Benign prostatic hyperplasia (BPH) Term Paper Example | Topics and Well Written Essays - 1500 words

Benign prostatic hyperplasia (BPH) - Term Paper Example Despite the fact that the common causes of benign prostatic hyperplasia (BPH) are not very clear, it is important to note that experts consider testosterone and other related hormones and major causes of BPH. This is a direct implication that BPH androgens have to present for BPH to occur in a patient’s body. This is evidence by the fact that boys who are castrated do not develop the disease when they age. This is because such people do not produce the hormone testosterone and other related hormones that are closely associated with this condition. It is difficult to prove that the occurrence of BPH is associated with some environmental conditions and lifestyle. However, there may be genetic links to the disease. This is because studies have indicated that sons of men who were previously diagnosed with BPH tend to be more probable to contract this disease. This is an implication of the presence of genetic link to the disease (Bachmann, & Rosette, 2011). The disease only affects males and is proven to affect only the older men. It has not been proven that BPH can affect boys under the age of 20 and it is for this reason that the disease is associated with older men. BPH begins with both the stromal cells and the epithelial cells undergoing hyperplasia. In the process, a number of fibroadenomatous nodules form in the prostate around its periurethral region. The progressive growth of the nodules displaces the fibro-muscular prostate peripherally and the condition progresses. This results into the lengthening and narrowing of the prostatic urethral lumen. As a result, the outflow of urine is gradually obstructed (In Kaplan et al, 2014). Increased pressure, which is associated with bladder distention and micturition, can progress to trabeculation, the formation of cellule and diverticulitis. During the progressive

Technology Integration In Learning Essay Example for Free

Technology Integration In Learning Essay There is almost no place that you can go where technology hasn’t been used. Technology affects our daily lives in everything that we do; it saves time, creates a world of endless learning, and makes traveling to halfway around the world effortless. Technology greatly reduces the time it takes to perform lives everyday tasks. Daily chores such as mowing the grass or doing the dishes have been reduced from hours to twenty minutes with the invention of the automatic dishwasher and gas powered lawn mower. New technologies have even eliminated the time it takes to read books when you can download the audio book off of iTunes to listen to on your iPod. In the work place machines have eliminated many of the hand labors of molding parts and assembling products creating a great surplus of extra hours to finish other works and increasing production. Technology also helps student in their studies. In an article published by Technology and Learning magazine, interviews were conducted with some leading research experts on how they felt about technologys impact on education. The first way that technology can benefit students is that it can accelerate, enrich and deepen basic skills. Under the right conditions, students learn faster with more depth of understanding using technology (Salpeter, 1999). Students who use the technology for real communication with a real audience are much more capable of talking to adults because they are getting used to ittechnology facilitates cooperative learning, encourages new roles for learners and the ability to work independently. said Judy Salpeter , who is the editor of the Technology and Learning magazine. The impact of technology on society is deep. It is both positive and negative. Technology has largely influenced every aspect of living. It has made life easy, but so easy that it may lose its charm one day. One can cherish an accomplishment only if it comes after effort. But everything has become so easily available due to technology that it has lost its value. There is a certain kind of enjoyment in achieving things after striving for them. STATEMENT OF THE PROBLEM This research generally aimed to analyze the importance of technology in learning. Specifically, it sought to answer the following questions: 1. What are the effects of technology in our lives? What are the negative effects of technology in our lives? How does the technology effects our environment? How does the technology effects the process of learning? SCOPE AND DELIMITATION OF THE STUDY This study consists of the importance of technology in our lives, in our studies and the effects of this.

