Summary of “Antigone” by Philip Harsh Essay Example For Students

Summary of â€Å"Antigone† by Philip Harsh Essay In â€Å"Antigone† by Philip Harsh, the play Antigone by Sophocles is critisized. Many argue about the originality of the play. Scholars believe that a large portion of the play was made up by Sophocles instead of being reffered to the orginal epic. Characters such as Tiresies and Ismene are only found in Sophocles’s version. The role of Haemon is the most significant in relation to the changes made by Sophocles. When one refers to the epic one will find that this character dies prior to the death of Oedipus Rex. He must have done this to give a touch of romanticism between Antigone and Haemon. We will write a custom essay on Summary of â€Å"Antigone† by Philip Harsh specifically for you for only $16.38 $13.9/page Order now Many Greek authors wrote their own versions of this play which brings more confusion to the actual story. The play was admired by many in the fifth century BC. When there was word of a performance of the play Antigone, every actor hoped to have a part in the production. The theme of this play is referred to by many as â€Å"a conflict between secular and divine law† (Harsh 103). This is challenged by philosophers of Greek studies. Greeks did not believe that Creon was a tyrant therefore disposing the idea of conflict. These might be concepts present through the play but these are only formed by the defense of Antigone’s point of view (Harsh 104). It is obvious that suspense is present through the entire play. The outcome of this play could have gone either way, negative or positive. â€Å"The suspense is aided by the absence of an expository prologue† (Harsh 104). This is a characteristic of any Sophoclean play. Although this is a tragic play all to its true meaning, there are parts of humor. Some humorous scenes are those of the guards. The climax of the play seems to be the revelation of the betrothat of Antigone to Haemon (Harsh 105). This serves as a cue for Haemon. Two of the main characters, Antigone and Haemon, are never together in any scene. Antigone is said to have not been a guilty party. She was only guilt of having a stubborn determination but this is the whole cause of the play. Creon believed that by her praising her deep her deed it only proves her guilt (Harsh 107). She was just like her father, Eodipus. After Antigone completes her deed, her attitude changes. She no longer maintains her determination. In the final speech made by Antigone in the last scene, she mentions that she would never had done this for her husband or child, this has puzzled many (Harsh 108). This is said to be a psychological and emotional response. It is not unreasonable, therefore, to assume that these lines are genuine and that Antigone is sincere, but she might have actually performed such a deed for her child or her husband† (Harsh 109). Creon should not be considered the antagonist in this play. His case comes with good reason. He believes that Polyneices should be treated as one who has descrated the temple of the gods was only made due to his loyalty. Creon is similar to Antigone in that they both are determined. Some even belive Creon, and not Antigone, is the main character of the play.

Speeches of Thomas Jefferson and Abraham Lincoln Compared essays

Speeches of Thomas Jefferson and Abraham Lincoln Compared essays Thomas Jefferson and Abraham Lincoln are both addressing people who are experiencing a difficult time in history. In fact, both men are facing the issue of a nation at war. Jefferson was speaking to a nation that was seeking its independence from a separate country. Lincoln was addressing a country that was facing an internal war. Both men were forced to look at what government meant for the people and more importantly, they had to decide if that government was worth fighting to keep. In the face of tension and strife, Jefferson and Lincoln produced documents that not only helped to settle growing conflicts, but also helped define America as it In the Declaration of Independence, Jefferson is speaking for a group people that desire to break free from the control of Great Britain. He is also addressing the British government. His views must be understood by both sides in order to be successful. Jefferson laid this document out in a superb manner, beginning with the statement that people must, at times, "dissolve the political bands" (Jefferson) which have previously bound them to one another. In addition, it is important to note that at the time, Jefferson and the other framers was drafting an incredible document because they were speaking out against the British monarchy, which was no small event. They were risking practically everything by committing treason. Jefferson believed that the colonists had every right to rebel against Britain. For one thing, they had not considered themselves part of British system for some years. There were two points that caused Jefferson to believe this way. One significant point that Jefferson makes is that all people are created equal and, as a result, have to right to pursue life, liberty, and happiness. These are the infamous inalienable rights with which every American citizen is born. Another point he makes in the Declarati...

