Explain how sociological and lay ideas about illness differ from those Essay

Explain how sociological and lay ideas about illness differ from those of biomedicine - Essay Example (1988), p142-143). The lay concepts blamed individuals for inflicting illnesses upon themselves and therefore, were forced to believe in these concepts. Individuals, all over the world, use a number of theories, models and concepts of health and illness. These concepts include lay concepts which are also known as folk concepts and other concepts or models put forward by biomedicine. These concepts are used by individuals explain the importance of maintaining ourselves and to give more information different kinds of illnesses. Lay concepts of health and illness are further explained through a number of theories including Biomedical, Humoral, Ayurvedic etc. Other theories used by individuals are locally developed and although these are not related to the major theories of health and illness, but they do explain the mechanisms of body and other related health issues. These lay concepts explain the immediate causes of an illness but furthermore, it also provides the appropriate treatment methods and procedures and also provides the level of severity and the explanation of the overall illness. These concepts provide ideas about the funct ioning of the body and the symptoms which are to be given importance. The lay concepts of health focus more on the why and the how of illness because it is believed that the causes of illness should be researched upon and this involves active participation of the patient himself. The lay concepts and theories about health and illness differ widely in various cultures and localities and also vary for different socioeconomic levels. A number of researches have been done to reveal the differences between these lay concepts of illnesses and those provided by biomedicine. A research conducted in the United States showed that individuals belonging to lower socioeconomic classes tend to give importance to these