Psychology Essays Hysteria

Psychology Essays Hysteria Hysteria has been seen as both a form of political protest and as the failure to negotiate and resolve the Oedipus complex. Discuss with reference to the Dora case. In many ways, hysteria and the hysteric patient go right to the very heart of psychoanalysis. It was after all, as we shall see, the basis of Freud and Breuers assertions on the validity of psychoanalysis and psychodynamic treatment and has been used ever since by theorists and practitioners as a test case with which to continually asses those initial findings. In the late nineteenth century, as now, the hysteric patient exists in a kind of hinterland of diagnosis, being appropriated for the good, sometimes, of not themselves but the larger discourse of psychiatry or critical theory. The many case histories that litter the canonical texts of psychoanalysis are testament to the wide variety of symptoms and manifestations of hysteria that are as numerous as are the patients themselves. Karl Abraham, in his essay on Hysterical Dream States (1988) gives us this same sense as early as 1910: these states differ greatly in degree, exhibit considerable variations in their duration, are often associated with the affect of anxiety(and)I myself have come across these state sin a number of patients whom I have treated with psychoanalysis. (Abraham, 1988: 90) With this in mind, in this essay I would like to look at two of the most important aetiological views of hysteria of the last hundred and twenty years; those of Freud and the non-resolution of the Oedipus complex and those of the French and American feminists who viewed hysteria as being, not only a manifestation of phallocentric social registers but also a protest against them. In order to centre this study within an existing analytical framework I will constantly refer both views back to Freuds case history of Dora (Freud, 1977), itself of course, one of the seminal early works on the formation of psychoanalysis and thinking of hysteria and hysterical symptoms. One can only appreciate the impact of Freuds work on hysteria, I think, if one first places it into the context of contemporary and preceding medical theory. Niel Micklem in his The Nature of Hysteria (1996) details the conditions long history: The lively interest for medicine that hysteria has aroused since it was first recorded in ancient Egypt more than 3,000 years ago has yielded a substantial amount of writing(and)the most accomplished research worker would be hard pressed to account for all the literature. (Micklem, 1996: 1) As Micklem suggests, hysteria is a protean and multifaceted disease (Micklem, 1996: 3) that is difficult to discern both by the physician and the historian. However right from its earliest beginnings, the notion of hysteria has always been associated with the notion of sexual development and, in particular, that of women. Greek myth is littered with countless examples of phantasmatic conditions brought on by either sexual excess or repression; from the mythological portrait of Demeter to Platos assertions in Timaeus that: When (sexual) desire is unsatisfied the man is over-mastered by the power of the generative organs, and the woman is subjected to disorders from the obstruction of the passages of the breath, until the two meet and pluck the fruit of the tree. (Plato, trans. Howett, 1970, steph.91) As Micklem suggests, this swing between repression and nymphomania has been a constant leitmotif in aetiological thinking regarding hysteria since Plato and Homer. However, in the nineteenth century work of Pierre Briquet and, later Jean Martin Charcot, the reliance upon sex and frustration as a central feature of hysteria was abandoned in favour of an approach that concerned itself far more with genetic and hereditary factors. It was at this time, also, that the psychiatric profession began to take hysteria seriously as a condition and it was chiefly through this that it was twinned with neurosis; a factor that was to have a marked impact on Freuds interest in it as a basis for psychoanalysis. Around the end of the nineteenth century, then, the work of Briquet and Charcot had instilled hysteria into the annals of neurological illness. Charcots work on hysteria concretized the condition as one that could be studied through recognition of underlying psychopathological causes rather than physical symptoms, as Stanley Finger asserts: Charcot hypothesized that mental events can act as agents provocateurs, or triggers, for hysterical reactions, at least in an individuals with weak constitutions. He found provoking agents in the loss of a loved one, fears about a real illness, and work-related trauma. (Finger, 2000: 194) This notion, as Ernest Jones suggests in his The Life and Work of Sigmund Freud (1961: 208) was to have a profound effect on Freud and form the basis of his and Breuers Studies on Hysteria (1972). The case history of Dora stands, along with Anna O, Little Hans and the Rat Man, as seminal texts in the history of psychoanalysis. Freud prefaces his study with the caution that it represents only part of the over all research, however it is a remarkably illuminating and complete record of the early applications of psychoanalysis. The case itself surrounds Dora, an eighteen year old woman who suffered a variety of neurotic illness including shortness of breath (dyspnoea), lose of voice, paralysis, fainting spells, depression and threats of suicide. In analysis, Dora revealed that she had been pursued by Herr K. a family friend, whose wife was conducting a sexual affair with Doras father; Doras mother was an ineffectual figure in the story who was marginalized both by Dora and, subsequently by Freud himself. Doras bouts of hysteria coincided with real