Ancient Egyptians Played a Board Game Called 58 Holes

Ancient Egyptians Played a Board Game Called 58 Holes The 4,000-year-old board game 58 Holes is also called Hounds and Jackals, the Monkey Race, the Shield Game, and the Palm Tree Game, all of which refer to the shape of the game board or the pattern of the peg holes in the face of the board. As you might guess, the game consists of a board with a track of fifty-eight holes (and a few grooves), in which players race a pair of pegs along the route. It is thought to have been invented in Egypt around 2200 B.C. It flourished during the Middle Kingdom, but died out in Egypt after that, around 1650 B.C. Around the end of the third millennium B.C., 58 Holes spread into Mesopotamia and maintained its popularity there until well into the first millennium B.C. Playing 58 Holes The ancient game 58 Holes most closely resembles the modern childrens game known as Snakes and Ladders in Britain and Chutes and Ladders in the United States. In 58 Holes, each player is given five pegs. They begin at the starting point to move their pegs down the center of the board and then up their respective sides to the endpoints. The lines on the board are the chutes or ladders that allow the player to quickly advance or to just as quickly fall behind. Ancient boards are generally rectangular to oval and sometimes shield or violin-shaped. The two players throw dice, sticks, or knucklebones to determine the number of places they can move, marked on the game board by elongated pegs or pins. The name Hounds and Jackals comes from the decorative shapes of the playing pins found at Egyptian archaeological sites. Rather like Monopoly tokens, one players peg head would be in shape of a dog, the other in that of a jackal. Other forms discovered by archaeologists include pins shaped liked monkeys and bulls. The pegs that been retrieved from archaeological sites were made of bronze, gold, silver, or ivory. It is quite likely that many more existed, but were made of perishable materials such as reeds or wood. Cultural Transmission Versions of Hounds and Jackals spread into the near east shortly after its invention, including Palestine, Assyria, Anatolia, Babylonia, and Persia. Archaeological boards were found in the ruins of Assyrian merchant colonies in Central Anatolia dating as early as the 19th and 18th centuries B.C. These are thought to have been brought by Assyrian merchants, who also brought writing and cylinder seals from Mesopotamia into Anatolia. One route along which the boards, writing, and seals might have traveled is the overland route that would later become the Royal Road of the Achaemenids. Maritime connections also facilitated international trade. There is strong evidence that 58 Holes was traded throughout the Mediterranean region and beyond. With such widespread distribution, its normal that a considerable amount of local variation would exist. Different cultures, some of which were enemies of the Egyptians at the time, adapted and created new imagery for the game. Certainly, other artifact types are adapted and changed for use in local communities. The 58 Holes gameboards, however, seem to have maintained their general shapes, styles, rules, and iconography - no matter where they were played. This is somewhat surprising, because other games, such as chess, were widely and freely adapted by the cultures that adopted them. The consistency of form and iconography in 58 Holes may be a result of the complexity of the board. Chess, for example, has a simple board of 64 squares, with the movement of the pieces dependent on largely unwritten (at the time) rules. Gameplay for 58 Holes depends strictly on the board layout. Trading Games The discussion of cultural transmission of game boards, in general, is currently of considerable scholarly research. The recovery of game boards with two different sides - one a local game and one from another country - suggest that the boards were used as a social facilitator to enable friendly transactions with strangers in new places. At least 68 gameboards of 58 Holes have been found archaeologically, including examples from Iraq (Ur, Uruk, Sippar, Nippur, Nineveh, Ashur, Babylon, Nuzi), Syria (Ras el-Ain, Tell Ajlun, Khafaje), Iran (Tappeh Sialk, Susa, Luristan), Israel (Tel Beth Shean, Megiddo, Gezer), Turkey (Boghazkoy, Kultepe, Karalhuyuk, Acemhuyuk), and Egypt (Buhen, Thebes, El-Lahun, Sedment). Sources Crist, Walter. Board Games in Antiquity. Anne Vaturi, Encyclopaedia of the History of Science, Technology, and Medicine in Non-Western Cultures, Springer Nature Switzerland AG, August 21, 2014. Crist, Walter. Facilitating Interaction: Board Games as Social Lubricants in the Ancient Near East. Alex de Voogt, Anne-Elizabeth Dunn-Vaturi, Oxford Journal of Archaeology, Wiley Online Library, April 25, 2016. De Voogt, Alex. Cultural transmission in the ancient Near East: twenty squares and fifty-eight holes. Anne-Elizabeth Dunn-Vaturi, Jelmer W.Eerkens, Journal of Archaeological Science, Volume 40, Issue 4, ScienceDirect, April 2013. Dunn-Vaturi, Anne-E. The Monkey Race - Remarks on Board Games Accessories. Board Games Studies 3, 2000. Romain, Pascal. Les reprà ©sentations des jeux de pions dans le Proche-Orient ancien et leur signification. Board Game Studies 3, 2000.

Enlightenment History Term Paper Example | Topics and Well Written Essays - 1000 words

Enlightenment History - Term Paper Example It is a natural contradiction, but a legitimate one. â€Å"Man is born free, but he is everywhere in chains.† (e.g., Rousseau, â€Å"Social Contract,† Book I, Part 1) Another idea of the enlightenment was that people should be able to live without fear, free of superstition and blind obedience to the powers and authorities-that-be and that truth is to be found in scientific fact, not in opinion or faith. â€Å"We wish in a word to fulfill the requirements of nature, to accomplish the destiny of mankind, to make good the promises of philosophy... that France, hitherto illustrious among slave states, may eclipse the glory of all free peoples that have existed, become the model of all nations.... That is our ambition; that is our aim. What kind of government can realize these marvels? Only a democratic government.... But to found and to consolidate among us this democracy, to realize the peaceable rule of constitutional laws, it is necessary to conclude the war of liberty against tyranny and to pass successfully through the storms of revolution.† (e.g., Robespierre, â€Å"Speech,† †¦). Enlightenment revolutionaries also believed that differences are nothing compared to similarities, or in the idea â€Å"such as is common† to all humanity. ... The period of Enlightenment also brought us the idea that society is structured by a general philosophy that â€Å"we are what we buy,† or buy into. We must produce and distribute in order to be viable, and many of us today do define ourselves by our jobs. As to religion, Voltaire stated (paraphrased) â€Å"If God did not exist, we'd invent him.† â€Å"It is very true that we do not know any too well what the soul is: no one has ever seen it. All that we do know is that the eternal Lord of nature has given us the power of thinking, and of distinguishing virtue. It is not proved that this faculty survives our death: but the contrary is not proved either. It is possible, doubtless, that God has given thought to a particle to which, after we are no more, He will still give the power of thought: there is no inconsistency in this idea.† (e.g., Voltaire, â€Å"Universal Toleration,† †¦.) Finally, the Age of Enlightenment philosophers taught us that people a re best left self-governed. In the best interests of human rights, the aristocracy (the rich and powerful) cannot be allowed to be the only ruling schema and from this we derived our principle beliefs about democracy. Today, the French Republic is governed by the people and has an elected president and national representatives called a parliament. France was under absolute monarchy (aristocracy) until 1789, then it went to a republic government, back to a monarchy, and finally, by 1850, was a Republic again. Did the revolutionaries transform France into an enlightened nation? Yes. Did the revolutionaries transform the nation of France into an enlightened state of mind? Questionable, at best. The nation still declares itself majorly