Analsysis of John Green;s The Fault in Our stars Essay Example for Free

Analsysis of John Green;s The Fault in Our stars Essay In 2013 it is predicted that 580,350 people will die from cancer (Howlader). Chances are any given person knows at least one person, who has suffered from cancer. Talking about cancer is not something that people willingly do. If you are unlucky enough to not know someone who has had cancer, reading The Fault in Our Stars by John Green will give you the emotions of losing someone dear to you to cancer. What makes this book worth reading because of it’s plot, the characters are relatable and give the reader meaning, and the book sticks in the readers mind even after finishing the book. The plot of The Fault of Our Stars tells the story of Hazel Grace who experiences a miracle that shrinks her ever growing tumors and buys her more years that she expected. The novel is based on the twist in Hazel’s life when she meets Augustus Waters, a cancer survivor, at a Cancer Kid Support group. The story follows the friendship and romance of Hazel and Augustus. The two grow together and share experiences and love for reading making their friendship and relationship become more solidified. The romance flourishes after Hazel has a medical issue due to the tumors in her lungs and explains to Augustus that she wants to meet her, and now his, favorite author in Amsterdam. Augustus uses his wish, presumably from the â€Å"Make a Wish Foundation,† to get himself, Hazel, and Hazel’s mother to Amsterdam. This trip is the climax in the relationship of Hazel and Augustus. They share their first kiss, and lose their virginities to each other. This is also the tipping point where we realize that Augustus is dying, Brodie 2 his cancer has reoccured and it appears to be incurable. After their trip we quickly see Augustus’ health go down a downward spiral, his caner getting worse and spreading throughout his body. The author then does the unexpected and ends the romance of Hazel and Augustus by having Augustus cancer overwhelm him and eventually take his life. Green follows Hazels life after his death showing her grief and her will to live. Augustus death gave her a new perspective on life. Wanting to fight her cancer more. The plot is overall strong and well thought out. The story is possible, while unlikely that two teenagers with terminal caner would travel to Amsterdam together, but still has the realistic nature that gives most people something to relate to. Having two teenagers with cancer fall in love gives the plot not only a twist at the end, but also something that everyone in their lives look for. It has hope for the people needing hope, love for the hopeless romantics, adventure for the adventure seekers, something for everyone can be found in this book. The characters Hazel Grace, and Augustus Waters, have aspects of their personalities that everyone can relate to. The author John Green specifically designed the characters to be relatable for all ages. Green gave Hazel a strong independent personality who doesn’t like seeing herself as being weak. Green wants to make Hazel a teenager, despite her terminal cancer. Green comments, â€Å"I wanted to establish that just because Hazel is sick and dying or whatever, she is still a teenager, and more generally she is still human and developing emotionally at the standard human rate, and not at some wildly increased rate of development that’s only available to you if you have incurable cancer. † (Questions). Green creates a character that has had things in her life happen that many teenagers will never experience. However he gives her â€Å"normal teenager† aspects where she does not enjoy physical contact with her mother. Giving her a real teenage Brodie 3 attitude makes her more relatable than a mature teenager who loves her parents and has terminal cancer. While Augustus seems to be the mature teenager who beat cancer, he still has his teen angst common in adolescence. He travels with Hazel against his parents wishes, he lies to Hazel about coming out of remission, and has attitude with a flight attendant when she asks him to remove an unlit cigarette from his mouth. While many teenagers wouldnt go against their parents wishes especially when it comes to their wellbeing, lie to the woman they love about their cancer, and smoke unlit cigarettes to get across a metaphor, Green makes it clear that Augustus was a real person. He had pain and suffering that he didnt lead on. Green says when asked why Augustus stops hiding his pain towards the end of his life, â€Å"I am really bothered by the idea that people in pain who are being wrenched from existence should be perpetually cheerful and compassionate about it. † (Questions). His point is that some people can only bottle up their pain for so long. This is something many teenagers with depression, and even adults can relate to. Memorability of a book or any form of media is important. Having quotes that can be used in everyday life, and some that are so deep that they make you think about yourself and the marks you leave on the world. Having strong quotes such as, â€Å"I’m in love with you, and I know that love is just a shout into the void, and that oblivion is inevitable, and that we’re all doomed and that there will come a day when all our labor has been returned to dust, and I know the sun will swallow the only earth we’ll ever have, and I am in love with you. † (Green, 128). The certain quotes that stick with someone, that initiate emotions, are important in any books. The emotions that can be drawn out of the reader, mainly bringing sadness towards the end when Brodie 4 Green does the worst possible thing to his characters by ending the life of Augustus, for some people this can spark intense emotions. Many people say to â€Å"not read this book in public† (Keane) due to the fact that many people have cried. Not expecting the twist ending, finding yourself shocked at the pain the other characters are feeling create an almost physical response from some readers. The effectiveness of a good book are based on the plot, characters, and memorability. While some of these are all based on personal preference it can be agreed that The Fault in Our Stars is, according to Time, an â€Å"instant classic. † Time magazine wrote, â€Å"(I can see) The Fault in Our Stars taking its place alongside Are You There God? It’s Me, Margaret in the young-adult canon. † Writing about such an emotional topic of cancer and on top of that writing about the love and the loss of two teenagers is a strong concept to tackle and release into the public. The words on the pages jump off and overall the book is worth reading due to the intense plot line, relatable characters, and the quotable passages. Brodie 5 Works Cited Bruni, Frank. Kids, Books and a Five-Hankie Gem. The New York Times 22 Feb. 2012, sec. Opinion Paged: n. pag. New York Times. Web. 2 Oct. 2013. Green, John. The Fault in Our Stars. New York: Dutton Books, 2012. Print. Green, John. Questions about The Fault in Our Stars. John Green. N. p. , n. d. Web. 7 Oct. 2013. . Howlader N, Noone AM, Krapcho M, Garshell J, Neyman N, Altekruse SF, Kosary CL, Yu M, Ruhl J, Tatalovich Z, Cho H, Mariotto A, Lewis DR, Chen HS, Feuer EJ, Cronin KA (eds). SEER Cancer Statistics Review, 1975-2010, National Cancer Institute. Bethesda, MD, http://seer. cancer. gov/csr/1975_2010/, based on November 2012 SEER data submission, posted to the SEER web site, 2013. Keane, Shannon Rigney. Book Notes: The Fault in Our Stars by John Green. Girls Leadership Institute. N. p. , 7 Aug. 2012. Web. 11 Oct. 2013. . Lockhart, E. The Fault in Our Stars: John Green, Kate Rudd: 9781455869893: Amazon. com: Books. Amazon. N. p. , n. d. Web. 7 Oct. 2013. . Time Magazine. Reviews for The Fault in Out Stars. John Green. N. p. , n. d. Web. 7 Oct. 2013. .