and imaginary contact with Herr K. and reveal themselves through a series of paraparaxes and dreams that provide material for Freuds interpretation. For Freud, of course, hysteria existed as a psychic rather than a physical condition (Freud, 1972: 25). His and Breuers Studies in Hysteria and his own case notes on Dora follows, in some senses, what we have seen as Charcoldian lines of thought, tracing the source of the patients hysterical symptoms back to some childhood event or trauma. In the first dream analysis, for instance, Freud links Doras dream concerning the burning of a house in which she stays with childhood memories of bedwetting and being woken up by her father: Think of the expressions you used: that an accident might happen in the night, and that it might be necessary to leave the room. Surely the allusion must be to a physical need? And if you transpose the accident into childhood what can it be but bedwetting? (Freud, 1977: 108) The Dora study is interesting, I think, in that it provides us with an ideal fulcrum around which to place Freuds thought. We can note echoes still of Charcot in the analysis and of Freuds earlier insistence on childhood trauma but, of course, by the studys publication in 1905 Freud had formulated his concept of the Oedipus complex (Jones, 1961) and it is this, along with transference perhaps, that provides much of the analytical undercurrent of the text. The symbolism of Doras first dream, for instance, is suffused with Oedipal imagery and reference. It details the dreamer trapped in a burning house whereupon she is awoken by her father. Her Mother, in the meantime, attempts to save her jewelry box but is stopped again by her father; as Dora exists the house she awakens. Freud interprets this dream as an indication of Doras repressed sexual desires for her father; the jewelry box becoming symbolic of both her womb and the favour of her father for her mother. The dream reoccurred whilst the subject was visiting the lakeside holiday home that became the scene of the attempted seduction by Herr K. and this was seen by Freud as an indication that Doras repressed sexual desires for her father were being awakened in order to further suppress her mature desire for her suitor: My interpretation was that she had at that point summoned up an infantile affection for her father so as to be able to keep her repressed love for Herr K. in its state of repression. This same revulsion in the patients mental life was reflected in the dream. (Freud, 1977: 124) Here we have two important features of Freuds notion of the importance of the Oedipus complex in the formation of neurosis, firstly that this manifests itself in dreams and secondly that Dora unconsciously drew upon her unresolved Oedipal or Electra complex in order to repress mature sexual desire. If we return again to the first dream we note tropes and Oedipal leitmotifs that even Freud did not discover. The locking of the jewelry box, for instance, is linked with the locking of her brothers room by her mother: My brothers room, you see, has no separate entrance, but can only be reached through the dining-room. Father does not want my brother to be locked in like that. (Freud, 1977: 101) We can detect quite clearly here the extent of the Oedipal reference in the dream. Commensurate with Freuds notions of condensation (Freud, 1965: 312) and displacement (Freud, 1965: 340), Dora suggests that her brother is, in fact the treasure or jewel that her Mother wants to lock away; by not allowing this, her Father both displays his own Oedipal affect (in reality) and strengthens Doras Oedipal attachment to him (in her dream). For Freud, of course, this unresolved complex is repressed and manifests itself as hysteria. Of course, the third element of Oedipal attachment here (after her father and Herr K) is the transference onto Freud himself and the Dora case history stands, perhaps, as one of the greatest stories of seduction, of reader by author, in psychoanalysis. In Freud and the Passions, John ONeil suggests that: Listening with the third ear to Dora meant taking on the part of a hysterical daughter caught in a series of transgressive erotic triangles, while at the same time, attempting to preserve his own discrete boundary as analyst-father. It meant supplementing a fractured verbal narration (her story) with meanings he read into her physical symptoms (his story), joining them together as a single story. (ONeill, 1996: 101) Whereas, as many commentators have pointed out (Blass, 1992; Krohn and Krohn, 1982) there is a wealth of Oedipal content in the Dora case and Freuds interpretation it has also been the basis for much criticism. Much of this criticism, in recent years has centered around Freuds phallocentric interpretation of Doras symptoms (Horrocks, 2001). Freuds assertions that Doras revulsion upon being kissed by Herr K. is reflective of her repressed desires, be they Oedipal in the first instance or for Herr K in the second, is for instance refuted by Roger Horrocks in Freud Revisited: Psychoanalytic Themes in a Postmodern Age (2001), who sees her actions as merely the understandable reactions of a woman caught up in a, mainly masculine, play of power. In her essay The Hysterical Woman: Sex Roles and Role Conflict in 19th Century America (1992), Carroll Smith Rosenberg highlights this phaollocentric construction of the hysterical patient: Contemporaries noted routinely in the 1870s, 1880s and 1890s that middle class American girls seemed ill-prepared to assume the responsibilities and trials of marriage, motherhood and maturation. Frequently women, especially married women with children, complained of isolation, loneliness and depression. (Smith Rosenberg, 1992: 26) This views hysteria as the outcome of an oppressive