What importance do equality and inequality have in the political Essay

What importance do equality and inequality have in the political theories of any two of the political theorists - Locke and Rousseau - Essay Example ncepts of both the theorists Locke and Rousseau and try to have a better understanding of these important concepts and how to incorporate them into society to ensure a better standard of life. According to Locke, in order to understand political power in the right sense of the word, we should first of all attempt to understand man within a natural setting. In such a natural state or condition, man possesses total freedom or liberty to act as he thinks fit. In so doing, a sense of equality is achieved because in his natural setting, all belong to the same species and everyone’s actions are mutual and reciprocal. In such a setting, no one has more power over another, since all men have the same rank and the same advantages without fear of ‘subordination or subjection.’ (Locke, 8) However, Locke draws our attention to an important point that deals with man in his natural settings. He sheds light on the liberty of man by explaining to us that even though man has full liberty to disburse his actions or possessions in any way he deems fit, yet he does not have the liberty to destroy himself. He brings to our notice, that there is a law of nature that governs the state of nature and it is this law of nature that teaches man to reason and makes him responsible for his actions even though he has the liberty to act at his will. Locke, highlights the fact that though mankind are all equal and independent, yet, no one has the right to harm himself, nor his fellow beings life, possessions, his health nor his liberty in any way because everyone was created for the use of the other. (Locke, 9) However, if a person goes against the law of nature, then a person has the right to secure the law of nature by punishing the offender and bringing peace and harmony to the communi ty of mankind. (Locke, 10) In chapter III, Locke speaks in sharp contrast about the State of War, as against the State of Nature. He rightly explains that the state of war only leads to enmity and

Dr Pepper Essay Example for Free

Dr Pepper Essay I. Factual Summary: Dr. Pepper is the main contender in the non-alcoholic beverage industry. Their wide range of products is the key to their continued success; by giving consumers variety. Dr. Pepper also remains profitable by maintaining a strong brand images and relationship with its consumers. Their main customers are large retails stores like Wal-Mart and Target; as well as convenient stores. II. Problem/ Opportunity: Dr. Pepper has the opportunity to branch out in the sports/energy drink market. The problem is the high level of competition. Red Bull and Monster already possess a great deal of the market and are well-known through branding and advertisement. III. Alternative Solutions: a.) Launch an energy drink and rely on the already existing relationships with vendors and consumers to make a profit. Use creative advertisements and slogans to compete against the competition. b.) Create an entirely new niche of product to stand out above the crowd. The product would need to be focused around the 18-25 age range; since that is where the market is seeing the most sales. Also, it will need to designed to fit into the â€Å"on-the go† lifestyle. c.) Focus on current products; and not venture into the sports drink genre. To avoid a potential loss of profit; Dr. Pepper could forgo launching a new line in an already competitive market. IV. Selection Solution: Dr. Pepper can launch a new drink that is protein filled. New to the shelves this product will attract the athletic consumer as well as those on the go lifestyles that are looking for a healthier drink choice. Dr. Pepper can still charge a higher price than Gatorade, and reach the same target market; since this is an entirely new concept. V. Conclusion The U.S. sports drink market posted total retail sales of $7.5 billion in 2006 and a year-over-year growth rate of about 13%. Dr. Pepper definitely needs to be part of this product category. By sticking out above the crowd with the protein filled drink, Dr. Pepper will not be directly competing against Red Bull or Monster, but will still have a presence in the health conscious market. Dr. Pepper can use in place relationships and strong brand image to its advantage while launching this new drink. It is important to target the right market with this product; which would be the 18 to 25 age range.

A Room With A View by E.M. Forster and The Remains of the Day by Tovah

A Room With A View by E.M. Forster and The Remains of the Day by Tovah Martin 'A Room with a View' and 'The Remains of the Day' are two novels which involve journeys of physical and spiritual discovery. The main characters of the stories are dissimilar in gender, age and social status but both experience situations and encounters which challenge their perspectives and personal values. The authors of these books have both included references to nature and landscape to emphasize, mirror and reinforce the reactions and emotions of their characters. They have also used nature and landscape to highlight key events. 'A Room with a View' was written in 1908 and the opening chapters are set in Florence, Italy, a vibrant country, where the high temperatures and natural beauty can stir the emotions. Lucy Honeychurch, chaperoned by her spinster cousin, Charlotte Bartlett, is on a grand tour, and struggles to understand the unfamiliar emotions which are stirring within her. 'Lucy's rebellious thoughts swept out in words - for the first time in her life.' Suppressed emotions are released and she discovers a maturity, independence and strength of character which allow her to analyse and perceive individuals in a new light. She has the audacity to challenge Mr Eager, who finds it 'intolerable that she should disbelieve him.' Lucy and Charlotte face initial disappointment with the views from their rooms. They had been promised 'south rooms with a view' but had north rooms overlooking a courtyard. This dull, uninteresting outlook reflects Lucy's upbringing in rural England, where she has restricted freedom and a limited stimulation in a climate inclined to be damp and cloudy. This contrasts with her expectations for ... ...d leaving the reader with clear, reflective images of a bygone era in an English landscape which still exists. 'A Room with a View' has more dramatic contrasts and energy. The story begins in Italy and the descriptions are strong and powerful, reflecting the events and emotions which develop in the characters. The feelings of the people are passionate and full of vitality and the landscape and nature vividly echo and illustrate what is happening. England is changeable and blustery, gloomy and grey, illuminated by flashes of brilliance and beauty. The atmosphere contrasts with Italy as the plot changes pace and people re-evaluate and alter their course. This book contains romantic illusions to pastoral subjects and makes use of nature to support events and feelings, which brings the book to life and provides excitement and entertainment for the reader. A Room With A View by E.M. Forster and The Remains of the Day by Tovah A Room With A View by E.M. Forster and The Remains of the Day by Tovah Martin 'A Room with a View' and 'The Remains of the Day' are two novels which involve journeys of physical and spiritual discovery. The main characters of the stories are dissimilar in gender, age and social status but both experience situations and encounters which challenge their perspectives and personal values. The authors of these books have both included references to nature and landscape to emphasize, mirror and reinforce the reactions and emotions of their characters. They have also used nature and landscape to highlight key events. 'A Room with a View' was written in 1908 and the opening chapters are set in Florence, Italy, a vibrant country, where the high temperatures and natural beauty can stir the emotions. Lucy Honeychurch, chaperoned by her spinster cousin, Charlotte Bartlett, is on a grand tour, and struggles to understand the unfamiliar emotions which are stirring within her. 'Lucy's rebellious thoughts swept out in words - for the first time in her life.' Suppressed emotions are released and she discovers a maturity, independence and strength of character which allow her to analyse and perceive individuals in a new light. She has the audacity to challenge Mr Eager, who finds it 'intolerable that she should disbelieve him.' Lucy and Charlotte face initial disappointment with the views from their rooms. They had been promised 'south rooms with a view' but had north rooms overlooking a courtyard. This dull, uninteresting outlook reflects Lucy's upbringing in rural England, where she has restricted freedom and a limited stimulation in a climate inclined to be damp and cloudy. This contrasts with her expectations for ... ...d leaving the reader with clear, reflective images of a bygone era in an English landscape which still exists. 'A Room with a View' has more dramatic contrasts and energy. The story begins in Italy and the descriptions are strong and powerful, reflecting the events and emotions which develop in the characters. The feelings of the people are passionate and full of vitality and the landscape and nature vividly echo and illustrate what is happening. England is changeable and blustery, gloomy and grey, illuminated by flashes of brilliance and beauty. The atmosphere contrasts with Italy as the plot changes pace and people re-evaluate and alter their course. This book contains romantic illusions to pastoral subjects and makes use of nature to support events and feelings, which brings the book to life and provides excitement and entertainment for the reader.