Marilyn Hacker Redefines Mother, Woman, and Daughter in Selected Poems

Marilyn Hacker Redefines Mother, Woman, and Daughter in Selected Poems 1965-1990 Marilyn Hacker. What does she mean? What does she mean? I check with Thrall, Hibbard, and Holman who define poetry to be "a term applied to the many forms in which man has given a rhythmic expression to his most imaginative and intense perceptions of his world, himself, and the interrelationship of the two" (364). I forge ahead through hundreds of pages of poetry. Images and impressions are beginning to form in my mind. Finally, Hacker, you provide a clue with "Feeling and Form" where you compare your poetry to Cezanne's apples: I do like words, which is why I make things out of words and listen to their hints, resounding like skipping stones radiating circles, draw- ing context from text, the way I've watched you draw a pepper shaker on a table, draw it again, once more, until it isn't like anything but your idea of a draw- ing, like an idea of movement, draw- ing its shape from sequence. (85-86) The course syllabus indicates that "this course investigates 'mother' as a cul...

Bismarck: Master Planner or Opportunist?

Unification of Germany Example Essays. Bismarck Master Planner or Opportunist? | | | | |Bismarck later declared that he had carefully planned unification of Germany in 5 clear | | |steps from 1862. He said that he had planned: 1. To Obtain Russian Neutrality; 2.To trick | | |Austria into declaring War; 3. To ensure French Neutrality; 4. To Treat Austria Leniently | | |after Defeat; 5. To Trick France into Declaring War. | |INTRODUCTION: |Other Historians have recently claimed that rather than plan unification, Bismarck was a | | |skilful diplomat who used events as opportunities to promote Prussian interests. | |Regardless of whether Bismarck planned unification or used events as opportunities he | | |definitely had a favourable ‘hand of cards’ which he inherited when he became | | |Minister-President in 1862 which allowed him to unify Germany by 1871. | | | | | |1. To obtain Russian Neutrality. | | | | |Evidence for Plan: | | |He obtained Russian neutrality for the l ater War with Austria through the Alvensleben | | |Convention of 1863. This meant Russian Poles who escaped over the border into Prussian | | |Poland would be returned to the Tsar. | | | | |Evidence against Plan: | | |It is unlikely that Bismarck knew the Poles would revolt in advance and it seems more likely| |STAGE 1 MASTER PLAN |that he helped the Tsar to prevent the Prussian Poles rebelling too. | | |The International condemnation at Alvensleben led Bismarck to play down the event’s | | |significance which outraged the Tsar. | |It almost led to him being sacked by William I. | | | | | |Analysis: | | |Despite gaining Russian neutrality in the following War against Austria Bismarck achieved it| | |through luck rather than planning.The Tsar was angrier at Austria not supporting Russia in | | |the Crimean War than at Bismarck’s public back down over Alvensleben. He did achieve | | |neutrality but it seems unlikely that he would have planned such a dangerous route. | | | | | | | | |To trick Austria into declaring War. | | | | |Evidence for the Plan: | | |He created a situation where Austria and Prussia were becoming more hostile to one another. | | |This was created through War with Denmark 1864 when Bismarck persuaded Austria to join them | | |in War.Once victorious The Gastein Convention gave Prussia administrative control of | | |Schleswig and Austria control of Holstein. | | |Prussia’s and Austria’s relationship now deteriorates rapidly and when Prussia proposes | | |plans to change the Constitution in Schleswig Austria appeals to the Diet which is forbidden| | |in the Convention and Austria mobilises troops in case of War. | |Prussia now accuses Austria of being the aggressor and starting War invades Holstein. | | | | | |Evidence Against Plan: | | |It is unlikely Bismarck could have foreseen the inheritance crisis in Schleswig and | |STAGE 2 MASTER PLAN |Holstein. | |Also there is strong evidence to suggest that Bismarck wa s only attempting to annex | | |Schleswig and Holstein and not force a War with Austria. | | |There are letters to his wife that explain he is open to a ‘diplomatic solution’ to the | | |crisis and was willing to prevent War with Austria through diplomacy. | | | | |Analysis: | | |Whilst not as clear as Stage 1, it still seems likely Bismarck was acting as a Prussian | | |expansionist rather than planning war with Austria as he was still trying to resolve tension| | |through diplomacy until Austria mobilised her troops in 1866. | | | | | | | |To gain France’s neutrality. | | | | |Evidence for Plan: | | |Bismarck meets Napoleon III in Biarritz in October 1865 to appeal for neutrality in War with| | |Austria. Napoleon verbally agrees and would persuade Italy to join the War with Prussia. | | |Once Austria was defeated Napoleon would gain Venetia which would be passed to Italy. |STAGE 3 MASTER PLAN | | | | | | | | | | | | | | | |Evidence against Plan: | | |B ismarck could never be totally sure of Napoleon’s neutrality. Despite gaining a verbal | | |agreement details are very sketchy as to definite areas of agreement. Also Napoleon later | | |double-crossed Bismarck and made a secret agreement with the Austrians that for French | | |neutrality, if Austria won, Napoleon would be given some Prussian land as a reward. | | | | |Analysis: | | |Yes the Biarritz meeting was planned and yes the French remained neutral, but it seems | | |through more luck than detailed planning as Napoleon made agreements with both sides and | | |Bismarck could not guarantee French neutrality. | | | | | |Treat Austria Leniently after Defeat. | | | | | |Evidence for Plan: | |The Treaty of Prague 1866 was lenient on Austria and this was down to Bismarck. Both William| | |I and Von Moltke wanted to advance on to Vienna and press home defeat to humiliate Austria. | | |It took all of Bismarck’s persuasive abilities to prevent this from happening. | | |Austria had to agree to return to her Empire and leave German interests alone, disband the | | |Old Confederation and allow the formation of The North German Confederation under Prussian | |STAGE 4 MASTER PLAN |control. Secret military agreements were then made with the southern states. | | | | |Evidence against Plan: | | |Instead of deliberately planning to treat Austria leniently, it is more likely that Bismarck| | |wanted to consolidate gains and to prevent France or other European Powers from joining the | | |War in support of Austria which could have jeopardised gains made. | | | | | |Analysis: | | |Although Bismarck’s diplomatic skill in persuading William and von Moltke to go no further | | |after the Battle of Koningratz (Sadowa,) it seems more likely that he did it to prevent | | |French hostilities and to keep the gains made by Prussia during the War. | | | | | | | | | | |To trick France into declaring War. | | | | | |Evidence for Plan: | | |Bismarck goes agai nst the French claim of Luxembourg by proposing a German prince instead, | | |which certainly angered Napoleon. | | |In 1868 when the revolutions in Spain forces out the Queen they offer the throne to Leopold | | |of Hohenzollern (related to Prussian Royal family) in 1870.Bismarck could accept to gain | | |Spain as an ally but it would worry France (who would be encircled). | | |Finally 12th July 1870 it was decided to withdraw Leopold as a candidate. On the 13th July | | |French foreign Ambassador Benedetti meets William I at German town of Ems and William | | |accepted withdrawal of Leopold but refused to promise what the French were demanding; the | | |withdrawal of all future accession rights. William sent the telegram to Bismarck recalling | | |the events. |STAGE 5 MASTER PLAN |Bismarck’s genius comes into his own and releases his own version of the telegram to the | | |press which is so inflammatory that French declares War on Prussia on the 19th July 1870. | | | | | | Evidence Against the Plan: | | |Bismarck initially supported the French claim to Luxembourg but later changes his mind. | | |He also allows the withdrawal of Leopold as a candidate which doesn’t suggest he was trying | | |to provoke the French. | |Although the Ems telegram was deliberately doctored by him to cause the French to declare | | |War on Prussia it is more likely that he made the decision after he received the telegram | | |rather than planning the events in advance. | | |How could he have anticipated such aggressive French foreign policy in the demands Benedetti| | |made on William. | | |Analysis: | | |Although there is more evidence here to suggest Bismarck planned to get the French to | | |declare war; it is unlikely that he planned it prior to 1862 as he suggests.There is more | | |evidence to suggest he decided to provoke France after receiving the Telegram, so therefore | | |taking events as opportunities when they arose. | | | | | | | | | | | |Bismarck wa s a skilful politician who was most probably a Prussian Supremacist who wanted | | |Prussian expansion at the expense of the Austrians.It is most unlikely that he planned | | |unification from the start in 1862 and more likely that he used opportunities when they | | |presented themselves to benefit Prussia, initially and later, for Germany. | | |It is more likely that he first wanted to expand Prussian territory into Schleswig and | | |Holstein, but thwarted by the Austrians was forced into war with them in 1866. | | |Similarly in order to consolidate the North German Confederation under Prussian control, the| | |Treaty of Prague was lenient so not to provoke the French. |CONCLUSION |Finally once the military agreements were in place with the southern states, Bismarck used | | |the opportunities presented as a result of the Luxembourg Situation and the Hohenzollern | | |Candidature Crisis to re-write the Ems Telegram. This again was where he saw the opportunity| | |of expansion to include all German states under Prussian leadership. | | |The only people who believe the Master plan were Bismarck himself and early German | | |historians who were still in awe of the great statesman that had unified Germany. Most other| | |historians realise that he was more likely an incredibly skilful opportunist and able | | |politician. |