masculine society that both controls and diagnoses. Dora, for instance, is defined by the wishes of her father, as daughter; as lover by Herr K. and as hysteric by Freud. The phallocentric construction of the feminine binary in the text, displaying on the one hand the ineffectual housewife in the shape of Doras mother and the cause of desire in the form of Frau K. traps Dora who fits into neither and so is labeled neurotic. Smith Rosenberg (and others such as Elaine Showalter in The Female Malady [1987]) also point to the adoption of hysterical symptoms as a sociopolitical protest by the women against the impossible situation that they found themselves in: It is quite possible that many women experienced a significant level of anxiety when forced to confront or adapt in one way or another to these changes. Thus hysteria may have served as one option to tactic offering particular women otherwise unable to respond to changes (Smith Rosenberg, 1992: 26) We can note, for instance, that there is a distinct link between the concept of illness in the case of Dora and the inability to accept social roles. Her Fathers illness precludes him from satisfactorily fulfilling his role as father, lover and husband and Doras hysterical attacks seems to occur at times of stress, when she is being forced, either by her father, Herr. K or Freud to adopt an external, clearly defined feminine role to which she is not accustomed. In fact Freud mentions but then glosses over this very point in his early analysis (Freud, 1977: 74-75). Caught within a binary of feminization, Dora exists as the projections of the male presences around her and, in order to protest against this, withdraws into hysteria, and as Mari Jo Buhle suggests: Freuds most acclaimed study of a hysteric discloses such a huge blind spot that the celebrated case of Dora documents more clearly the authors own avoidance mechanisms. (Buhle, 1998: 30) As we have see, then, there are cases to made for hysteria to be based in both Freudian notions of the unresolved Oedipus complex and the creation of feminine ideals and social norms by a largely masculine society. Freuds case study is as interesting to the student of the development of Freudian psychoanalysis, I think, as the psychoanalyst him or herself. Of course, we have here looked briefly at only two of the many psychoanalytical frameworks that have been designed to study hysteria. We might mention, for instance Lacans discussion of the Dora case in essay Function and Field of Speech and Language (Lacan, 2004) or Kleins notions of the father as good object in the aetiology of feminine sexuality and how it relates to the resolving of the Oedipus complex. What we can assert, by looking at these two specific instances, is the extent that psychoanalytic and socio-political interpretations of hysteria say as much about the wider culture than they do about the condition itself. This view, of course, is commensurate with Foucaults concept of enunciative discourses in his Madness and Civilization (2004) and The Archaeology of Knowledge (1989) The case of Dora provides us with an interesting picture of Freud struggling to come to terms with not only concepts such as hysteria and the Oedipus complex but transference, negative transference and, in fact, the whole basis of modern psychoanalysis. As we have seen, the criticism of the second wave feminists was, perhaps, well founded. The case study, whilst being an exemplar in the ways that analysis can be used is also just as indicative of its problems and shortfalls. References Abraham, Karl (1988), Hysterical Dream States, published in Selected Papers on Psychoanalysis, (London: Karnac) Adler, Alfred (1956), The Individual Psychology of Alfred Adler, (London: Harper Torchbooks) Beizer, Janet (1994), Ventriloquized Bodies: Narratives of Hysteria in Nineteenth Century France, (Ithaca: Cornell University Press) Buhle, Mary Jo (1998), Feminism and its Discontents: A Century of Struggle with Psychoanalysis, (London: Harvard University) Finger, Stanley (2000), Minds Behind the Brain, (Oxford: Oxford University Press) Freud, Sigmund (1977), Case Histories 1: Dora and Little Hans, (London: Penguin) Freud, Sigmund (1965), The Interpretation of Dreams, (London: Discus Books) Freud, Sigmund and Breuer, Joseph (1972), Studies in Hysteria, (London: William Benton) Freud, Sigmund (1976), The Psychopathology of Everyday Life, (London: Penguin) Freud, Sigmund (1974), Introductory Lectures on Psychoanalysis, (London: Penguin) Foucault, Michel (2004), Madness and Civilization, (London: Routledge) Foucault, Michel (1989), Archaeology of Knowledge, (London: Routledge) Foucault, Michel (1990), The History of Sexuality: Vol. 3: The Care of the Self, (London: Penguin) Horrocks, Roger (2001), Freud Revisited: Psychoanalytic Themes in the Postmodern Age, (London: Palgrave) Jones, Ernest (1961), The Life and Work of Sigmund Freud, (London: Pelican) Kahane, Claire (1990), In Doras Case: Freud, Hysteria, Feminism, (New York: Columbia University Press) Klein, Melanie (1997), The Psycho Analysis of Children, (London: Verso) Lacan, Jacques (2004), Ecrits: A Selection, (London: Routledge) Micklem, Niel (1996), The Nature of Hysteria, (London: Routledge) Murohy, Sean and Popay, Jennie (eds), Health and Disease: A Reader, (Milton Keynes: Open University Press) ONeill, John (1996), Freud and the Passions, (Pennsylvania: Pennsylvania State University) Plato (1970), Dialogues of Plato, (trans. B. Jowett), (London: Sphere) Showalter, Elaine (1987), The Female Malady, (London: Virago) Smith Rosenberg, Carroll (1992), The Hysterical Woman: Sex Roles and Role Conflict in 19th Century America, published in Black, Nick, Boswell, David, Gray, Alastair, Wolheim, Richard (1971), Freud, (London: Fontana|)

