To what extent is society influenced by and organised around popular culture - Free Essay Example

Sample details Pages: 8 Words: 2369 Downloads: 1 Date added: 2017/06/26 Category Culture Essay Type Analytical essay Tags: Pop Culture Essay Did you like this example? For instance, do the releases of major films, or the spread in popularity of certain novels and songs, have a significant effect on social relations and ritual? Discuss, focusing on recent examples, in light of sociological theory. This essay will examine the extent to which society may be influenced by and organised around popular culture. An introductory section will define key terms, before going on to analyse the opening question through a sustained focus on one key area of popular culture, that of television and its audiences. The essay will restrict itself to UK programming and scheduling. Don’t waste time! Our writers will create an original "To what extent is society influenced by and organised around popular culture?" essay for you Create order Following sections will assess the possible effects on social relations and on ritual, and will incorporate relevant sociological theories, approaches and concepts, and in particular a focus on the concept of ideology. The main thrust of the essay will be from a Marxist perspective, and will use ideas derived from Karl Marx and his successors in left-wing sociological thought. Storey (2001, pp. 1 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 16) defines popular culture as being conceptualised in several different, though overlapping, ways. Often, for Storey (2001, p. 1), popular culture is an empty conceptual category always defined in contrast to other conceptual categories: folk culture, mass culture, dominant culture, working-class culture and so on. Storey (2001, pp. 1 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 15) offers six working start-points: first, that popular culture is simply that which is well liked with many people. In television terms, we might examine programmes or channels with high viewerships, or who cater to a general audience rather than to a niche. Second, that popular culture is whats left over when high culture or art is discounted, that its the preserve of ITV or ITV2 rather than, say, Sky Arts or BBC4, channels that feature content we might understand as high culture, such as Proms concerts and biographies of arts movements. Storeys third definition is of popular culture as being a mass culture. This is seen as a pejorative, in that (Storey, 2001, p. 9) such output is over-commercialised and bland, offering easy unthinking (and often American) entertainment. Notable work was done by the Frankfurt School of post-Marxist theorists such as Theodor Adorno and Max Horkheimer, in this regard. Fourth of Storeys definitional possibilities refers to popular culture as being authentic folk culture of the people, as opposed to that which is provided to them by cultural and economic elites. Storey (2001, p. 10) critiques this as being overly-romanticised, with a definitional issue in unders tanding quite who the people might be, and an avoidance of the capitalist context in which much popular culture is produced and disseminated. Could there really be, with the possible exception of community television services (Ponsford, 2014) such as those offered in some UK localities examples include London Live and the Humber regions Estuary TV a folk television that would be popular according to this potential definition? The fifth of Storeys definitions, and the one that his writing leans towards supporting, draws upon Italian Marxist Antonio Gramscis concept of hegemony. Hegemony is the term given to the intellectual and cultural domination of the people by elites over and above that physical domination which may be achieved through political and cultural organisations and ultimately the rule of law backed by force in the operation of those elites. A hegemonical approach, for Gramsci, explains how and why the people are controlled; it is done through their implied consent through inaction. Storey (2001, p 10) develops this, seeing the popular culture is not necessarily a mechanism for domination and control, but a site of negotiation; there are processes of incorporation and resistance, moving along at least two axes. The first of these axes (Storey, 2001, p10) is historical; a programme such as the BBC 1980s sitcom The Young Ones may be anarchic and subversive on one generation, but safely nostalgic in another. The second axis is synchronic, so that the perceived cultural value or status of a given text or practice may move between resistance and incorporation at any given moment (Storey, 2001, p. 10). The recently-cancelled BBC programme Top Gear may be simultaneously controversial, anarchic, morally conservative, patriarchal, classist and/or safely bland entertainment depending on ones reading of the programme (Baird, 2014). Storey (2001, pp. 1 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 16) goes on to outline five competing definitions of ideology. First, there is th e perhaps straightforward notion of ideology as a coherent system of concepts and ideas understood by a defined group of people. Second, the definition of ideology as that which masks a truth beneath; an ideology is a distortion of the true picture that is passed off as truth itself. Here, there is a question of inequalities in power to be perhaps considered when