Social Conflict and Rebellion in Lorraine Hansberrys A Raisin in the S

  Ã‚  Ã‚  Ã‚   Lorraine Hansberry's play, A Raisin in the Sun, relates the story of a working-class African-American family with dreams. They are willing to rebel against the position that society has forced on them because of their race and class in order to fulfill their dreams. Walter Younger is a chauffeur who "can find no peace with that part of society which seems to permit him and no entry into that which has willfully excluded him" (Willie Loman 23). He wants to rise into wealth and live as his employer, Mr. Arnold, does. Walter feels as if he is going crazy at times. He tells Mama, "sometimes it's like I can see the future stretched out in front of me-just plain as day.... Hanging over there at the edge of my days. Just waiting for me- a big looming blank space-full of nothing.... But it don't have to be" (73-4). James Draper explains Walter's inability to act out in his work " Black Literature Criticisms," saying: The American ghetto hero may give up and contemplate his misery in rose-colored bars to the melodies of hypnotic saxophones, but revolution seems alien to him in his circumstances (America), and it is easier to dream of personal wealth than of a communal state wherein universal dignity is supposed to be corollary. Yet his position in time and space does allow for one other alternative: he may take his place on any one of a number of frontiers of challenge. Challenges (such as helping to break down restricted neighborhoods) which are admittedly limited because they most certainly do not threaten the basic social order. (Draper 214) Walter's sister, Beneatha, who is studying at a local university to be a doctor, fights many of her own social battles. At college, she finds "a place, as her family cannot, among othe... ...oday by minority families.    Works Cited and Consulted: Domina, Lynn. Understanding A Raisin In The Sun.   Conneticut.  Ã‚   Greenwood Press, 1998. Draper, James P. Black Literature Criticisms. Detroit: Gale Research Incorporated, 1992. Hansberry, Lorraine.   A Raisin in the Sun.   New York:   Signet, 1988. Hansberry, Lorraine. "An Author's Reflections: . Willie Loman, Walter Younger, And He Who Must Live" The Village Voice - Aug 12, 1959. Web 23 May 2015 https://news.google.com/newspapers?nid=1299&dat=19590812&id=09pHAAAAIBAJ&sjid=NYwDAAAAIBAJ&pg=6584,6415280&hl=en Rose, Philip. "YOU CAN'T DO THAT ON BROADWAY: 'A Raisin in the Sun' and Other Theatrical Improbabilities" Limelight Editions; 1st edition. 2004 Wilkerson, Margaret B. "The Sighted Eyes and Feeling Heart of Lorraine Hansberry." Black American Literature Forum 17.1 (1983): 8-13. Social Conflict and Rebellion in Lorraine Hansberry's A Raisin in the S   Ã‚  Ã‚  Ã‚   Lorraine Hansberry's play, A Raisin in the Sun, relates the story of a working-class African-American family with dreams. They are willing to rebel against the position that society has forced on them because of their race and class in order to fulfill their dreams. Walter Younger is a chauffeur who "can find no peace with that part of society which seems to permit him and no entry into that which has willfully excluded him" (Willie Loman 23). He wants to rise into wealth and live as his employer, Mr. Arnold, does. Walter feels as if he is going crazy at times. He tells Mama, "sometimes it's like I can see the future stretched out in front of me-just plain as day.... Hanging over there at the edge of my days. Just waiting for me- a big looming blank space-full of nothing.... But it don't have to be" (73-4). James Draper explains Walter's inability to act out in his work " Black Literature Criticisms," saying: The American ghetto hero may give up and contemplate his misery in rose-colored bars to the melodies of hypnotic saxophones, but revolution seems alien to him in his circumstances (America), and it is easier to dream of personal wealth than of a communal state wherein universal dignity is supposed to be corollary. Yet his position in time and space does allow for one other alternative: he may take his place on any one of a number of frontiers of challenge. Challenges (such as helping to break down restricted neighborhoods) which are admittedly limited because they most certainly do not threaten the basic social order. (Draper 214) Walter's sister, Beneatha, who is studying at a local university to be a doctor, fights many of her own social battles. At college, she finds "a place, as her family cannot, among othe... ...oday by minority families.    Works Cited and Consulted: Domina, Lynn. Understanding A Raisin In The Sun.   Conneticut.  Ã‚   Greenwood Press, 1998. Draper, James P. Black Literature Criticisms. Detroit: Gale Research Incorporated, 1992. Hansberry, Lorraine.   A Raisin in the Sun.   New York:   Signet, 1988. Hansberry, Lorraine. "An Author's Reflections: . Willie Loman, Walter Younger, And He Who Must Live" The Village Voice - Aug 12, 1959. Web 23 May 2015 https://news.google.com/newspapers?nid=1299&dat=19590812&id=09pHAAAAIBAJ&sjid=NYwDAAAAIBAJ&pg=6584,6415280&hl=en Rose, Philip. "YOU CAN'T DO THAT ON BROADWAY: 'A Raisin in the Sun' and Other Theatrical Improbabilities" Limelight Editions; 1st edition. 2004 Wilkerson, Margaret B. "The Sighted Eyes and Feeling Heart of Lorraine Hansberry." Black American Literature Forum 17.1 (1983): 8-13.