Hidden Curriculum Essay -- essays research papers

Hidden Curriculum   Ã‚  Ã‚  Ã‚  Ã‚   Education is designed to serve many purposes towards the youths of today. It teaches the youth how to be better people and it prepares them for life. Education teaches its pupils knowledge in more that one way, by looking at life in different directions. There is a curriculum that is taught by the teachers and the textbooks, and in addition to the standard schooling there is also a â€Å"hidden curriculum.† Gatto and Rose each have their own style of teaching and learning and their articles explain their unique styles. In college, high school, and even previous schooling, lessons are taught that enforce hidden instruction, but the students that succeed are the ones that recognize this and learn from it.   Ã‚  Ã‚  Ã‚  Ã‚  In the article â€Å"The Seven-Lesson Schoolteacher,† written by the teacher John Taylor Gatto, he sarcastically talks about how he secretly teaches his students lessons in life without their knowing. His messages teach important things in life such as patience and organization. Gatto’s lessons like these are important for people to learn in school, but they cannot be taught out of a book or in a lesson. He believes these types of lessons must be taught to children within hidden messages to make it easier to learn. Gatto is speaking the truth when he says that the lesson plans of teachers contain much hidden curriculum. For example, Gatto jokingly says that he teaches confusion as one of these mysterious le...

