldwide. It is accountable for 15% of children’s’ deaths under five years old, killing around 922,000 children in 2015 (WHO 2015). Pneumonia affects everyone worldwide butRead MoreThe Heart Of The Lungs857 Words   |  4 Pagesof human lungs can hold about 5 liters of air. Approximately, a healthy human can breathe up to 24480 times in a day. The lungs are red color because it is smooth muscles. It is made of all muscle tissue. The job of my organ is to take oxygen from the air and carbon dioxide is exchange. It does its job with the millions tiny grape-likes cells that are called alveoli, which allows oxygen to seep into the capillaries or the thin wall that air sacs where carbon dioxide exchange take placeRead MoreEssay on The Respiratory System1072 Words   |  5 Pagesrespiratory system. This system in the body is what allows us to breathe and continue our lives. An average human breathes fifty million times in their lifetime! The structure affects the function of this intricate and wonderful system that keep us alive. It all starts from the nose. The basic parts of the respiratory system are the lungs, nose, trachea, diaphragm and alveoli. When we inhale, the diaphragm, which is located under the lungs relax which makes the lungs inflate by letting air come throughRead MoreTaking a Look at Lung Cancer978 Words   |  4 Pagesorgans in your chest. The left lung is divided into two lobes or sections, and the right lung has three lobes. When you breadth in air enters your nose or mouth and passes into your trachea or windpipe, at the carina the trachea divides into two bronchi then branches into smaller bronchioles. The bronchioles end in tiny air sacs or alveoli. In the alveoli the oxygen and the air you inhale passes into the bloodstream and carbon dioxide in your body passes out of the blood stream. The carbon dioxide is expelledRead MoreChronic Obstructive Pulmonary Disease (Copd; Emphysema) Patho6945 Words   |  28 Pages65-year-old man admitted to medical ward with an exacerbation of chronic obstructive pulmonary disea se (COPD; emphysema). Past medical history (PMH) indicates hypertension (HTN), well managed with enalapril (Vasotec) past six years, diagnosis (Dx) of pneumonia yearly for the past three years. D.Z. appears cachectic with difficulty breathing at rest. Patient reports productive cough with thick yellow-green sputum. He seems anxious and irritable during subjective data collection. He states, he has been aRead MoreSymptoms And Symptoms Of Influenza1647 Words   |  7 PagesInfluenza Micro- Organism Type: Virus Influenza is a very contagious virus, which attacks only living hosts. Influenza or the ‘flu’ virus attacks the body by spreading through your respiratory system. This means that your nose, throat, bronchial tubes and lungs are affected. As well as your immune system which is trying to fight the flu off. Symptoms of Influenza, are similar to any cold, but on a much larger scale. Symptoms include having fever/chills, cough, sore throat, runny or blocked noseRead MoreChest Pain4677 Words   |  19 Pagescondition occurs when air enters the saclike space between the chest wall and the lung tissue. Normally, negative pressure in the chest cavity allows the lungs to expand. When a spontaneous pneumothorax occurs, air enters the chest cavity. When the pressure balance is lost, the lung is unable to re-expand. This cuts off the normal oxygen supply in the body. 6. Perforated viscus: A perforated viscus is a hole or tear in the wall of any area of the gastrointestinal tract. This allows air to enter the abdominalRead MoreSymptoms And Symptoms Of Pneumonia3828 Words   |  16 PagesIntroduction: Pneumonia is the leading infectious cause of death in children and the fourth leading cause of death in the elderly worldwide.1,2 Although pneumonia is a common disease, it rarely affects healthy individuals. This condition affects people of all ages, however it is most dangerous in immunocompromised individuals such as children, infants, and older adults.1 Other populations that are vulnerable are those who are bedridden, inactive, or immobile; those with altered consciousness; thoseRead MoreKeeping Marijuana Illegal2777 Words   |  12 Pageslevels in marijuana range from 0.3 to 4%. Specially grown plants can contain higher levels up to 15%. When smoking this drug, the THC goes directly to the lungs in which it is absorbed by alveoli. Alveoli is where gas exchange happens by tiny air sacs. THC enters the blood stream in just a matter of seconds of using this drug. When eating or drinking marijuana, it enters the stomach and is carried to the liver in which it is then sent to the rest of the body. 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Praise Free Essays

Professional practice-rewards and sanctions essay The use of praise within the primary classroom will use this essay to analyses the effective and destructive often harmful use of praise as a reward system within the primary classroom. Firstly it is important to explain what a reward system actually is In terms of a primary classroom, According to the universal Dictionary, (19981†² a reward is â€Å"something given or received in recompense for worthy behavior†. A reward system therefore, is a system adopted by either a class teacher, adult or as a whole school ethos for the delivery of rewards or positive academic or social behavior during the school day. We will write a custom essay sample on Praise or any similar topic only for you Order Now From experience, the reward scheme does not have to finish at the end of the school day and can extend into what children achieve during their own time, whether this is through commendations or simply through public use of praise, perhaps in an assembly, as a form of verbal reward. All reward systems are based around the principal of two forms of praise; these are either extrinsic motivators; these tend to be based around variations of the token economy, or intrinsic motivators. Praise as a system in its own eight falls into the intrinsic motivators category as there is no extrinsic or token reward’ physically given to the children. â€Å"Intrinsic motivation occurs when