The Effect of Fast Food In Developing Breast Cancer among Saudi Populations - Free Essay Example

Sample details Pages: 2 Words: 505 Downloads: 1 Date added: 2019/02/06 Category Medicine Essay Level High school Tags: Breast Cancer Essay Did you like this example? Breast cancer is one of the most commonly diagnosed cancers in women, it is a hormone-related malignancy, and diet may influence the risk of cancer through its effects on hormone levels, growth factors, and ant oxidation. Significant of problem: breast cancer ranked first among females, between January and December 2014, there were 1,826 female breast cancer cases. Breast cancer accounted to 15.9% from all cancers reported among Saudi nationals, and to 28.7% from all cancers reported among females at all ages. The ASR was 22.7/100,000 for female population. The five regions with the highest ASR per 100,000 population were Eastern region with 36.2/100,000, followed by Riyadh region with 32.8/100,000, Makkah region with 21.7/100,000, Qassim region with 21.2/100,000, and Jouf region with 21.3/100,000. Don’t waste time! Our writers will create an original "The Effect of Fast Food In Developing Breast Cancer among Saudi Populations" essay for you Create order Literature review: Taylor Francis Group have studies in (2012,2013,2014). In the first year they found that the red meat was increase the risk of breast cancer. And in the second year they said that the diet does not affect breast cancer survival or recur. While, in the third year they found that the higher consumption of energy dense food and fast food was associated with increased risk of breast cancer. On the other hand, Oncology reports (2017) found the cancer cells present sustained de novo fatty acid synthesis with increased production of saturated fatty acids and monounsaturated fatty acids. Although, Dr. Prentice in America (2006) said: a low-fat dietary pattern did not result in a statistically significant reduction in invasive breast cancer risk. Otherwise, San Antonio (2017) said that a low-fat dietary pattern had a significantly increased survival a breast cancer. Although, Oxford University (2014) saturated fat, all intake quintiles were associated with a statistically significantly greater risk of breast cancer. Aim of this study: This study will be done to know what’s the factors influence on developing breast cancer and what’s the relationship between eating more fast food and increase risk for breast cancer and what’s the relationship between nutrition and breast cancer. Methodology: Subjects and methods Design: Descriptive cross-sectional study. sitting This study will be conducted at King Fahad University Hospital in Al-khobar-Saudi Arabia. Sample: Convenient sample will be chosen to conduct the study, total number of sample will be 1000 Saudi women who were newly diagnosed with histologically confirmed breast cancer,20–75 years of age. Pilot study: 10% of sample (100) and it will be excluded from sample size. Method and tool of data collection: Questionnaire will be used to collect data it included 60 questions 40 of it with close-end questions and 20 with open-end questions and will composed of three main parts: A. : Sociodemographic characteristic such as: (Age, sex, marital status, education level †¦etc.) B. : It concerned with women knowledge regarding breast cancer prevention and self-examination such as: (The age should self-examination be started, the best time to do it, their sources of information regarding prevention of breast cancer †¦etc.) C. : To assess women life style such as: (Nutrition, exercise, smoking †¦etc.). Ethical issue: Informed consent will be taken from the hospital administrator to conduct this study and written consent also will be taken from the participants who will participated in this study.