American Colonies Relations with Britian

Colten Redmond Mr. Smith AP US History 2 October 2012 DBQ: British and American Colonies Relations The French and Indian war affected the relations between the British and the American colonies through political turmoil, economical debt leading to strict taxation, and ideological differences which increased colonial violence. These sources of anger and resentment created a permanent gap between Britain and the American Colonies that would eventually lead to a brutal revolution.The French lost the entirety of their North American possessions after the French and Indian War, which led to numerous new possessions for the British (Doc A). The British and American colonies political views differed greatly because of the effect of salutary neglect. The colonies were not accustomed to direct taxation or strict governing rules. The Proclamation of 1763 was one of the first forms of direct control imposed by the British. The proclamation called for a movement of all settlers to stay east of t he Appalachian Mountains.Many settlers ignored the proclamation, but nevertheless, it began a short era of direct control under the British. The British council determined that the American colonies needed to be taxed in order to raise revenue and regulate trade (Doc F). The council’s motives led to direct taxes on the colonies such as the Sugar Act, Currency Act, and Stamp Act. Benjamin Franklin attempted to represent the colonies in London as he partook in the repeal of the Stamp Act (Doc G). He wrote letters to John Highs, detailing his efforts to repeal the act and the dire need for the colonies to stay firm and loyal towards the crown.Many colonists did not waver from their loyalty towards the British Crown, such as Reverend Thomas Barnard. In one of his man sermons to Massachusetts, Barnard emphasizes how their mother country had protected them from turmoil and how she should be honored and served for her great services (Doc E). The differing political views were beginn ing to cause friction among many colonists, leading to rash decisions. The Boston Massacre, although overly emphasized in many accounts, sparked violence throughout the colonies. These cts of violence were a direct result of the Quartering Act, Declatory Act, and Townshend Acts. The Boston Tea Party was used to boycott the British after the Tea Act, and this became the final act of opposition by the colonists before Britain imposed Marshall Law. The Intolerable Acts were a punishment for the colonies after the Boston Tea Party, and it imposed Marshall Law, curfews, the closing of Boston Harbor, and the revocation of the Massachusetts charter. All of these forms of control by the British caused growing political differences and overall turmoil for both sides.The French and Indian war was not only political, but it offered a great deal of land wealth for the British. Chief Canasatego of the Onondaga Nation, who represented the Iroquois Confederacy, stated that the lands of his people were becoming more valuable to the white man (Doc B). This value attracted British officers, such as George Washington, to the scene of the war. Washington stated his desire to serve under General Braddock, due to the fame and prestige he could attain from the campaign (Doc C).The colonists, specifically those from Massachusetts, were employed under the British Crown, though their conditions were debilitating. They spoke of their denied Englishmen’s rights and the opposition under British control (Doc D). All of this culminated into a desire for economical wealth and prosperity. The war would ultimately rob the British of their wealth which led to direct taxation of the colonists in order to replenish it. The British saw the taxes as a source of revenue for repaying the war debt; however, this angered the colonists and led to strong opposition.The Stamp Act, which was a tax on all documents, led to the creation of the Stamp Act Congress. The colonists also organized into the Sons of Liberty and began to boycott the British. The ability to boycott was detrimental to the British because it rendered there taxes virtually useless. The economical debt sustained by the British was the main factor in the strict taxation of the colonists. The ideological differences between the American colonies and Britain caused anger and violence throughout the colonies.The American colonies wished to be self-independent and were content with salutary neglect. When Britain increased their direct control over the colonies, it caused resentment and rebellion. The colonies had settled into a systematic set of ideas and concepts that shaped their daily lives, while the British uprooted those ideas by their sudden forms of control. The colonies tried to express their anger towards the British Stamp Act through their newspapers. Then newspapers expressed that they had to go out of business due to the actual cost of producing the newspaper leaving them moneyless (Doc H).The colonie s began to severely question the motives of the British and whether these extreme taxes were actually alleviating their debt at all. The political turmoil, economical debt mingled with strict taxation, and ideological differences created an air of resentment for the British within the American Colonies. This resentment and anger led to the brutal American Revolution. The mistakes of the British were also specifically outlined during the creation of our Constitution, which secured the ideals and motives of the American Colonies.

A Raisin in the Sun & the American Dream

The American dream in the ’50s was close to materialism. The ownership of consumer goods was believed to bring joy into a family’s life. This stereotypical view governs the dream of one of the main characters in Lorraine Hansberry’s play.The title of the play is based on â€Å"Harlem† by Langston Hughes, a poem that raises a question about a dream that is deferred. â€Å"Does it dry up like a raisin in the sun? †¦ Or does it explode?† (Rampersad, 1995, pg. 426) There are three main characters and all three of them of have dreams that have been prolonged for too long. A Raisin in the Sun is about the rocky journey they go through to acquire their dreams.  The Younger’s family has just received a $10,000 dollar check for their dead father’s life insurance policy. They live in a two bedroom apartment on the black side of town in Chicago. Racial prejudices against blacks in that era and a low income are the root of conflict in the f amily.Mama, deceased Mr. Youngers widow wishes to buy a house and fulfill the dream she once saw with her husband. Beneatha, Mama’s daughter, hopes to find her identity through looking towards true African heritage. Walter, Mama’s son, wishes to one day become rich. He wants to replenish his marriage and provide his son with all the opportunities he never had growing up.Walter wants to invest money in the liquor business with a few of his friends. Although the idea appalls Mama at first, she trusts and supports her son with his decision. The night before making the investment Walter tells his son about the business transaction he about to make while tucking him into bed. He tells the little boy that their lives will change soon and paints an elaborate and vivid picture of the future. He tells his son that when he’s seventeen years old he’ll come home and park the Chrysler in the driveway.The gardener will greet him and when he’s inside the house he ’ll kiss his wife and come up to his sons room to see him browsing through brochures of the best colleges in America. He then tells his son that he will give him whatever he wants. Although Walter is somewhat materialistic in what he wants at the core he just wants a happy family and a son who should have all the chances he never had.During this time Mama buys a house to fulfill the dream she saw with her husband; the only one she can afford is in a white suburban neighborhood. Mr. Lindner a man from the neighborhood comes to the Younger house trying to convince them to not destroy the white community. He offers a lot of money in exchange for their acceptance.Meanwhile Walter looses all the money he has invested in the liquor store because I friend has run away with it. When he looses the majority of their financial resources the entire family falls into a deeper level of depression. At this time, Walter decides to take the money the white man has to offer. The thought of sel ling away their right vexes Mama, Walter’s sister and his wife. They detest Walter for dealing with his dead fathers money so easily and feel that he has lost his soul when he days we wants to be bought out by the white Mr. Lindner.Ultimately, loosing everything they have unites them because at the last moment Walter changes his mind about taking money from Mr. Lindner. Walter tells him that they have moved into the house because their father earned it for them. He continues by saying that they don’t want to disturb the neighborhood peace or protest for bigger causes, and that they’d be nice neighbors.He tells Mr. Lindner that he doesn’t want the money. At this moment the entire family’s spirits are lifted and they are proud of the decision Walter has made. This act of standing by your family to achieve the American dream of succeeding no matter who you are and where you come from unites them. They learn to support each other and put their families before their own. By owning a house, having a high morale, and the support of their family, each of them is on their way to fulfill their American dream.ReferencesFoulis, Rhona (2005, March, 14). A Raisin in the Sun. Retrieved March 8, 2008, from Culture Wars Web site: http://www.culturewars.org.uk/2005-01/raisin.htmPotter , G and Struss, Joe. (2002, April, 02). Iowa State University. Retrieved March 8, 2008, from ISU Play Concordances Web site: http://www.public.iastate.edu/~spires/concord.htmlRampersad, A (Ed.). (1995). The Collected Poems of Langston Hughes. Alfred A. Knopf, Inc..   