we act without any obvious external rewards. We simply enjoy an activity or see It as an opportunity to explore, learn and actualities our potentials. † Con et al (2010). Praise is a crucial part of all reward systems whether intrinsic or extrinsic, but praise can be a reward system on its own. When praise is used as a reward system within a primary school classroom, according to Sutherland, et al (2002) â€Å"praise is positively related to Intrinsic motivation among students† which Is linked directly to the SHE strands of the National Primary Curriculum and the idea of fostering a culture of intrinsic motivation to achieve both academically and within normal social parameters is a cornerstone of primary education. Sutherland argument can be applied to the theory of praise as an Intrinsic reward system, suggesting praise may be a practical method by which to nurture a self-perpetuating cycle of growth, reinforcement and self-worth amongst primary school aged children. Sutherland argument is given rather vigor by Trustees, (2008) who suggested â€Å"a ratio of 4:1 positive to negative feedback has an optimal effect on students learning and behavior†, however according to Episcopate, J, et al (201 1), â€Å"little research has examined the effects of training teachers to provide specific ratio of praise to behavior correction within the classroom setting. Trellis’s reasoning does seem to make logical sense and other research does reach similar generic conclusions. Usual (2008) recommended a ratio of six or eight positive to one negative within adult-student interactions, which is an embellishment of Trellis’s theory. Before the government draw up new plans to train all adult s within the classroom to work towards these ratios, it should be considered that more research Into the effectiveness and also practicality of these ratios needs to take place. Within the primary classroom setting the practical application of ratios for positive to negative comments is potentially unfeasible and targets which would in effect render the praise worthless as a becomes more of a token gesture rather than an intrinsic reward for a Job well done. Sutherland argument for praise being used to develop intrinsic motivation within children of the remarry age bracket, relies upon positive reinforcement which has to be implemented by the class teacher using a best practice model, with a high ratio of praise-to-behavior correction technique. Clinics-Ross et al, (2008) states that â€Å"classrooms in which teachers use higher rates of reprimand and other reactive strategies tend to have higher rates of student miss-behavior. † This demonstrates how praise is far more effective a tool that reprimand within behavior management of a primary classroom. Furthermore, as the earlier ratios imply, reprimands can be far more damaging to a child’s self-esteem and academic confidence then even over SE of praise. If reprimands are used too often this could possibly lead to children becoming disengaged with learning and also foster lack of self-belief within children. Teachers need to be consistent with their approach to praise. According to Cooley, S (2001) there are basic rules to behavior management which includes consistency as well as others†¦ â€Å"Be definite ‘l know what I want. ‘ Be aware ‘l know what will happen if I don’t get what I want. ‘ Be calm and consistent ‘l am always fair and consistent with you. ‘ Give them structure ‘I know where we’re going. ‘ Be positive you’re doing great! These rules, when applied to the classroom environment along with goal setting to increase the chance for praise and performance, will give teachers the opportunity to use praise effectively to manage behavioral expectations and academic achievement within their classroom. In order to use praise effectively however, there are other considerations that the teacher must apply to each individual class, and undeniably each individual child. Conceivably the most important consideration is that children need to Want’ to receive praise. Without this ‘need’, praise is an ineffective reward. Potentially there are various reasons why children might not want to receive praise from a class teacher or indeed any other adult in the classroom. According to Docking, J (2002) â€Å"the age of the child, whether the recipient is a boy or a girl, whether the praise is for work or conduct, and with the teacher is in charge of a whole class or Just a small group or an individual† are all variables that could hypothetically lead to praise not working as a reward for an individual child’s behavior, or actually being totally or partially ineffective as a behavioral management technique. According to Brakeman, E et al (2013)†¦ Many adults use praise as ’emotional nourishment’ for children, in an attempt to help children feel better about themselves. Adults might therefore be especially likely to praise those children who seem to need it the most – children with low self-esteem. † This strategy could have unexpected side-effects for any child with low self-esteem, whether that be directly or indirectly related to his or her academic achievement. Brakeman goes on to discuss in his study how children with low self-esteem are, when exposed to a specific type of praise, potentially predisposed to feeling ashamed following allure. Evidently any child feeling any feelings of inferiority, shame or vulnerability as a direct result of praise being used, would be highly counter-productive within the mind adults need to exercise caution when selecting the correct type of praise for the individual child. A teacher will have the choice to differentiate between two distinct types of praise that could impact each child in very differing ways, both positively and negatively. Of the two types of praise the first is person praise, (praise for personal qualities or directed towards children’s abilities) and the second type of praise is recess praise, (praise directed towards a child’s effort). Brakeman states that â€Å"person praise contributes to a self-perpetuating downward spiral of self- derogation. This demonstrates that, in children with low self-esteem, the