Social And Emotional Development John Bowlby - 1402 Words

Having a secure bond of attachment to another person is regarded as a foundation for successful social and emotional development. â€Å"It has been observed that children with secure attachments are more socially competent than those with insecure attachment† (Neaum. S. 2010). By the child having formed secured relationships it enables them to engage with the world with a sense of confidence and self-esteem. children who have secure attachments are also known to show more co-operative behaviour. John Bowlby was born in London in the month of February in 1907. He was one of six children and his main care giver was his nanny, which was very typical of an upper-class family in Britain to do at that time. Bowlby had very little interaction with his mother, only seeing her for an hour every night. He grew great affection and attachment to his nanny. which perhaps is where his interest in the attachment theory comes into play. When his nanny left the home when Bowlby was four years old he was sent to boarding school. Bowlby believed this was detrimental to his well-being and he didn’t believe that separating a young child from his family at such a young child was a productive thing to do. Bowlby studied psychology at Trinity College in Cambridge where he excelled academically. He then went on to study medicine at the University College Hospital in London and also enrolled for psychoanalysis. Bowlby then went to work at Mausdsley Hospital as a psychoanalyst, he was also a member ofShow MoreRelatedThe Social And Emotional Development Essay1108 Words   |  5 Pagesdevelop because of social and emotional need. A child’s emotional and social development has significant impact for the social function of a child throughout their lives, education, friendships and employment. 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Bowlby s theory is an evolutionary theory, he emphasised that attachment had evolved, which means it was not something that was taught, because of its survival and reproductive value. According to Bowlby, children have an innate (inborn characteristicsRead MoreBiography Of Edward John Mostyn Bowlby1690 Words   |  7 Pages Edward John Mostyn Bowlby was born in February on the 26th in the year of 1907. Bowlby was one of six children all raised in a middle class family in London. He was the fourth of his six siblings, all children were raised by the family nanny. Bowlby only spend an hour a day with his mother and this was at tea time. During the summer Bowlby and his siblings got to see their mother more often as she was more available. His father was Sir Antony Bowlby he was the surgeon to the Kings household.Read MoreThe Key Theories Of Attachment1646 Words   |  7 PagesJohn Bowlby, the backbone of attachment theories will be discusse d throughout this essay to explain and evaluate the key theories of attachment. Health and well-being which is made up of four factors ‘physical, intellectual, emotional and social (Jones, 2016), will also be discussed within the essay. The definition of attachment is ‘an act of attaching or the state of being attached. (Dictionary, 1400) This will be showed in the assignment, using theorists to analyse the meaning. Sharing theRead MoreRelationship Between Security Of Attachment And Cognitive Development1513 Words   |  7 Pagesbetween security of attachment and cognitive development creates the underlying foundation from which individual’s operate throughout the lifespan (Carruth, 2006). The security of attachment between an infant and their primary caregiver can have profound consequences for the developing brain, impacting an infant’s future relationships, self-esteem, and ability to self-regulate emotions (Carruth, 2006). Attachment theory, first theorized by John Bowlby (1988), stresses the significance of secureRead MoreAttachment Theory on Socio-Emtionals Development of Children1435 Words   |  6 PagesAttachment Theory: One of the most studied topics in today’s psychology is the attachment theory whose common references are from attachment models by Bowlby and Ainsworth. Since its introduction, the concept has developed to become one of the most significant theoretical schemes for understanding the socio-emotional development of children at an early stage. In addition, the theory is also developing into one of the most prominent models that guide parent-child relationships. Some of the keyRead MoreBowlbys Theory of Attachments854 Words   |  4 PagesJohn Bowlby’s Theory Attachment is a strong and emotional bond that develops over time between two individuals that is reciprocal. 1. THE THEORY * Bowlby’s theory suggests that attachment is evolutionary and is needed to aid survival. * He did observational research to link orphans with psychological damage. * Babies are helpless and rely on adults. They make instinctive decisions because they haven’t actually learnt anything yet. Bowlby said that babies must be genetically programmedRead MoreAttachment : A Deep And Enduring Emotional Bond1313 Words   |  6 Pages Attachment: An Analysis â€Å"Attachment is a deep and enduring emotional bond that connects one person to another across time and space’’ Mary Ainsworth (1973) In this essay I will explore the meaning and purpose of attachment and discuss research into attachment concentrating on John Bowlby’s 1944 â€Å"44 thieves† study conducted to test his maternal deprivation theory and Schaffer Emerson’s 1964 â€Å" Glasgow babies† study. There are two

Reaching Standards and Beyond in Kindergarten