World Englishes

World Englishes  refers to the different  varieties of English and for emerging localized or indigenized varieties of English, especially those territories influenced by the United Kingdom or the United States. The study of World Englishes entails of classifying varieties of English used in varied sociolinguistic contexts globally and analyzing how histories of sociolinguistic, multicultural backgrounds and function contexts influence in different regions of the world the use of English. Today, we live in a society which is multilingual for wherever you go, you will be able to meet diverse groups of people who speak individually different tongues. At the same time is when we interact with people from different countries, we hear English with a variety of fluency which often differs from the so-called standard English in terms of pronunciation,  lexis, expression and  grammar (Kubota,  2001). Kashmiri-American linguist Braj B. Kachru, the research pioneer on these linguistic variations and claimed World Englishes  in 1986 initially to refer to the institutionalized varieties of English (Hornberger & McKay, 2010). The term World Englishes is now used to define or describe the nativized and diverse ranges of English spoken in non-native countries, and Kachru (1986) explains that the spreading of English can be categorized into a three concentric circle model that represents the spread and growth of English in the world. In the field of Applied Linguistics, it has been invaluable for researchers to come to grasps with the implications of the omnipresent, highly composite and scary existence of the language. According to Kachru (2003), the world is divided into different circles: the inner circle, countries like United Kingdom, USA, Canada, New Zealand, Australia where English is the L1 or native language, outer circle, countries like Singapore and Philippines which is a community with large speech, great diversity and distinct characteristics while the expanding circle, Chile and Holland which English is an international language where performance varieties were characterized. English may vary or performs in different ways according to the situations, settings, or contexts in which English employed by the speakers from the three circles mentioned. The world Englishes are the result of these diverse sociocultural contexts and diverse uses of the language in culturally distinct international contexts. The agony in world Englishes is the â€Å"Torn between the norms†- the conflict about whose norm should be followed or legitimized from the different varieties in the face of a checkerboard of English use in the world today. They are the ones who have not had an opportunity to study or learn the language and may not be in a state of ecstasy. The ecstasy: English is everywhere, but not available for all people. It gives privileges to those who learned the language formally in schools or acquired it in an early age. The following approaches, in recent years have been used to study world Englishes: (1) the deficit approach; (2) the deviational approach; (3) the contextualization approach; (4) the variational approach; and (5) the interactional approach. The first two approaches have dominated the field out of the five approaches and believed to be the least insightful. The following are just merely a commentary of the issues which are given the utmost importance for our understanding of English in its world context. The following are thus a critique primarily of the two approaches, and that such approaches reflect in the attitudes. (1) Ontological Issues: Conflict between idealization and reality. The issues of attitudes and identity is the core of the problem which attitudes are only partially determined toward a variety of English by linguistic considerations. With concern in the varieties of English, there are two major positions in the Outer Circle: first, the nativist monomodel position, second the functional polymodel position. The monomodel position is well-articulated in two studies; one by Clifford Prator (1968) and by Randolph Quirk (1988) which is almost a generation apart when presented. Quirk sees language range mainly with reference to three models: the demographic, the econo-cultural, and imperial. In the demographic model, population spread together with the language and resulted in several varieties of English in the Inner Circle. The econo-cultural, it says that language spread even though there is no serious population spread. The imperial model, the spread of the language is the result of political (colonial) domination. The last two models resulted in the endocentric varieties of English in Africa, Asia, and the Philippines over a period of time (see e.g. Kachru 1982 and 1986a). The endocentric models are what Quirk's concerns, and their instructions or teaching implications, the English international currency, and generally, the English language good linguistic health. As to the serious practitioners of applied linguistics, it raises a number of questions relevant to them. The second position relates the formal and functional characteristics of English to appropriate sociolinguistic and interactional contexts.