Free Essays on Indian Budism

The Chinese and India cultures are interconnected with one another. The art, architecture, religion and social standards of these great civilizations have intricate similarities and striking differences. The two have influenced each other in many ways. India spread its Buddhist beliefs to the Chinese and the Chinese introduced new trade and industry to the Indian culture. They shared many of these things unknowingly through trade and people moving through out the world. One of the major details in Indian art is the use of the tribhunga style. This style is one of creating a human form in which the stance contains three curves. These curves usually are at the hip, shoulder and head. A second detail of Indian art is the special hand positions. A piece may show one with their hand in a certain form. These defined positions will indicate a power or skill that is held by the person depicted. Many of the pieces on exhibit at the MFA’s Indian collection are religious in nature. Their religious beliefs affected their lives in all aspects. One must live the proper life in order to move on to a better one when they reach the next life. They would create many statues for each of the different gods they worshiped. These statues were referred to as Bodhisattvas. The different characteristics of these works such as stance and hand position would indicate who was represented. Many of the statues would also have multiple arms. These arms were symbolic of the deity having many talents and purposes. This may show one arm with a weapon, another with a religious item and yet another with a special hand position that indicates a special power held by that particular Bodhisattva. The art forms and styles of the Chinese culture changed often in ancient times. In each dynasty there were tell tale signs that the pieces were made in that era. These telling factors could vary greatly from colors used to materials. Many examples of these differences lie in ... Free Essays on Indian Budism Free Essays on Indian Budism The Chinese and India cultures are interconnected with one another. The art, architecture, religion and social standards of these great civilizations have intricate similarities and striking differences. The two have influenced each other in many ways. India spread its Buddhist beliefs to the Chinese and the Chinese introduced new trade and industry to the Indian culture. They shared many of these things unknowingly through trade and people moving through out the world. One of the major details in Indian art is the use of the tribhunga style. This style is one of creating a human form in which the stance contains three curves. These curves usually are at the hip, shoulder and head. A second detail of Indian art is the special hand positions. A piece may show one with their hand in a certain form. These defined positions will indicate a power or skill that is held by the person depicted. Many of the pieces on exhibit at the MFA’s Indian collection are religious in nature. Their religious beliefs affected their lives in all aspects. One must live the proper life in order to move on to a better one when they reach the next life. They would create many statues for each of the different gods they worshiped. These statues were referred to as Bodhisattvas. The different characteristics of these works such as stance and hand position would indicate who was represented. Many of the statues would also have multiple arms. These arms were symbolic of the deity having many talents and purposes. This may show one arm with a weapon, another with a religious item and yet another with a special hand position that indicates a special power held by that particular Bodhisattva. The art forms and styles of the Chinese culture changed often in ancient times. In each dynasty there were tell tale signs that the pieces were made in that era. These telling factors could vary greatly from colors used to materials. Many examples of these differences lie in ...