Question: Discuss about the Reaching Standards and Beyond in Kindergarten. Answer: Introduction: Creativity plays a very crucial role in childrens development and this is the main reason as to why all educational syllabi in early childhood development institutions incorporate it effectively. It is necessary to avail the best learning environment for children to grow emotionally, socially, physically, creatively and intellectually in these institutions and even at home. Through play for instance, children grow to be more creative (Ewing eta l, 2012). Early childhood education emphasizes on the need for children to be involved in learning different creative abilities by the use of play. A childs creative abilities can be explored via their ideas, curiosity to particular issues and their feelings towards arts, music and dance, imaginative play and even movement. Most children at all ages are always happy when expressing their ideas via sounds, colours, different shapes, role-playing among others(Feeney et al, 2013). Creativity among children can thus be developed through involving them in activities which enable them to share their individual ideas, feelings and even thoughts. The first role of creativity in childrens development is that it helps them to develop fluency, an aspect that makes them to be good problem-solvers in their own environment (Ewing eta l, 2012). Fluency plays an important in problem-solving and decision making and it is one of the main pillars of divergent thinking. Fluency refers to ones ability to produce and/or create a lot of ideas around a particular area of interest (Stupples, 2014). Creativity through role play, sports and general play among children helps them generate a lot of ideas and as they grow, they understand the need and appropriateness to alternative choices in life (Howe Bruno, 2010). Fluency also enables children to be confident in their undertakings and decisions as they can generate a lot of solutions to a particular problem (Feeney et al, 2013). Fluency can be developed through the use of the media and other materials. Media exploration and the use of materials like toys among children bring about cognitive, s ocial and physical problem solving abilities. The childrens reaction to the media, photos, toys and even three-dimensional objects play an important role in developing these skills. Toys such as building blocks and even particular TV program characters can enable a child develop their own individual creative instincts (Ewing eta l, 2012). The childrens creativity in regard to the media makes it very crucial a childs development towards being perfect problem-solvers in the society. Provision of proper toys for childrens play activities enables them to develop positive building skills including role play. Creativity plays an important role in childrens development as they grow to be able to generate original and unique ideas through creative imagination brought about by imaginative play. Originality is also another pillar of a divergent mind and it is very significant in an individuals life more so if they develop it at a young age. Originality in creative imagination among children involves on their response and/or reaction to dance, music, role-play, art, narrations among others (Feeney et al, 2013). Imaginative writing or drawing characters with originality goes a long way in the development of children's creativity. For children, dealing with varying colours and painting of pictures of various characters helps build the children's mind and improve their ability to try using different colour variations. Therefore, creative arts play a significant role in the creative development of children (Michalopoulou, 2014). Originality and perfection in writing skills among children is also d eveloped through involvement of children in the creation of replicas of written symbols, objects, and characters. Another role of creativity in childrens development is that it enables a child to be flexible emotionally, intellectually, physically and even socially. This is because the children develop a trend of creating ideas particularly from a variety of categories of thought. Emotional creativity as one of the different aspects of creative development also grows among children due to flexibility in thoughts as a result of play. Emotional creativity is the level of the extent to which a child responds to their environment, including the objects and/or the people they interact with. Knowing well that children usually respond differently and flexibly from one another in regard to what they touch, see or hear, it is important to enable them develop creativity in order to effectively communicate their feelings emotionally(Ewing eta l, 2012). While flexibility reduces the tendency of rigidness among children, emotional development which is a result of creativity influences development in social s kills. These children are also flexible and interact easily with their fellow age-mates. They also are likely to enjoy people acceptance in any given society. Further, creativity increases a childs knowledge and understanding of phenomena in their surroundings. It is paramount to support a childs understanding of the world through providing opportunities and tools necessary to do so. Children should be exposed to people, animals and even plants and to creatively interact with them (Feeney et al, 2013). Their actions and response towards environment will always depend on their creativity that results from their prior interaction with the environmental elements. Provision of materials such as toys of environmental phenomena for children to play with, gives them an opportunity to not only appreciate their environment continually, but also to trigger a positive attitude towards the environment. Participation in creative music and dance is one way of making children differentiate sounds both in music and their immediate environment. A child who is exposed to various musical tones and dance patterns can be able