World Cultures Midterm: Confucius Analects

Confucius' program of study envisions some kind of political or social service. The study he encourages has two aspects: intellectual development and character building, in an effort to make an ideal role model that he calls the junzi. Construct a career path for Confucius' junzi indicating his proper roles in society. The path of the Confucian Junzi is interminable and strenuous. It is a life only for the hard working and self-reflective. â€Å"The sage and the man of perfect virtue;—how dare I rank myself with them? It may simply be said of me, that I strive to be one such without satiety†(7. 3); even the teacher of the ways of the Junzi knows that the path being a Junzi is never ending and that he has much more to learn. Confucius encourages his students to devote their lives to social and public service. He strives to develop his students intellectually and morally; to attain the wisdom and the virtue of a Junzi through practice of proper social conduct and exercise of traditional rituals. A person plays many roles in a lifetime and for every role comes different authorities and responsibilities. The main roles of a Confucian Junzi’s life are that of a student, son, and a attendant to the state/society.The first job of a Junzi is to be a filial son. The Junzi should attend to his elders, respect his parents wishes and earnestly follow the way path of his father: â€Å" If the son for three years does not alter from the way of his father, he may be called filial†(4. 20). If he possesses the position as the head of the family, the Junzi should regulate his home through example of virtue and benevolence. Family organization is the basis for the structure of the state and the government—one who cannot preside over a family is a poor leader and cannot regulate a country.A Junzi need not come for a wealthy home or a family of noble decent; Confucius did not discriminate between those rich or poor—he took all those willing to learn and work as his student. The Junzi works to intellectually grow with the experiences he has gained and has a never-ending appetite for knowledge. â€Å"When a man is not in the habit of saying—‘ what shall I think of this? What shall I think of this? ’ I can indeed do nothing with him†(15. 15). He should form questions and insights to everyday occurrences and not avoid what he does not know or is afraid of.A student is to gain knowledge not only from his studies but also from occurrences and people around him. He will use his learnings to service the state and will not venture to make profit or seek immediate gain. Honor and nobility should be gained through merit and virtue and not through bloodline. As an attendant to the state, the Junzi will rise to a position in court (either through recommendation for his good moral conduct or through proving himself worthy through civil servant exams) and be loyal to his country and ruler. The scholar trai ned for public duty, seeing threatening danger, is prepared to sacrifice his life. When the opportunity of gain is present to him, he thinks of righteousness†(19. 1). The Junzi will continue to cultivate himself morally and intellectually—to set apart what is right and wrong and to act as a role model. He tries to bring out the admirable qualities in other men and aid them in becoming a superior man. If the Junzi’s services are no long needed at court, he will then devote his life to teaching students the virtue of a righteous man.He will greet others with benevolence and preach the rule of reciprocity: â€Å"what you do not want done to yourself do not do to others†(15. 23). â€Å"The master said, of Tsze-Ch’an that he had four characteristics of the superior man;—in his conduct of himself, he was humble; in serving his superiors, he was respectful; in nourishing the people, he was kind; in ordering the people, he was just†(5. 15). Wh ether the Junzi is student, a court official/ faithful subject to the country or a filial son, becoming a superior man is a lifelong progression that never stops.

About Time Essay

When introducing his book, author Adam Frank tells us that he is setting out to â€Å"unfold the grandest conception of the universe we human beings have been able to imagine and explore. At the same time embracing our most intimate and most personal experience of the world — the very frame of human life. † â€Å"This book is about time, both cosmic and human. † For those interested in the complex journey of humanity through the cosmos, Frank does not fail in his quest to unravel the unique web of ‘time’ into a thread of understandable science. That is if you can take a partially solved puzzle and write a book that connects the proverbial dots of known science and cultural anthropology with the partially understood theories of cosmology and related sciences. Mission accomplished by Frank. Upon first receiving this book, I was hopeful that Frank would present the material of thousands of years of science in a unique and interesting way; setting his writing apart from the hundreds of other astronomy books I’ve read. See more: Strategic Management Process Essay Frank, being a seasoned writer and astrophysics professor, did not disappoint. Frank takes you on a conversational journey, filled with real life examples, both personal and historical, to share his view of some of the most multifarious ideas being considered in our galaxy today. The first few chapters are a review of compound science related to our galaxy, but Frank quickly dives into a discussion of how culture has been affected by the world around it. From there Frank draws a picture from intricate ideas and theories of how society fits in the larger puzzle of cosmology. All while focusing on the measurement of time. If you are looking to take your perspective of cosmology to a new and deeper level, allow Adam Frank to steal some of your time and read his book â€Å"About Time†. Frank will surely have you viewing your society, history, and clock in a whole new perspective. Not to mention putting you on the forefront of scientific theories and cultural progress being considered in the world of cosmology.