looking at examples; this will be considered with regards to television scheduling, in the next section. The third of the definitions that Storey considers relates to the ways in which cultural texts (such as individual television episodes or whole series of shows) present a consistent worldview. Such a worldview may be deliberately skewed, and thus, in Storeys terms, be both political and ideological. Storeys fourth definition draws on the work of Louis Althusser, whose main contention is to see ideology not simply as a body of ideas but as a material practice (Storey, 2001, p. 4). Habits, routines and customs have the effect, according to this perspective, of capturing us inside the social order; television viewership will be examined with this in mind. The fifth and final of Storeys definitional aspects of ideology draws on Roland Barthes work, particularly his notion that (Storey, 2001, p. 5) ideology operates mainly at the level of connotations, and that subconscious inferences are provoked or allowed to be drawn that favour hierarchies and power-wielders in society. So, popular culture is definitionally challenging and may be the site of top-down attempts to control or persuade the population towards the interests of social elites, and my also be the site also of what Storey (2001, p. 10) terms struggle between the resistance of subordinate groups in society and the forces of incorporation operating in the interests of dominant groups in society. For Croteau and Hoynes (2003, p. 15) mass media, of which television is a significant aspect, plays a crucial role in almost all aspects of daily life its social significance extending beyond communication and entertainment, affecting how we learn about the world and interact with each other. Television is a dominant medium, there being over 95% of UK households having at least one television set according to regulatory body Ofcom (BBC, 2014). Its penetration exceeds that of the internet, with only 73% of UK homes having domestic internet connections (Office for National Statistics, 2013). Our experience of major political events, such as the 2015 UK general election, is a mediated one; we experience it through our laptops, smart phones and through our television screens as much, if not more, than our unmediated selves do. So the ways in which politics are represented on our screens may have importance for our understanding of politics. Often, as in the 2015 election, issues may be simplified or essentialised; the current vogue for leader debates perhaps inevitably focusing on the personalities and performance of the party l eaders, rather than on issue-based and record-based politics (BBC, 2015). Though the digital switchover has complicated the situation somewhat, offering the Freeview service of over 40 mostly niche channels to all viewers, (Evening Standard, 2012), the main (and former terrestrial channels in the pre-2012 days of analogue broadcast) channels: BBC 1 and 2, ITV, Channels 4 and 5, operate a system whereby schedules are designed according to viewership. The viewing day is divided into a number of time zones. The most important time zone is peak time, or prime time à ¢Ã¢â€š ¬Ã‚ ¦ from 7 p.m. to 10.30 p.m., and it is at that time that the television audience is largest (Stewart, Lavelle Kowaltzke, 2001, p. 235). Correspondingly, this is when the channel will broadcast its best-performing shows. The TV schedule in itself may provoke a form of social ritual; people gather communally at the same time in their own homes to watch their favourite shows. Being able to hold conversation s and opinions about soap opera storylines, reality contest contestants, televised sports events, new dramas and the like, is an aspect of everyday life. The perception of such a communal experience may be seen as a positive, a kind of social glue uniting the imagined community of the citizenship of the UK (Benedict Anderson, 1981). Alternatively, it may be seen as a negative; a site of the kind of hegemonic processes warned about by Gramsci as outlined above. A sample view of an evenings viewing may illustrate this. Taking the BBC1 prime time 7 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 10.30 p.m. schedule for Tuesday 25th August 2015 as a snapshot specimen (Radio Times, 2015), the schedule runs thus: The One Show, EastEnders, Holby City, New Tricks, the Ten OClock News. EastEnders and Holby City are long-running soap operas. The One Show is a weekday magazine programme offering celebrity interviews and light entertainment features. Both Holby City and New Tricks offer public service employees (the NHS and the police respectively) in the course of their daily duties. Different approaches, as summarised above, might take different views of these programmes. A mass culture approach, for example, might critique the formulaic nature of each of these programmes, and their rote characters and situations going beyond that to concern itself with the ways in which audiences are lulled into accepting the preferred or dominant reading. These might include: an acceptance of celebrity and the trappings of success as worthy of merit and positive comment in a capitalist society, a focus on the fake problems of soap opera others than on your own problems and issues, an acceptance of the power and authority of the state and its agents, as represented here by the NHS and the loveable curmudgeons of the character-actor cast of police comedy-drama New