to adapt them quickly and mime the m and sing songs from their memory easily. As a result, such a child is likely to grow very ample creative instincts from a young age. Current Perspectives on the Role and Importance of Creativity in Early Childhood Education Currently, there are different perspectives particularly on the role of creativity/creative arts in early childhood education. One of the perspectives on the role of creativity in early childhood education is the developmental perspective which emphasizes the regularities in physical and/or psychosocial development among children during early childhood and their vulnerabilities or dependencies at such a formative phase of their lives (Eckhoff, 2011). According to this perspective therefore, there is need for creativity in their curriculum to enable them grow both physically and psychosocially. Creativity thus can provide them with the ability to cope with their vulnerabilities and grow to be independent in some aspects that may not need any parental interventions. Policy makers that decide to scrap off creative arts in schools in favour of main subjects thus deny the young children to attain independence in their activities. The second perspective on the role and the importance of creativity in the early childhood education is the political and economic perspective. Creativitys role and importance can be looked at from both political and economic perspective which is informed by different principles of development (Feeney et al, 2013). These development principles translate into both social and educational interventions, which are however underpinned by different economic models of the human capital. Creativity in early childhood education is crucial to the economy and the society both in the short and long run. It is evident that investing in boosting creativity in schools not only leads to the emergence of skilled and talented individuals in the long-run but also leads to the development of ideas that can be harnessed for economic gains to a country. Further, the role and importance of creativity in early childhood education can be looked at from a human-rights-based perspective. This perspective mainly reframes the different conventional approaches to research policies, theories and practice in the ways which fully respect the dignity of young children, their rights and what they are entitled to, and particularly their capacities to participate in their own individual development (Eckhoff, 2011). The human-rights based perspective also considers the need for young children to be given chance to take part in programs geared towards helping them. In this regard, there is need for creative arts to be included in the early childhood curriculum as a right for children to explore their own talents and development socially, emotionally, intellectually and even physically. The Importance of Including Creativity across All Areas of an Early Childhood Curriculum Curriculum developers in different countries emphasize on the need to include creative arts in the Early Childhood Curriculum due to its vast importance in an individual learners life. In general the creative arts emphasize on the process of teaching kids to be creative in the current world that has progressive and product-driven trends in that the methodology used to reach a particular destination is also significant as the destinationitself (Ewing eta l, 2012). Just like intelligence, research indicates that creativity is rare, inherent, intuitive but cannot be taught; as the creative works are very awesome and yet not easily attainable. Even so, giving children opportunities to be able to practice and grow their creativity, helps them become stronger and morenatural in performing their skills later (Michalopoulou, 2014). This opportunity to explore and nurture creativity can only be achieved through official incorporation of creative arts in early childhood curriculum in schools a round the world. One importance of including creativity in all areas of the early childhood curriculum is that first it will help in the transmission; promotion and preservation of a countrys culture (Santrock, 2011). Creative activities that children can take part in are mostly in regard to culture such as music and dance. This culture can only be passed on from generation to the other through allowing chance for children and even adults to practice it on such platforms. Secondly, creativity enables learners at an early age to critically think and imaginatively develop ways of designing or making processes and products in different fields (Santrock, 2011). Including creativity in the early childhood curriculum will thus help provide chances for learners to be able to respond to questions on different processes and/or processes that they actively take part in (Eckhoff, 2011). This is because creative arts are able to inculcate uniqueness and originality of a learners mind making them to embrace each and every domain of life and even of the knowledge that they have been exposed to. These domains of life and/or knowledge include but not limited to intellectual, psychological, artistic, social, physical and spiritual aspects (Feeney et al, 2013). Considering that creativity affects every class on people in the society, it is important to include it in the curriculum so as to reach the rich, the poor, literate and illiterate people in the society with its benefits. Thirdly, it is important to include creativity in all areas of the early childhood curriculum because creative arts provide different avenues for children to enjoy self-expression, engage in obtaining visual knowledge and in the ability to distinguish between beautiful phenomena and the unpleasant ones(Feeney et al, 2013). This helps individuals to make the