Free Essays on On Becoming A Person ( Carl Rogers)

from pages eleven and twelve, â€Å" i... Free Essays on On Becoming A Person ( Carl Rogers) Free Essays on On Becoming A Person ( Carl Rogers) On Becoming A Person ( Carl Rogers) Being a creature of habit I feel the need to do an introduction to my paper. Carl Rogers was born January 8, 1902 in Oak Park, Illinois. It was his ideas and clinical results published in â€Å"On Becoming a Person† and other books that made him a such well-known figure in American psychology. Rogers established client-centered psychotherapy and opened up the development of scientific methods for studying psychotherapeutic outcomes and processes. Rogers was the first therapist to record and transcribe therapy sessions verbatim, a now standard .practice. He was the first, to propose a comprehensive theory about psychotherapy its self. Neither the Bible nor the prophets neither Freud nor research neither the revelations of God nor man can take precedence over my own direct experience. This quote alone would intrigue me to read this book. Rogerian psychology has filled our American out look on life in general for the past fifty years. While reading this I very muc h kept this fact in mind. Some of his theories has not brought forth the expected Rogerian fruit. Others if they have brought forth fruit of any kind, from the condition of our society, I’d say it back fired in a big way. One example being, there are now more people in our prison system than in any other country in the world. In chapter one Rogers simply tells who he perceives himself to be. How he got to his conceptions, and what his personal accomplishments are. There were three incidents he feels influenced his formulations of his psychological views. First, living with his failures and successes in a hands on environment in his every day work experience. Next he found interview techniques aren’t always reliable in every instance or circumstance. Last but not least, he learned when to quit, that it is possible to lose a battle and still win the war. Or in Rodgers words from pages eleven and twelve, â€Å" i...

Essay about PHI103 Week 1 Media Quiz

Essay about PHI103 Week 1 Media Quiz Essay about PHI103 Week 1 Media Quiz Grading Summary These are the automatically computed results of your exam. Grades for essay questions, and comments from your instructor, are in the "Details" section below. Date Taken: 6/7/2015 Time Spent: 28 min , 21 secs Points Received: 8 / 10 (80%) Question Type: # Of Questions: # Correct: True/False 1 1 Multiple Choice 9 7 Grade Details - All Questions Question 1. Question : The term used to describe presenting things from a specific perspective while not paying much attention to other views. Student Answer: Subjectivity Advertisements Vested Interest Bias None of the above Instructor Explanation: The answer can be found in the video Credibility – Critical Thinking. Points Received: 1 of 1 Comments: Question 2. Question : According to West, one of the primary questions that one can use to orient oneself in relation to the pursuit of philosophy is the following: Student Answer: How can I find the truth? What is the nature of reality? How can I learn how to die? How can I be happy? All of the above? Instructor Explanation: The answer can be found in the video Examined Life: Cornel West on Truth. Points Received: 1 of 1 Comments: Question 3. Question : Plato bans this instrument in the Republic. Student Answer: Lyre Flute Horn Gong None of the above Instructor Explanation: The answer can be found in the video Examined Life: Cornel West on Truth. Points Received: 1 of 1 Comments: Question 4. Question : West’s blues begin with harmony. Student Answer: True False Instructor Explanation: The answer can be found in the video Examined Life: Cornel West on Truth. Points Received: 1 of 1 Comments: Question 5. Question : According to West, the pursuit of thought and philosophy takes this: Student Answer: Ethics Forgiveness Generosity Courage None of the above Instructor Explanation: The answer can be found in the video Examined Life: Cornel West on Truth. Points Received: 1 of 1 Comments: Question 6. Question : In the credibility video, Edith Thompson killed her husband by: Student Answer: Poisoning him Feeding him a ground up light bulb She stabbed him She shot him She didn’t kill him Instructor Explanation: The answer can be found in the video Credibility – Critical Thinking. Points Received: 1 of 1 Comments: Question 7. Question : The theme of the video This is Water By David Foster Wallace is best captured in which of the following statements? Student Answer: Daily routines for adults are boring and frustrating. College imparts knowledge that we can use to advance our lives. There is