Epidemiology and Communicable Diseases: HIV

Epidemiology & Communicable Diseases HIV or the Human Deficiency virus is like other viruses including the flu, but the one thing that makes this virus so different than any other is that the body is unable to clear this one out completely. Once someone is infected, there is no cure. Over time, HIV can also hide or mask itself in the body's cells. The cells within a person's body that fght off infection are called CD4 cells or T cells. HIV attacks these cells and copies or replicates itself inside these cells, then destroys them.HIV over time will estroy so many of these cells that the body is unable to fght off infection anymore. When this starts happening, AIDS or Acquired Immunodeficiency Syndrome happens which is the final stage of HIV. HIV is transmitted through someone's blood or bodily fluids which can encompass semen, breast milk, vaginal fluids, and rectal mucous (AIDS. GOV, 2013) and usually it is passed from one person to another through sexual contact; however, HIV can al so be transmitted through childbirth or IV drug use. Healthcare workers are also at risk from infected bodily fluids.Fluids from an nfected person can deliver the virus to someone else's bloodstream. Within 2-4 weeks, and up to as late as 3 months, exposure to HIV can happen with a sudden onset of flu like symptoms including fever, chills, rash, night sweats, muscle aches, sore throat, fatigue, swollen lymph nodes or ulcers in the mouth (CDC, 2013). Sometimes no signs or symptoms of infection are present in someone with HIV. Certain individuals may feel sick as HIV turns into AIDS or have occasional bouts of sickness, but not really know or feel they are infected.When HIV progresses to HIV, he flu like sign and symptoms mentioned earlier can become far more severe. Many of the complications stemming from HIV are opportunistic infections, which happen in patients with a weakened immune system (CDC, 2013). â€Å"Some of these opportunistic infections include tuberculosis, salmonellos is, cytomeglaovirus, candidiasis, cryptococcal meningitis, toxoplasmosis, cryptosporiosis, Wasting Syndrome, neurological problems, and kidney disease (Mayo Clinic, 2013). Specific skin cancers including Kaposi's Sarcoma and lymphomas also happen in patients who are HIV positive† (Mayo Clinic, 2013).Antivirals are the treatment for HIV and presently there is no known cure. Treatment most often involves combinations of different drugs to avoid creating strains of the virus that are immune to single drug treatments (Mayo Clinic, 2013). The number of CD4 or T cells monitors treatment response. The viral load should be undetectable while undergoing antiviral therapy. The count is checked when treatment starts and usually monitored every 3-6 months. Even if someone has an undetectable viral load, the spreading of HIV is still a possibility.According to estimates and numbers provided by the CDC, about one and half million people 13 years of age and younger is HIV positive. Demograph ics also show that almost 20% of people who are infected do not know they have the virus. The CDC estimates that now every year, there are about 50,000 new cases diagnosed (2013). At risk groups include gay men, bisexual people, and African Americans (CDC, ) Young Atrican American males are at greatest risk tor contracting HIV among various ethnicities and races (CDC, 2013).An individual's risk for HIV or social determinants of health related to HIV is income, education, geographic region, overty, gender orientation, early childhood experiences, and alcohol or substance abuse. The CDC states, â€Å"that by reducing the number od new HIV infections and improving the health and well-being of those already infected with HIV depends on changing the social determinants that place people at risk of infection† (CDC, 2-13). The epidemiological triangle of HIV consists of three things: the person, the causative agent, or the environment (Smith, 169).The causative agent that causes AID S is HIV or the virus itself. The host is a person in the case of HIV and the environment is the either the host or the agent, but a factor that influences interaction between the two. The epidemiological triangle consists of three things: the person, the causative agent, or the environment (Smith, 169). In the triangle for HIV, the agent that causes AIDS is HIV or the virus. The host is a person in the case of HIV. The environment is neither the host nor the agent, but something that influences interaction between the two (Smith, 169).The host factors for HIV include age, sex, ethnic background, race, sexual orientation, education, and economic status (Smith, 169). The agent actors or causative agent for HIV are the virus itself and the mode of transmission, life cycle and virulence of the virus (Smith, 169). The environmental factors for HIV include social and economic considerations including family, community, political organization, public policy, regulations, institutions, wor kplace, occupation, economic status, technology, mobility, housing population density, attitudes, customs, culture, health practices, health services (Smith 169-170).A community health nurse with an emphasis on HIV/AIDS would work in a community or public health setting, educating t risk groups about safe sex practices and the dangers of sharing needles. Ideally, the nurse would connect patients to support groups and services, teach patients or people in the community about the prevention of the spreading of the disease, and help administer treatments and medications. Some important issues that nurses are bringing to the forefront in todays world include implementing strategies to keep HIV patients engaged in routine HIV medical and nursing care, incorporating prevention research findings to help reduce transmission locally and globally, carrying out outine HIV testing in health care settings, ensuring access to antiretroviral drugs, and preparing for emerging issues in HIV care suc h as diabetes, liver disease, obesity and elder care† (Kirton, 2007, p. 8). The Global Fund to fight AIDS, Tuberculosis and Malaria is a national organization that channels a portion of its funds to the international financing for he fght against HIV and AIDS. It also gives funds to strengthening health systems, as most are inadequate to educate and inform communities and people about the prevention of HIV. Programs supported by the Global Fund give to communities with lifesaving ntiviral therapies and counseling on the prevention of the virus.