right choices in any given situation. In relation to this, creativity in the curriculum provides the medium for both imaginative thinking and creative thinking which are crucial in adapting positively to the dynamic local and even global environment including the need to sustain it. Further, incorporating creativity in all areas of early childhood development enables learners to develop the skills and the aptitudes to acquire new information and prepare them for further training and education in the future. Creative arts help some students to develop their future careers at a young age such as painting, music and dance among others (Ewing eta l, 2012). While these careers are serious professions, it is common that only a few individuals grow up to take them up as professional courses. It is thus important according to Stupples (2014), to provide a good foundation in creativity knowing well that some of the activities will emerge to have a long term impact to the lives and professions of the learners. Inclusion therefore this discussion emphasizes that creative arts engage the childrens imagination and include for instance; art, drama, music, art and puppetry among others. According to the discussion, creativity in these areas stimulates children to develop their abilities in every domain and thus must be incorporate in the early childhood curriculum. While creative arts seen to be less important and frequently cut off from syllabi especially when educational funds are low, they are crucial in cultivating childrens imaginations. They also help in the physical, mental and even emotional development of children. Therefore, it remains important to strive towards integrating more chances for children participate in creativity as a foundation for their futuresuccess. References Eckhoff, A. (2011). Creativity in the Early Childhood Classroom: Perspectives of Preservice Teachers. Journal Of Early Childhood Teacher Education, 32(3), 240-255. Ewing, R., Upton, A., Blanchett, C. (2012). Creative arts in the lives of young children. Camberwell, Victoria (Austra?lia): ACER Press. Feeney, S., Moravcik, E., Nolte, S. (2013). Who am I in the lives of children?. Boston: Pearson. Howe, N., Bruno, A. (2010). Sibling Pretend Play in Early and Middle Childhood: The Role of Creativity and Maternal Context. Early Education Development, 21(6), 940-962. Jacobs, G., Crowley, K. (2010). Reaching standards and beyond in kindergarten. Thousand Oaks, Calif.: Corwin. Lanigan, J. (2010). Family Child Care Providers Perspectives Regarding Effective Professional Development and Their Role in the Child Care System: A Qualitative Study. Early Childhood Education Journal, 38(6), 399-409. Leggett, N. (2017). Early Childhood Creativity: Challenging Educators in Their Role to Intentionally Develop Creative Thinking in Children. Early Childhood Education Journal. Machado, J. (2007). Early childhood experiences in language arts (1st ed.). Clifton Park, N.Y.: Thomson Delmar Learning. Martlew, J., Grogan, D. (2013). Reach for the Stars! Creative engagement with young children. Early Child Development And Care, 183(8), 1029-1041. Michalopoulou, A. (2014). Creativity Expressed through Drawings in Early Childhood Education. International Journal Of Education, 6(2), 69. Rankin, C., Brock, A. (2012). Library services for children and young adults. London: Facet. Ray, K., Glover, M. (2008). Already ready. Portsmouth, NH: Heinemann. Santrock, J. (2011). Essentials of life-span development (1st ed.). New York: McGraw-Hill Higher Education. Stupples, P. (2014). Creative contributions: The role of the arts and the cultural sector in development. Progress In Development Studies, 14(2), 115-130.

Outline the positive and negative features of the command economy Research Paper Example

Outline the positive and negative features of the command economy Paper The essential economic problem is limited resources, such as land, labour, capital and enterprise, in relation to unlimited wants. Because of this, people need to answer the three basic economic questions: what to produce, how to produce and for whom to produce. Therefore there is a need for effective resource allocation with effective answers or rather methods of organizing the production, distribution, exchange, sharing goods and services. Allocation of scarce resources is organized through several different economic systems. The idea of the command economy is to answer the three basic economic questions completely by the government (not by the market forces) and that means also that all factors of production are owned by the government. It is based upon the Karl Marxs (1818-1883) theory that all people are equally. This way of answering the questions is not perfect and hence contain both advantages and disadvantages. Positive features The Government is very powerful (so overall there is the possibility to grow economically very quickly from a poor background) and plans everything for the society. These social goals are also individual goals, thus the state cares for every person equally: It distributes and redistributes the wealth equally, so that everyone has the same income. Current spending, such as in social welfare, government employees, defense, health, pensions, debt repayments, is made by the government and therefore the society receive all these goods and services for free. Capital spending, such as in the infrastructure, e. g. : airports, housing, roads and rails, education, telecommunication, is made by the government and therefore the society receive all these for free as well. We will write a custom essay sample on Outline the positive and negative features of the command economy specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Outline the positive and negative features of the