The role of the nurse in health promotion The WritePass Journal

The role of the nurse in health promotion Introduction The role of the nurse in health promotion IntroductionReference ListRelated Introduction This assignment proposes to discuss the role of the nurse in health promotion.   To facilitate the discussion in the delivery of primary, secondary and tertiary levels of health promotion, the health risk of tobacco smoking in relation to Lung Cancer has been chosen.   National policies will be explored in relation to smoking and how these influence the delivery of health promotion by the nurse.   The barriers to health promotion will be identified along with ways in which these may be overcome. The intention of the World Health Organisation (WHO) to achieve â€Å"Health for All† by the year 2000 was published in their Ottawa Charter, the outcome of which was to build healthy public policy, create supportive environments, strengthen communities, develop personal skills and reorient health services.   They identified key factors which can hinder or be conducive to health; political, economic, social, cultural, environmental, behavioural, and biological (WHO 1986). The current health agenda for the UK aims to improve the health of the population and reduce inequalities with particular emphasis on prevention and targeting the number of people who smoke (DH 2010). Inequalities in health have been extensively researched and although attempts have been made to overcome these, there is evidence to support that the divide between the rich and the poor still exists in society.   Marmot (2010) highlighted the lower social classes had the poorest health and identified social factors such as low income and deprivation as the root causes which affect health and well being.  Ã‚   Increased smoking levels were found to be more prevalent in this cohort.   Bilton et al (2002) suggests the environment an individual lives in can have an adverse effect on health in that it can influence patterns of behaviour.   For example, families living in poor housing conditions, in poverty or in an environment away from a social support network can suffer psychological stress; which in turn can prompt coping behaviours such as tobacco smoking (Blackburn 1991, Denny Earle 2005). Smoking is a modifiable risk factor to chronic disease such as Cancer of the Lung, with 90% of these cases being the result of smoking (Cancer Research UK 2009) it  Ã‚   is the single biggest preventable cause of premature death and illness and is more detrimental to the poorer in society.   Responsible for 80,000 lives per year, the huge financial burden on the NHS to treat illness associated with smoking is estimated at  £2.7 billion each year (DH 2010).   This illustrates the huge opportunity for public health to address the wider issues associated with inequalities and to target people who smoke.   Various White papers have demonstrated the Government’s commitment in reducing smoking figures and preventing uptake, both at individual and population levels, through health promotion activity, empowering individuals and enabling them to make healthier lifestyle choices (DH 2004, DH 2006, DH 2010). Health promotion is a complex activity and is difficult to define.   Davies and Macdowall (2006) describe health promotion as â€Å"any strategy or intervention that is designed to improve the health of individuals and its population†.  Ã‚   However perhaps one of the most recognised definitions is that of the World Health Organisation’s who describes health promotion as â€Å"a process of enabling people to increase control over their health and its determinants, and thereby improve their health (WHO 1986). If we look at this in relation to the nurse’s role in smoking cessation and giving advice to a patient, this can be seen as a positive concept in that with the availability of information together with support, the patient is then able to make an informed decision, thus creating empowerment and an element of self control.   Bright (1997) supports this notion suggesting that empowerment is created when accurate information and knowledgeable advice is given, thus aiding the development of personal skills and self esteem. A vital component of health promotion is health education which aims to change behaviour by providing people with the knowledge and skills they require to make healthier decisions and enable them to fulfil their potential.  Ã‚   Healthy Lives Healthy People (2010) highlight the vital role nurses play in the delivery of health promotion with particular attention on prevention at primary and secondary levels.  Ã‚   Nurses have a wealth of skills and knowledge and use this knowledge to empower people to make lifestyle changes and choices.   This encourages people to take charge of their own health and to increase feelings of personal autonomy (Christensen 2006).  Ã‚   Smoking is one of the biggest threats to public health, therefore nurses are in a prime position to help people to quit by offering encouragement, provide information and refer to smoking cessation services. There are various approaches to health promotion, each approach has a different aim but all share the same desired goal, to promote good health and prevent or avoid ill health (Peate 2006).   The medical approach contains three levels of prevention as highlighted by Naidoo and Wills (2000), primary, secondary and tertiary prevention. Primary health promotion aims to reduce the exposure to the causes and risk factors of illness in order to prevent the onset of disease (Tones Green 2004).   In this respect it is the abstinence of smoking and preventing the uptake through health education and preventative measures.   One such model of prevention is that of Tannahill’s (1990) which consists of three overlapping circles; health education for example a nurse may be involved in the distribution of leaflets educating individuals or a wider community regarding health risks of smoking, prevention, aimed at reducing the exposure to children, for example, in 2007 the legal age for tobacco sales increased from age 16 to 18 years in an attempt to reduce the availability to young people and prevent them from starting to smoke (DH 2008),   health protection such as lobbying for a ban on smoking in public places. If we look at this in relation to the role of the school nurse, this is a positive step when implementing school policies such as no smoking on school premises for staff and visitors, as this legislation supports the nurse’s role when providing information regarding the legal aspects of smoking.  Ã‚   Research demonstrates that interventions are most effective when combined with strategies such as mass media and government legislation (Edwards 2010).  Ã‚   Having an awareness of such campaigns and legislation is essential to aid best practice and the nurse must ensure that knowledge and skills are regularly updated, a standard set by the Nursing and Midwifery Council (NMC 2008). Croghan Voogd (2009) identify the school nurse’s role as essential in the health and well-being of children in preventing smoking.  Ã‚  Ã‚   Many people begin to smoke as children, the earlier smoking is initiated, the harder the habit is to break (ASH) and this unhealthy behaviour can advance into adulthood.  Ã‚   Current statistics illustrate that in 2009 6% of children aged 11-15 years were regular smokers (Office for National Statistics 2009).   These figures demonstrate the importance of prevention and intervention at an early stage as identified by the National Service Framework (NSF) for Children, Young People and Maternity Services (DH 2004).   Smith (2009) highlights the school nurse as being in an advantageous position to address issues such as smoking and suggests that by empowering children by providing support and advice, this will enable them to adopt healthy lifestyles. NICE (2010) suggest school based interventions to prevent children smoking aimed at improving self esteem and resisting peer pressure, with information on the legal, economic and social aspects of smoking and the harmful effects to health.  Ã‚   Walker et al (2006) argue self esteem is determined by childhood experiences and people with a low self esteem are more likely to conform to behaviours of other people.  Ã‚   This can be a potential barrier in the successful delivery of health promotion at this level, with young children exposed to pressure to conform; they are more likely to take up unhealthy behaviours such as smoking (Parrott 2004).  Ã‚   The nurse can overcome this by working in partnership with teachers and other staff members to promote self-esteem by ensuring an environment conducive to learning, free from disruptive behaviour which promotes autonomy, motivation, problem solving skills and encourages self-worth (NICE 2009). Despite the well known health risks to tobacco smoking, unfortunately 1 in 5 individuals continue to smoke (DH 2010).   Whitehead (2001) cited in Davies (2006) argues the nurse must recognise and understand health related behaviour in order to promote health.   Therefore, when delivering health promotion the nurse needs to be aware of all the factors which can affect health, some of which can be beyond individual control.   Smoking cessation is one of the most important steps a person can make to improve their health and increase life expectancy, as smokers live on average 8 years less than non smokers (Roddy Ross 2007). Secondary prevention intends to shorten episodes of illness and prevent the progression of ill health through early diagnosis and treatment (Naidoo Wills 2000).   This can be directed towards the role of the practice nurse in a Primary Care setting, where patients attend for treatment and advice that have symptoms of illness or disease as a result of smoking, such as Bronchitis.   Nice guidelines (2006) recommend that all individuals who come into contact with health professionals should be advised to cease smoking, unless there are exceptional circumstances where this would not be appropriate, and for those who do not wish to stop, smoking status should be recorded and reviewed once a year.   It is therefore essential the nurse maintains accurate and up to date record keeping. Smoking cessation advice can be tailored to the specific individual and therefore it is important that the nurse has the knowledge and counselling skills for this to be effective.   The process of any nursing intervention is ultimately assessment, planning, implementing and evaluating (Yura Walsh 1978), this applies to all nurses in any given situation including health promotion.   One such method of smoking cessation which can be used as an assessment tool is known as the 5 ‘A’s approach, ‘ask, assess, advise, assist, arrange’ (Britton 2004).   â€Å"Ask† about tobacco use, for example how many cigarettes are smoked each day, and â€Å"assess† willingness and motivation to quit, taking a detailed history to assess addiction.  Ã‚   Objective data can be obtained using a Smokerlyser which measures Carbon Monoxide levels in expired air (Wells Lusignan 2003).   These simple devices can be used as a motivational tool to encourage cessat ion and abstinence.  Ã‚  Ã‚   Castledine (2007) suggests the principle of a good health promoter is to motivate people to enable them to make healthier choices; this is made possible by the ability to engage with individuals at all levels.   Individuals who are not motivated are unlikely to succeed (Naidoo Wills 2000).  Ã‚   â€Å"Advise† patients to stop smoking and reinforce the health benefits to quitting, â€Å"assist† the patient to stop, setting a quit date and discussing ways in which nicotine withdrawal can be overcome.   Being unable to cope with the physical symptoms of withdrawal can cause relapse and be a barrier to success, therefore it is essential the nurse possesses a good knowledge base of the products available to assist in reducing these symptoms if she is to persuade people to comply with treatment, such as the use of nicotine replacement therapy (NRT).  Ã‚  Ã‚   NRT is useful in assisting people to stop smoking and has proved, in some in stances to double the success rate (Upton Thirlaway 2010).   NRT products are continually changed and updated; therefore the nurse must ensure she has the knowledge and skills to identify which products are available, the suitability, how it works and any potential side effects.   