Tricks. That, though, may be overly negative an approach. Audiences are active, and not necessarily passive. The dominant reading is not the onl y possibility; oppositional or resistant readings are made when a person finds their own life experiences are at odds with the views in the text (Stewart, Lavelle Kowaltzke, 2001, p. 27). Negotiated readings are made when mental negotiations are needed to overcome some disagreement with the text (Stewart, Lavelle Kowaltzke, 2001, p. 27). Over time, sociological positions have shifted from a media effects perspective, where a simplistic sender-receiver or hypodermic needle à ¢Ã¢â€š ¬Ã¢â‚¬Å" model of communication assumed that audiences would passively take in what was broadcast or otherwise transmitted to them towards more inclusive models (Branston and Stafford, 2006, 271). Television audiences are engaged, active and perhaps increasingly pro-active about their viewing. Models of audience behaviour such as the uses and gratifications model focus not on the television programme but on the audience and emphasises what the audiences and readerships of media products do with them , power being positioned not with the broadcaster but with the consumer, who navigates and negotiates constantly to gratify their own needs and their particular interests (Branston and Stafford, 2006, 275 à ¢Ã¢â€š ¬Ã¢â‚¬Å" 6). In an age of real-time commentary on television viewing through social media services such as Facebook and Twitter, the active and engaged audience member may add their own voice, and interact with others adding their own, all from their sofa, or though time-shifting and on-demand services such as the BBCs iPlayer service, can resist, create or subvert the schedules by devising their own should they wish. This essay has approached the question of social ritual and relations in popular culture by focusing on television schedules and audiences. It has suggested that there is an importance attached to popular culture and its study, and that there are, and have been over time, a range of theoretical alternatives put forward to better understand the ways in whi ch texts and audience engagement may be analysed. This essay has focused on Marxist and post-Marxist approaches, though there are others. The fact of the television schedule implies a set of social rituals; communal viewing at specified times and comment on them as a form of social glue as examples. The social relations we have in an interconnected society are perhaps necessarily mediated ones, and television remains a if not the dominant broadcast, entertainment and communications medium. For that alone it deserves serious study. The essay assert that audiences may best be conceptualised as active and engaged, and in the age of social media, that serves to reinforce the network of social relations and rituals underpinned by our experiences of watching, commenting and interacting with television programming. Bibliography Anderson, B. (1991) Imagined Communities: Reflections on the Origin and Spread of Nationalism. New York: Verso Books. BBC (2014) Number of UK homes with TVs falls for first time. Available at: https://www.bbc.co.uk/news/entertainment-arts-30392654 (Accessed: 25 August 2015). BBC (2015) Election 2015: Seven-party TV debate plan announced. Available at: https://www.bbc.co.uk/news/uk-politics-30955379 (Accessed: 26 August 2015). Baird, D. (2014) Jeremy Clarksons past Top Gear controversies. Available at: https://www.theguardian.com/media/2014/may/01/top-gear-jeremy-clarkson-top-10-controversial-moments-bbc (Accessed: 25 August 2015). Branston, G. and Stafford, R. (2006) The Media Students Book. 4th edn. London: Routledge. Briggs, A. and Burke, P. (2010) Social History of the Media: From Gutenberg to the Internet. 3rd edn. Cambridge: Wiley, John Sons. Croteau, D. R. and Hoynes, W. D. (2002) Media/Society: Industries, Images and Audiences. 3rd edn. Thousand Oaks, CA: SAGE Publications. Curran, J. and Morley, D. (eds.) (2006) Media and Cultural Theory. London: Taylor Francis. The Young Ones (1982) Directed by Paul Jackson [TV]. London: BBC. Lavelle, M., Kowaltzke, A. and Stewart, C. (2001) Media and Meaning: An Introduction. London: British Film Institute. Long, P. and Wall, T. (2009) Media Studies: Texts, Production and Context. Harlow, England: Pearson Longman. Meikle, G. Y. and Young, S. (2012) Media Convergence: Networked Digital Media in Everyday Life. Houndmills, Basingstoke, Hampshire: Palgrave Macmillan. ONS (2013) Internet Access Households and Individuals, 2013. Available at: https://www.ons.gov.uk/ons/rel/rdit2/internet-accesshouseholds-and-individuals/2013/stb-ia-2013.html (Accessed: 25 August 2015). Ponsford, D. (2014) First 19 UK local TV stations gear up for launch with Lebedev betting  £45m on London Live. Available at: https://www.pressgazette.co.uk/first-19-uk-local-tv-stations-gear-launch-lebedevs- %C2%A345m-london-live-leading-way (Accessed: 25 August 2015). Radio Times (2015) UK TV listings schedule Whats on TV tonight?. Available at: https://www.radiotimes.com/tv/tv-listings?sd=25-08-2015%2020:00 (Accessed: 26 August 2015). Storey, J. (2001) An Introduction to Cultural Theory and Popular Culture. 3rd edn. Athens: University of Georgia Press. The end of analogue TV: Digital switchover is complete (2012) Available at: https://www.standard.co.uk/news/techandgadgets/the-end-of-analogue-tv-digital-switchover-is-complete-8223940.html (Accessed: 26 August 2015).