command economy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Outline the positive and negative features of the command economy specifically for you FOR ONLY $16.38 $13.9/page Hire Writer Moreover there is enough provision of essential services, law and order, cultural affairs, international relations and social issues. Factors of production are not just mobile because of governments help or plans, they are also used effectively, that means that unemployment and inflation do not exist. This is because the prices are constant, they are controlled by the government, not by constantly changing/insecure market forces: The government shifts the demand by prices and advertising from goods with negative and positive externalities- constant high prices on harmful goods like cars and alcohol to reduce their consumption nd constant low prices on basic commodities like food, housing, health care, public transport (to ensure that consumers are able to afford adequate supplies)2. Likewise the value of the currency is constant and there is no lack of essential goods. As a result of all these features the command economy there is no abuse of any power and it is equally advantageous for all people. But these positive features exist just measured with inside parameters, that means just in the theory, because the reality is also measured with outside parameters, negative features do exist: Negative features In a command economy there is no private property, no self interest in profit, no competition, no freedom of choice and all of the governments targets are quantitative not qualitative. Because they are just quantitative, growth occurs, but without development. A good real world example are the consequences of the cold war (1945-1991): there was an increase in the output of military goods, but no equal increase in the output of civilian goods, therefore no development: The consumer could only choose to spend income on those things the government decided to produce. Consumer wishes were often a poor third in the plan after investment needs and defence needs were met. 5 Production costs are not reflected in prices. For example, it may cost more to produce a good or service, than the purchased price is. Since prices act not as signals, the government just suppressed the inflation, because it is not possible to convert prices because of the difference of inside parameters to outside parameters. One of the results is that the economy is when not able respond quickly to new conditions. And so there is only little economic efficiency, first, because in reality there is unemployment, (it is likely to be hidden or disguised), but many people produced very little, their marginal product is very low, inefficiency is high and secondly, the principles of profit and loss do not exist, as well as the concept of competition, there is just one firm per product and what is why inefficient firms do not close and goods and services are not produced at the lowest possible cost, so resources are wasted and this leads to more or real loss and bad quality all in all it is not a very effective way resource allocation. The consequence of this is that the government needs to use also alternative methods like queuing or rationing. Furthermore black markets and corruption are likely to arise. Conclusion If all people are equal, that means all people are equally rich or poor, there is absolutely no motivation in development, because the government says that it should be like is. But governments plans are imperfect because they are made by imperfect human beings who naturally cannot detect demand precisely6 (they have no signals). Above all governments think that the demand is fixed so the supply needs to be fixed the reality shows the contrary: Planning has been and is the most effective way in simple economies or wartime. On certain levels this economic program met with considerable success. In the 1940s the Soviet state withstood the German onslaught and emerged from the Second World War as a global power. Also, in the ensuing years the Soviet Union was able to maintain a military industrial complex that allowed it to contend with the United States on a global basis. But as economies grow more richer, they grow more complex and then the command idea fails7 in achieving the optimal resource allocation (see also above: diagram1): Today all economies are mixed. But those who were or are more centrally planned had or have more problems with poverty, unemployment, development, etc. The comparison with a country without command economy shows that the other country is nearer to the PPF and the command with command economy is not close enough to the PPF, that means there is ineffective use of factors of production. The aim to maximize profits is more important to the human nature than to serve the public interest. Yet it is not completely useless the positive features, to produce more public/merit goods, use all combinations of factors of productions and produce for all people, are integrated so that the economy is nearer to the PPF, by using the command concepts of the circular flow of income, transfer payments, commodity agreements, taxes and price controls.

Mrs Mann and Mr Bumble Essays