Identifying triggers and developing coping strategies is useful for maintenance of a new behaviour, measures such as substituting cigarettes for chewing gum and changing habits and routines are just some of the ways in which self control can be achieved (Ewles Simnett 1999).   Finally â€Å"arrange† a follow up, providing continual support and engagement. For patients who do not wish to stop smoking, advice should be given with encouragement to seek early medical treatment on detection of any signs and symptoms of disease.   Good communication skills are essential to the therapeutic relationship between the nurse and a patient and these must be used effectively by providing clear, accurate and up to date information.   The nurse should be an active listener and encourage the patient to talk, using open-ended questions helps demonstrate a willingness to listen, listening and showing concern for a patient’s condition demonstrates respect (Peate 2006).   The use of medical jargon and unfamiliar words can be a barrier to communication and should be avoided as these can affect a patients understanding.   Leaflets can reinforce information provided by the nurse and increase patient knowledge, however the nurse must ensure these are in a format and language the patient can understand.   Lack of literacy skills can prevent a patient reading and understanding the content of a leaflet, the nurse can assist with this by reading and explaining to them. To assist in the assessment process the nurse may utilise a model of behaviour such as Prochaska DiClemente’s stages of change model (1984).   This works on the assumption that individuals go through a number of stages in order to change behaviour, from pre -contemplation where a person has not considered a behaviour change, to maintenance, when a healthier lifestyle has been adopted by the new behaviour.  Ã‚   The stage a person is at will determine the intervention given by the nurse; therefore it is essential that an effective assessment takes place.   Walsh (2002) highlights patient motivation as central to success using this model, in that a patient will have more motivation; the more involved they are in planning the change. Despite the health promoting activities mentioned and the increasing public awareness of the health risks to smoking, there are people who continue to smoke and some further develop illness as a consequence.   Lung cancer has one of the lowest survival rates, and as little as 7% of men and 9% of women in England and Wales will live five years after diagnosis (Cancer Research UK 2011).   Acknowledging this, the governments â€Å"Cancer Plan† aimed to tackle and reform cancer care in England by raising awareness of the signs and symptoms of cancer by investing in staff and extending the nurses role (DH 2000).   This involves further training and education for nurses to develop their skills and knowledge to enable them to provide the treatment and/or advice required.   This was succeeded by â€Å"Improving outcomes: a strategy for cancer† the aim being to enable patients living with cancer a â€Å"healthy life as possible†.  Ã‚   The government pledged  £10.75 million into advertising a â€Å"signs and symptoms† campaign to raise awareness of the three cancers accounting for the most deaths, breast, bowel and lung, to encourage the public to seek early help on detection of any symptoms (DH 2011).   Currently no results are available on the effectiveness of this intervention due to its recent publication, however, one national policy that has had a positive effect on the health of individuals and the population is that of the â€Å"smoke-free England† policy implemented in 2007 prohibiting smoking in workplaces and enclosed public places.   Primarily this policy was enforced to protect the public from second hand smoke; however, on introduction of the law smoking cessation services saw an increase in demand by 20%, as smokers felt the environment was conducive to them being able to quit (DH 2008).   This policy also extended to hospital grounds, and the nurse must ensure a patient who smokes is aware of this on a dmission and use every opportunity possible to promote health. Tertiary prevention aims to halt the progression, or reduce the complications, of established disease by effective treatment or rehabilitation (Tones Green 2004).   A diagnosis of cancer can cause great distress and a patient may go through a whole host of emotions.   Naidoo and Wills (2000) suggest the aim of tertiary prevention is to reduce suffering and concerns helping people to cope with their illness.  Ã‚   The community nurses role has been identified as pivotal in providing support for patients and families living with cancer (DH 2000).   The World Health Organisation describe Palliative care as treatment to relieve, rather than cure, the symptoms caused by cancer,   and suggest palliative care can provide relief from physical, psychosocial and spiritual problems in over 90% of cancer patients (WHO 2011). Assessment and the provision of health education and information at this stage remains the same as that in secondary prevention, and it is not uncommon for the two to overlap.   Providing advice and education on symptom control may alleviate some of the symptoms the patient experiences,   for example breathlessness is a symptom of lung cancer (Lakasing Tester 2006), and relaxation techniques may reduce this (Cancer Research UK 2011), therefore the nurse may be involved in teaching these techniques to the patient and family members.   Continual smoking despite a lung cancer diagnosis can exacerbate shortness of breath and reduce survival rate (Roddy Ross 2007), therefore the nurse can use this opportunity to reinforce the risks of smoking.   However, the nurse must use her judgement effectively and be sensitive to the patient’s condition, as the willingness to learn and respond to teaching can be affected by emotional state (Walsh 2002).   Establishing effective pai n control is essential in the care of a cancer patient and this may involve discussion with the patients GP if medication needs adjusting.   A referral to specialist help lines such as those provided by Macmillan cancer support may be useful in assisting a patient and/or family to cope with cancer, these services can be accessed in person or by telephone.   These are just two examples of collaborative working and demonstrate the importance of inter-professional working. In conclusion, with the emphasis of health promotion concerning prevention of illness and disease, the role of the nurse is essential in raising awareness and providing education and advice to individuals to facilitate behaviour change. The complexities of health promotion indicate the extensive competences a nurse must possess to empower and motivate individuals.   However, governments also have a responsibility to promote and protect health and are pivotal in introducing national policy to build â€Å"healthy publics† and environments conducive to health. Reference List Action on Smoking and Health (ASH) no date (online) available at: ash.org.uk/pathfinder/young-people-and-tobacco.   Date accessed 9.2.11, 09.00am Bilton, T. Blackburn, C. (1991) Poverty and health: working with families. Bucks, Open University Press Bright, J. (1997) Health promotion in clinical practice: Targeting the health of the nation.   London, Bailliere Tindall Britton, J. (2004)   ABC of smoking cessation. Oxford, Blackwell publishing Cancer Research UK (2009) (online) available at: info.cancerresearchuk.org/healthyliving/smokingandtobacco/howdoweknow.   Date accessed 9.2.11, 10.20am Cancer Research UK (2011) (online) available at: cancerhelp.org.uk/type/lung-cancer/living/coping-with-breathlessness.   Date accessed 9.2.11, 10.30am Castledine, G. (2007) Don’t use the term ‘health promotion’ to promote health.   British Journal of Nursing. . Vol 16, issue 6, pp 375 Christensen, M. Hewitt-Taylor, J. (2006) Empowerment in nursing: Paternalism or maternalism. British Journal of Nursing, Vol 15, issue 13, pp 695-699 Croghan, E. Voogd, C. (2009) Time to employ more school nurses. British Journal of School Nurses, Vol 4, no 9, pp 421 Davies, M. Macdowall, W. (2006) Health Promotion Theory, Understanding Public Health.   London, Open University Press Denny, E. Earle, S. (2005) Sociology for Nurses.   Cambridge, Polity press, Department of Health (2000) The NHS Cancer Plan: a plan for investment, a plan for reform.   London, The Stationary office Department of Health (2004) Choosing Health: Making healthy choices easier.   London, The Stationary Office Department of Health (2004) National Service Framework for children, young people and maternity services, London, The Stationary Office Department of Health (2006) Our Health, Our Care, Our Community: Investing in the future of community hospitals and services.   London, The stationary Office Department of Health (2008) Smoke-free England – One year on.   London, The Stationary Office Department of Health (2008) Consultation on the future of tobacco control.   London, The Stationary Office Department of Health (2010) Healthy Lives Healthy People.   London, The Stationary Office Department of Health (2011) Improving Outcomes: a strategy for cancer.   London, The Stationary Office Edwards, S. (2010) Smoking part 2: Preventing uptake among young people.   British Journal of School Nursing, vol 5 no 8, pp 384-387 Ewles, L. Simnett, I. (1999) Promoting Health A practical Guide. 4th edition, London, Bailliere Tindall Lakasing, E. Tester, M. (2006) How to manage Lung Cancer in primary Care.   Practice Nursing 2006, vol 17, no 1, pp 35-39 Marmot, M. (2010) Fair Society, Healthy Lives. (online) available at: marmotreview.org/assetlibrary/pdfs/reports/fairsociety/healthylives.pdf.   Date accessed 9.2.11, 11.00am Naidoo, J. Wills, J. (2000) Health Promotion: Foundations for Nursing practice, London, Bailliere Tindall National Institute for Health and Clinical Excellence (NICE) (2006) Brief interventions and referral for smoking cessation in primary care and other settings. (online) available at: nice.org/nicemedia/live/11375/31864/31864-pdf.   Date accessed 9.2.11, 09.20am National Institute for Health and Clinical Excellence (NICE) (2009) Social and emotional wellbeing in secondary education: guidance 20. (online) available at: nice.org.uk/nicemedia/live/11991/45484/45484/pdf.   Date accessed 3.3.11, 09.00am National Institute for Health and Clinical Excellence (NICE) (2010) School-based interventions to prevent the uptake of smoking among children and young people, guidance 23.    (online)   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   available   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   at: nice.org.uk/nicemedia/live/12827/47582.pdf.   Date accessed 14.2.11, 11.30am Nursing and Midwifery Council (NMC) (2008) The code:standards of conduct, performance and ethics for nurses and midwives, (online) available at: nmc-uk.org/nurses-and-midwives/the-code/the-code-in-full.   Date accessed 9.2.11, 10.30am Office For National Statistics (ONS) (2009) Statistics on Smoking: England 2010. (online) available   Ã‚   at: ic.nhsuk/webfiles/publications/health%20and%20lifestyles/statistics-on-smoking-2010.pdf.   Date accessed 9.2.11, 13.20 Parrott, A. (2004) Understanding drugs and behaviour. Chichester, Wiley (online). Available at: netlibrary.com/Reader/.   Date accessed 25.5.11, 10.20am Peate, I. (2006) Becoming a nurse in the 21st Century, London, Wiley Publishing Prochaska, J O. DiClemente, C C (1984) The transtheoretical approach: crossing traditional boundaries of therapy. Dow Jones-Irwin, Homewood Roddy, E. Ross D. (2007) British Thoracic Society core competencies – Health professionals and tobacco. (online) available at: brit-thoracic.org.uk/clinical-information/smoking-smoking-cessation/smoking-education.aspx.   Date accessed 22.5.11, 20.30 Smith, F. (2009) School nursing in the UK: where are we now. British journal of School Nursing, vol 4, no 7, pp 351-352 Tannahill Tones, K. Green, J. (2004) Health Promotion planning and strategies.   London, Sage Upton, D. Thirlaway, K. (2010) Promoting Healthy Behaviour.   A practical guide for nursing and healthcare professionals. Essex, Pearson Education Ltd Walker, J. Payne, S. Smith, P. Jarrett, N. 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Assignment Rubrics