link between praise and conditional regard could be a self-replicating issue in that the more praise the receive the more they will avoid it. This is linked with Gamins Deck, (1999) â€Å"Person praise may trigger these children’s feelings of conditional regard and consequently makes them feel unworthy following failure. † With this in mind, praise when used as a general reward system could potential ly lead to a detrimental undermining of some children self-esteem, thus undermining the very nature of a reward system. This point is not to say that teachers should not praise children. In actual fact the research of Hindering Leper (2002) suggests that process praise is actually beneficial for children’s academic motivation. This point is also made by Mueller Deck (1998) â€Å"praise for effort may help children persist in the face of academic failure. † The general agreement between the different research papers is that any adults issuing praise needs to carefully consider the individual before making any public or indeed private praise. This theory seems to be related directly to the idea of process praise as discussed by Brakeman et al. There is a large proportion of academic research and Journal articles that points towards using process praise in a responsible manner to great effect within the primary classroom. Process praise is described within the literature as to being highly beneficial not only in promoting good academic results, but also in promoting academic resilience amongst children. Academic resilience is of vital importance so that children learn from their mistakes as opposed to being deterred by them. This appears to be in contrast to the general consensus centered around person praise, as it is widely regarded as damaging for children, especially those with low self-esteem to be the recipients of too much person praise, as it can lead to a self-perpetuating downward spiral in both their attitude towards learning and their academic progress. This general statement can only be described as true within children who already are predisposed to low self-esteem. The research of Burlingame implies that children with high self-esteem will benefit from both kinds of praise. From experience forever children with high self-esteem are often praised perhaps too frequently, this can lead to an almost extrinsic motivation effect whereby the children see the praise being given as an extrinsic reward thus fostering a completely unintentional ethos within the classroom or indeed the whole school, whereby children expect to be praised and could potentially end up conditioned to only continue working or behaving to a consistently high standard when praise is being handed out periodically by the class teacher. This adverse effect needs to be avoided; teachers should note â€Å"praise, like penicillin, must not be administered haphazardly. Ignition (1965) Another consideration the teachers when attempting to decide how to give indeed an even more desirable effect could be achieved through non-verbal praise. Non-verbal praise could take on the form of a simple smile, a thumbs-up from across the classroom or even a note quietly written on a student piece of work. Non-verbal forms of praise can be highly useful when dealing with children of low self-esteem countering the issues created from person praise. Non-verbal cues also play a crucial role in communication; according to Spark (2013) furthermore they are especially important when interpreting ambiguous verbal messages. As such non-verbal forms of praise and communication are an important tool when differentiating praise as a reward system for individual members of a whole class. Having reviewed the current academic theories surrounding praise as a reward system, looking at both the positives and negatives associated with praise as a system I can draw several conclusions. The first of which is that praise as an intrinsic reward system is key in fostering a culture of motivation to achieve both academically and socially within primary school children. This is drawn from Sutherland research stating that praise is positively related to intrinsic motivation among students†. The counterarguments raised predominantly by Brakeman are also highly compelling, as they appear to condemn the use of some aspects of praise. The issues that can arise when praise is used inappropriately within the primary classroom, as well as the unexpected side-effects for children with low self-esteem mean that praise can sometimes have a seemingly paradoxical effect. This is summarized by Spark, et al (2013) who states†¦ â€Å"Blame after failure sometimes leads to the impression that the recipient has a high ability. In contrast praise after success can lead to an inference of lower ability. † Kappa’s research links in with the theories of Brakeman because person praise is the style of praise that would be linked to the inference of lower ability. Process praise however, which can be generically given across the different ability groups, has no such inferences. Pomeranian, M et al (2013) also raise an interesting point that seems to condemn praise when used inappropriately†¦ â€Å"The more personal praise mothers used, the more children subsequently held an entity theory of intelligence and avoided challenge over and above their earlier functioning n these dimensions† far from praise encouraging children in their attempts to challenge and better themselves, person praise appears to detrimentally affect children’s academic drive. If Pomeranian, M is to be believed then all teaching and support staff should adopt a system whereby praise is used sparingly and also in a manner that avoids person praise. Furthermore, process praise should be used throughout the class without highlighting different ability groups. In this manner the paradoxical effect discussed by Spark could be avoided. In practice the literature seems to suggest that simply using praise on its own as a reward system is not efficient to develop children’s own intrinsic reward systems and develop and ethos of intrinsic motivation both academically and socially. How to cite Praise, Papers