Mrs Mann and Mr Bumble Essays Mrs Mann and Mr Bumble Paper Mrs Mann and Mr Bumble Paper In Oliver Twist Dickens presents a powerful critique of Victorian society and its treatment of the poor. Paying particular attention to chapter two of the novel, explore the methods Dickens employs to achieve this. Oliver Twist was the second novel of Charles Dickens and the first one with the main protagonist a child. It was initially published in monthly instalments in Bentleys Miscellan magazine that began in February of 1837 and ended in April of 1939. Dickens based Oliver Twist on his own childhood and wrote it as a way of expressing his views in how the rich treated the poor, Dickens wrote in instalments because it would have cost more to publish and buy the book, this means when the book was published every chapter ends in a cliff-hanger, the instalments were mainly read by the middle class to give them a perspective on the lifestyle of a working class person and show why not to treat them in a unsatisfactory manner. The poor laws played a key part in chapter two of the novel because Oliver was forced to work in a workhouse where the poor laws came into play. The poor laws allowed the poor to receive public assistance only if they lived and worked in established workhouses. Beggars risked imprisonment. Debtors were sent to prison, often with their entire families, this is what happened to Charles Dickens father as he went bankrupt and Dickens was sent to work. Workhouses were deliberately made to be as miserable as possible in order to deter the poor from relying on public assistance. In this essay I shall be writing about how Charles Dickens presents a powerful critique of Victorian society and the poor, paying attention to chapter two of Oliver Twist. Chapter two marks one of the turning points of the novel. Firstly Oliver is sent to a workhouse because there was no female then domiciled on the house who was in a situation to impart to Oliver Twist, the consolation and nourishment of which he stood in need. This enabled the poor laws to act on Oliver as he would live and work in an established workhouse which allowed him to receive assistance from the public if he needed it. Dickens made us sympathise for Oliver in chapter two because of how he is treated and because of his physical state, on Olivers ninth birthday he and two other young gentlemen participate with him in a sound thrashing. A birthday for a nine year old at the time would be a momentous occasion, but because Oliver is needy, he is treated as a second class citizen. Mrs Mann does not feel he should have an adequate party but instead to mark the special event Oliver and some other innocent children should be beaten. Dickens makes us sympathise more for Oliver because of his lack of education, this happens when Oliver meets the board of fat gentlemen, they ask him You know youre an orphan I suppose? to which Oliver replies dumfounded Whats that sir? . Oliver was frightened at the site of so many gentleman This tells us that Oliver is shy and he is not used to speaking to adults because he is scared they will beat him as the only adult he knows well is Mrs Mann who beats him on a regular basis, the experience changes Olivers view on adults as in his opinion they are mostly all bad, the reader feels mercy for Oliver at this point because they know Oliver doesnt know that the board will decide on his future and if he does anything incorrect in the presence of the board the consequences will be dire. Lack of empathy form the gentlemen is shown by the quotes and also Olivers lack of common education, everything bad the board notice about Oliver is what they have not taught him, their own faults are shown in him. Dickens shows inhumanity of others towards Oliver because he is sent to the workhouse, which is meant for Juvenile offenders. He is also treated inhumanly as Mr Bumble gave the little wicket a tremendous shake. Wicket is a metaphor for Oliver Twist, referring to him as a thin object; he is treated inhumanly as without warning he is shook. Olivers only crime is being poor. At the time there was a huge gap between the rich and the poor due to industrialisation. This meant that the poor were left to survive in unpleasant, overcrowded conditions, and were treated harshly by the rich. Generally the upper and middle classes thought very little of the working class citizens in Victorian times. The English middle-class society saw those who could not support themselves as immoral and evil, Oliver is not immoral and evil he is the opposite, the immoral and evil are quite clearly the board, Mrs Mann and Mr Bumble. Dickens displays this in chapter 2; the attitudes of the upper class are illustrated in the form of the board and the beadle. Oliver is treated like an animal by Mr Bumble. Mr. Bumble gave him a tap on the head, with his cane, to wake him up: and another on the back to make him lively: Mr Bumble wakes Oliver up like a person would try and wake up a dog, he believes Oliver is not a real person but a dirty animal that should not be spoken or touched by his master and obey his master, the narrator gives his view of what the board think of the orphanage, The board made periodical pilgrimages to the farm . The narrator is implying that the board and upper classes refer to the orphanage as a farm and the children are animals who dont deserve to live. The board are described as eight or ten fat gentleman who sit around a table, Dickens produces humour by making a particularly fat gentleman in a higher position than the rest, Dickens ranks the gentleman in how overweight they are, so the most obese would have the highest authority. Mrs Mann and Mr Bumble are the two people, who are supposed to take care of Oliver Twist, but instead Mrs Mann physically abuses Oliver and the other children in her care and Mr Bumble treats him like a worthless waste of life. Mrs Mann and Mr Bumble role play when they are around each other, Mrs Mann acts as a good Christian woman as she uses religious language like bless-em but she is not a good Christian and Mr Bumble exaggerates his authority by using the method of repetition, he uses complicated language in his sentence like here upon parochial business with the parochial orphans? Are you aweer, Mrs. Mann, that you are, as I may say, a parochial delegate, and a stipendiary?