What are two obstacles you might deed to overcome (refer to your Life Factors and personality assessments). What strategies can you use to overcome these obstacles and be successful? How does knowing your personal learning style help you be successful? Do you feel you are ready for the academic and financial commitment of attending college? How can goal setting and time management help you reach your goals? Additional Comments: Readability and Style (2 points) Points Earned: X/2 Appropriate tone is used. Sentences are complete and clear. Spelling is correct.Grammar is appropriate to this level of coursework. Additional Comments: Total (5 points) points Earned: X,5 Overall Comments: Student Resources Worksheet completed with accurate location of each resources and a one sentence description of the resource Additional Comments: Points Earned: X/5 Responsible Borrowing Content and Development (3 point) The student responded to the following questions with appropriate thought and details: What is financial aid? How do grants differ from loans? What effect does class attendance have on funding availability?What did you find about student loan repayment plans? Why is having an educational financial plan important? Based on this plan, what is your estimated monthly payment when you enter repayment? As a result of completing the plan, what changes can you make to reduce the amount you might borrow? Why? Additional Comments: Week 2 Continuing Academic Success: Thesis Statement and Outline Co ntent and Development of Outline (5 points) An outline is created addressing a plan to incorporate effective strategies for success as a student. Outline is written in complete sentences/phrases.Included are the following: The benefit of creating educational goals, including at least one educational AOL you set for yourself Your personal learning style, as well as how knowing your learning style can help you be successful as you move through your program and career How the writing process can help you advance your education and career Which resources, inside and outside of the university, you can use to help you reach your goals and make you more successful An explanation of the importance of academic integrity Thesis Statement (5 points) A clear and concise thesis statement for the Personal Responsibility Essay is provided.