Were, Were, and Where How to Choose the Right Word

The words were, were, and where are easily confused because they have similar sounds and spellings. They are not homophones—words that have the same sounds or spellings—and their meanings and uses are quite different. Were  (rhymes with fur) is a past form of the verb to be. Were  (rhymes with fear) is a contraction of we are. The adverb and conjunction where  (rhymes with hair) refers to a place. How to Use Were Use were as a past tense verb, as the: First-person plural of be (We were busy last week.)Second-person singular and plural  of be (You were busy last week.)Third-person plural of be (They  were busy  last week.)Subjunctive of be for all persons  (If I were you, Id demand a raise.) How to Use Were Since were is a contraction for we are—and in rarer cases we were—simply use were when you want to write or say a shorter version of the first-person plural pronoun we and to be verb are. The apostrophe replaces letter a (for we are) or the letters we (for we were, though that use is much less common). For example: Were going back to work tomorrow. In this sentence, which is perfectly acceptable English, you are saying: We are going back to work tomorrow. How to Use Where Use where as an adverb referring to a location, as in: I dont know where you live. Here, the writer is stating that she does not know where (at what place or location) the listener or reader lives. This word is also often used to start a question, such as: Where do you live? In the sentence, the speaker is trying to find out at what location the listener or reader lives. Often, the person speaking (or even writing, as in a letter or email), is trying to find the exact address where the person resides. How to Remember the Differences To determine the difference between were and were, try substituting we are for the word. If it works, you know you can use were. If it doesnt, you need were. For example, take the sentence: Were going to the movies. You could swap in we are for were, and the sentence still makes sense: We are going to the movies. However, if you replace were for we are, the sentence does not work: Were going to the movies. If you read the sentence aloud, your ear might tell you that the sentence lacks something. Indeed, it does: Since were is a past form of to be, you are lacking a subject. The sentence would work if you added in the word we, as in: We were going to the movies. When trying to determine the difference between were and were versus where, remember that were and were are both to be verbs, or at least contain a to be verb; whereas, where always refers to a location. So, use the terms at the end of each sentence, as in: You live were? (This is the past form of are.)You live were? (This actually means: You live we are?) Both of these uses dont make sense. However, if you say: You live where? That sentence works, because you are ending the sentence with the location word, where. To further clarify, swap out where with a location: You live in California?You live upstairs?You live in Europe?You live where? Remember this trick, and youll never confuse where for were and were. Examples To understand examples, simply apply the above rules and tricks to create sentences making up a brief narrative. Were  going to Savannah for St. Patricks Day. This sentence means we are going to a particular location, Savannah. The word were contains the subject of the sentence, we, as well as a verb are. But, we dont know  where  well be staying. In this case, the term where refers to a location—or more specifically, the lack of a location. The writer/speaker does not know in what location his group will be staying. Last year we  were  forced to sleep in the van. In this sentence, the speaker describes a past action—last year—when the group (sans a location to stay) had to sleep in a vehicle. The following sentence—and the end of this brief narrative—uses all three terms: We were lost in the middle of Timbuktu. No one knew where we were. Next time we travel, were going to bring along a map. In the first bolded word, the group (in the past) was lost. Therefore, no one knew where (the location) we were (past tense of are). Switching to the present, the writer notes that in the future, were (we are) going to bring a map. Sources Common Errors in English Usage: Were / Were. Washington State University.Commonly Confused Word, were, were, where. Online Writing Support/Townson University.Shrives, Craig. â€Å"Wear, Were, Were, and Where.†Ã‚  The Difference between Wear, Were, Were, and Where (Grammar Lesson). Grammar-monster.com.