Essay on Marilyn Monroe and Borderline Personality Disorder

Marilyn Monroe is a well-known legend and has been a public figure for several decades. Monroe was a distinguished model, actress, and singer, who quickly became known as a major sex symbol. Monroe starred in a large number of successful motion pictures during the late 1940s and early 1960s. She began her career as a model, which led to a film contract in 1946. Throughout her career, Monroes films grossed more than $200 million (Marilyn Monroe Biography, 2013). Marilyn Monroe swiftly became more known to the public for her behavior and outlandish actions; she was eventually diagnosed with Borderline Personality Disorder. Background History Marilyn Monroe was born on June 1, 1926 in Los Angeles, California. Monroe was originally given†¦show more content†¦She was also often anxious and had moderate colds and coughs. Marilyn Monroe spent the majority of her early years living in a fictional world she created as an escape from reality. She sometimes told the other children in her orphanage eccentric tales about her having loving parents who had just went on a trip. Monroe would create fake postcards, she would sign from her parents to go along with her story (Spoto, 1993, p. 47). She had also managed to convince herself that Clark Gable was her father, although it was not a possibility (Spoto, 1993, p. 45; 54). After growing up in orphanages, Marilyn realized the only way to be released from the foster system was to get married. Marilyn Monroe decided to drop out of high school and marry her boyfriend at the time. Her first husband was a merchant marine by the name James Dougherty (Hendrickson, 2000). Dougherty was much older than Monroe who was then only sixteen years old. Although like the marriages to her other two husbands, Joe DeMaggio and Arthur Miller did not last for various reasons. 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North-west Frontier Province and National Peace Award Free Essays

Being only sixteen years old did not matter squat to Malala Yousafazi. In a short fourteen years, she has won fame for fighting for peace, womens rights, and humanity. Last year, she won the National Peace award in Pakistan for all her efforts. We will write a custom essay sample on North-west Frontier Province and National Peace Award or any similar topic only for you Order Now In 2009—at only the age of 11—she fought Taliban insurgency that tried to take over her village of Swat. She wanted to set up her own political party which would campaign the right of young Pakistani girls to education. This girl—this heroine—was shot by a member of the Taliban, in the head and the neck, and is now in critical condition. The Taliban called her work â€Å"obscenity†. I call it heroism. They tried to silence this girl forever—they tried, and are still trying, to silence the ideas of freedom and rights and equality forever. But they will not win this war, not while human beings like Malala Yousafzai breathe and fight. An army chief called Malala â€Å"an icon of courage and hope†. She’s more than that, much more. She’s the dawn of a new generation, the leader of a revolution in which humanity and justice prevails over the whole world. Malala, she stand as a role model for every girl in the world, to fight for what we believe in, no matter what the cost. she’ve brought a beautiful gift to the world, and to Pakistan, the gift of belief; belief that things can change. her message does not go unheard just as her own ideas have never gone unspoken. God-willing, we will see she gets back on her feet and go, to advocate for the rights shef deserve, with the power of the world behind her. We will see her reform her country and much more. we Thank her, for the inspiration she gave us all, by being a free-thinker, as much of a warrior as her namesake. The film I saw I recently saw an American movie which had impressed me much with its technical, screenplay and acting excellence. ?Witness? comes from Hollywood and it is an enjoyable crime thriller. ?Amish? is an old forgotten culture in Pennsylvania. They live secluded with their unchanged 18th Centuary culture away from the modern society. They live a peasant life without any modern gadgets. As Amish boy unconsciously becomes an eyewitness to a murder. Killers belong to the police force and are very powerful. An honest detective takes the responsibility of saving the little boy from the killers and busting the crime. He becomes successful ultimately. The main attraction of the film is the excellent picturisation of ? Amish? culture. Every frame brings out the elegant beauty of a forgotten innocence with a contrast of modern ? organised crime?. A small 5-years old boy, the ? witness? is no natural with his stunning performance. Their faith, clannish loyalty and social discipline are filmed with a visual perfection. No overacting, melodramatic scenes and unrealistic car-chase and fights. The effect of the story strikes our thoughts so forcefully but nowhere the characters overplay their emotions. Harrison Ford, as a leading character expresses the pain of knowing the killers in all his tired and agonized looks. Here crime is not glorified. Hard truth of responsible people turning into betrayers is depicted quite efficiently in this movie. I think of it often and imagine the scene clearly. Even if they come to kill me, I will tell them what they are trying to do is wrong, that education is our basic right. † â€Å"I have a new dream . . . I must be a politician to save this country. There are so many crises in our country. I want to remove these