Public health policy Essay Example | Topics and Well Written Essays - 1000 words

Public health policy - Essay Example Insufficient sleep, untimely eating and excessive use of sugar-contained drinks and alcohols trigger obesity. Similarly, junk food and soft drinks, which are highly rich in sugar, are also increasing the number of obese persons in the United Kingdom. Boseley (2014) points out that more than 70 per cent of adults are either overweight or obese in England. In other words, the overweight are those who are more prone and vulnerable to obesity if they continue with the same style of eating habit and living style. Cancer, diabetes and heart diseases are the main potentials effects of obesity (Boseley, 2014a). Boseley (2014a) further explains that the causes of cancer, which include obesity, alcohol abuse and sugar intake, will increase the cancer cases which could reach 25 million a year over the period of next 20 years as warned by the World Health Organisation. Moreover, the cases of diabetes and heart diseases will also increase as many adults do not give much consideration to their health and related issues as well. Aggregately, their rise will put more burden on the United Kingdom’s health index and health expenditure as more and more patients will register their case and take essential medical care and treatment from the primary health care units and other health venues. Obesity and weight gain are closely linked with psychological ill health (Ternouth et al., 2009). Healthy body and mind are highly essential for performing routine personal, social and professional activities and these activities are only effectively performed if mind properly regulates the supply of energy and other food requirements of different body parts and at the same time maintains psychological balance by avoiding any disorder. However, recent food eating habits and modern lifestyle prompt obesity and weight gain which create problems for mind and also severely affect the psychological balance. This graph clearly demonstrates the growing level of obese