Free Essays on Superpowers

It is often wondered how the superpowers achieved their position of dominance. It seems that the maturing of the two superpowers, Russia and the United States, can be traced to World War II. To be a superpower, a nation needs to have a strong economy, an overpowering military, immense international political power and, related to this, a strong national ideology. It was this war, and its results, that caused each of these superpowers to experience such a preponderance of power. Before the war, both nations were fit to be described as great powers, but it would be erroneous to say that they were superpowers at that point. To understand how the second World War impacted these nations so greatly, we must examine the causes of the war. The United States gained its strength in world affairs from its status as an economic power. In the years before the war, America was the world’s largest producer. In the USSR at the same time, Stalin was implementing his ‘five year plans’ to modernise the Soviet economy. From these situations, similar foreign policies resulted from widely divergent origins. Roosevelt’s isolationism emerged from the wide and prevalent domestic desire to remain neutral in any international conflicts. It commonly widely believed that Americans entered the first World War simply in order to save industry’s capitalist investments in Europe. Whether this is the case or not, Roosevelt was forced to work with an inherently isolationist Congress, only expanding its horizons after the bombing of Pearl Harbour. He signed the Neutrality Act of 1935, making it illegal for the United States to ship arms to the belligerents of any conflict. The act also stated that belligerents could buy only non-armaments from the US, and even these were only to be bought with cash. In contrast, Stalin was by necessity interested in European affairs, but only to th... Free Essays on Superpowers Free Essays on Superpowers It is often wondered how the superpowers achieved their position of dominance. It seems that the maturing of the two superpowers, Russia and the United States, can be traced to World War II. To be a superpower, a nation needs to have a strong economy, an overpowering military, immense international political power and, related to this, a strong national ideology. It was this war, and its results, that caused each of these superpowers to experience such a preponderance of power. Before the war, both nations were fit to be described as great powers, but it would be erroneous to say that they were superpowers at that point. To understand how the second World War impacted these nations so greatly, we must examine the causes of the war. The United States gained its strength in world affairs from its status as an economic power. In the years before the war, America was the world’s largest producer. In the USSR at the same time, Stalin was implementing his ‘five year plans’ to modernise the Soviet economy. From these situations, similar foreign policies resulted from widely divergent origins. Roosevelt’s isolationism emerged from the wide and prevalent domestic desire to remain neutral in any international conflicts. It commonly widely believed that Americans entered the first World War simply in order to save industry’s capitalist investments in Europe. Whether this is the case or not, Roosevelt was forced to work with an inherently isolationist Congress, only expanding its horizons after the bombing of Pearl Harbour. He signed the Neutrality Act of 1935, making it illegal for the United States to ship arms to the belligerents of any conflict. The act also stated that belligerents could buy only non-armaments from the US, and even these were only to be bought with cash. In contrast, Stalin was by necessity interested in European affairs, but only to th...

Reflection Paper Essay Example | Topics and Well Written Essays - 750 words - 2

Reflection Paper - Essay Example Hence, a student can be able to achieve success in some aspects of their life while at school. For example, there are students who will excel in sports, socialization, and other different aspects of development while failing to pose excellent grades in class. In effect, qualifying such students as failures and branding them as such is not appropriate. To me, I think I have been an overall good student this far. However, the adjective ‘good’ is relative since there have been incidences whereby I think I have not done my best to be a good student. In effect, this reflection paper analyses my student life and the adjustments that I can make to turn my failures into successes while make the successes only better to help me achieve a lot in future. Assignments and school projects form the foundation of a student’s life in school. In this case, the assignments and projects ensure that a student is graded and their progress determined depending on the grades they obtaine d. In effect, a student who fails many of their assignments is branded a failure once they fail to post good grades in their examinations while those who posted impressive grades become successful. For me, I value the challenge posed by assignments and projects since they have been important in ensuring that I posted good grades. In this case, I have been able to hand in my assignments and projects on time. However, I am not happy with the approach that I was taking towards completing these assignments. In this case, I used to work on my assignments a few days, or even hours, before the submission deadline. In effect, I do not think that the level of hard work and research I was putting on these assignments helped me produce and realize my full potential. I feel that the grades were not a reflection of the best that I could have done, which effectively means that the grades are far from what I should have achieved. On the other hand, group projects have been influential since I have been able to interact with diverse people and gain self-confidence. However, we did not conduct our group’s projects in an approach that brought the best out of every member. In this case, I feel that I was not a good a student since I did not speak to my colleagues about this issue. Rather, I chose to remain silent instead of asking my group members to change the way we engaged each other since we were not achieving our full potential. Maintaining silence was not reflective of the behavior that a good student should have observed and I regret this approach. In effect, I want to ensure that I adjusted the approach that we used to conduct our group activities so that I can achieve success as a student in the United States. I realized that I relied more on fellow students than I relied on my instructors. In line with this, relying on my fellow students was beneficial since I gained insights that helped me during my studies. However, I think that I should have engaged my instru ctors more than my fellow students in order to obtain informative insights due to the experience that instructors have in comparison to students. I want to adjust this aspect in order to become a successful student in the United States. Overall, I am a good student although there are some aspects of a good student that I have to accomplish. In this regard, I realize that I have not engaged in extra-curricular activities throughout the course of my