crises. † -Malala Yousafzai â€Å"They cannot stop me; I will get my education if it is in home, school or any place. † –Malala Yousafzai Malala Yousafzai is a 16 year old who has been advocating for women’s education in Pakistan since she was 11 when she wrote a pseudonymous blog for the BBC about her experiences living under Taliban rule. The Taliban controls the Swat Valley in Pakistan, and had attempted numerous times to prohibit women and girls from attending school. They have removed signs on school buildings and have even destroyed schools to prevent women from being educated. In her BBC blog, Yousafzai describes having to go to school while the streets echo with gunshots and being forced to stay at home because women were not allowed to attend schools, but studying anyway, even though she was unsure if she would be allowed to take her exams. In 2012 Yousafzai was riding on a bus home from school when she was shot in the neck and head by the Taliban in an assassination attempt. She survived this attack, and has continued to fight for women’s education in Pakistan. In an interview with Jon Stewart on â€Å"The Daily Show† from Oct. 9, 2013, Yousafzai said, â€Å"I used to think that the Talib would come, and he would just kill me. But then I said, ‘If he comes, what would you do Malala? ’ then I would reply to myself, ‘Malala, just take a shoe and hit him. ’ But then I said, ‘If you hit a Talib with your shoe, then there would be no difference between you and the Talib.’† â€Å"You must not treat others with cruelty and that much harshly, you must fight others, but through peace and through dialogue and through education. Then I said I will tell him how important education is and that ‘I even want education for your children as well. ’ And I will tell him, ‘That’s what I want to tell you, now do what you want,’† Yousafzai said . Despite being personally hunted down by the Taliban for her activism, Yousafzai continues to be wise well beyond her years. In 2011, she was nominated for the International Children’s Peace Prize and awarded the National Youth Peace Prize. Yousafzai also founded the Malala Education Foundation which assists underprivileged girls attend school. Next time you might consider skipping class because the weather is inconvenient or you did not finish your homework, just remember all that Yousafzai has done and been through for her education and the education of others. She took a bullet at point blank range because she wanted to learn and wanted others to have the right to learn as well. I think it will be okay if you have wet shoes during class once in a while. How to cite North-west Frontier Province and National Peace Award, Papers

Research Questions in Obstructive Pulmonary †MyAssignmenthelp.com

Question: Discuss about the Research Questions in Obstructive Pulmonary. Answer: Introduction: According to (Guirguis et al 2016), the Chronic obstructive pulmonary disease is mainly attributed to the limitation of the air flowing within the respiratory organs and its partially irreversible. The primary cause of the disease in the developed states is tobacco smoking and inhalation of outdoor and indoor contaminated airways. The other source is inhalation of occupational contaminated dust, respiratory infections and chronic bronchitis. The spirometry test is done to determine the FEV1/FVC. FEV1/FVC I do have a feeling that the chronic obstructive disease could be controlled in the best way if identified earlier. Chronic obstructive pulmonary disease in its late phase shows enfeeble effects on the morbidity and mortality. Many of the patients at this stage need oxygen treatment of the disease, regular hospitalization and support. The disease is the leading to high mortality rate globally. About 80-90 % of people who die of chronic obstructive disease are characterized by smoking. Approximately, 50% of old people who smoke develop the infection. The rest who don't smoke acquire the infection from the occupational contaminated dust or exposure to noxious genetic malfunction from the contaminated air inhalation like alpha-1 (Martinez,2016). The observation has made so far, the high rate of Chronic obstructive pulmonary disease prescription budget might increase. Kruis et al ( 2015) states that most people affected with the chronic obstructive pulmonary disease are the old people. These patients most of the time will have short breath complaints, decreased confidence in their movement ability and increased anxiety. Thus, nurses need a vast knowledge in order to know how they can best treat the patients. Nurses should talk with the patients about their deteriorating ability to move and provide the best help that can improve their movement. At the final phase, the patient may turn down some advice like talking to the counsellor. Therefore, a decision should be made for anti-depressants therapy. Nurses are obliged in offering a recommendation that analyses and help in the disease management. The analysis should incorporate daily routines of the patient. The routines include, dressing, bathing, transferring and feeding. For instance, patients with disability, modification of their environment to decrease dyspnea. For example, the environmental mo dification can be achieved by introduction of chair glides on the stairs to ease their movements. Then nurses must avoid isolating the infected person with the society. The issue can be addressed by identifying social interaction resources. Best practices for chronic obstructive disease (COPD). Best practice Citation in CDU APA 6th Format Discuss with the patient on the anxiety of COPD at the final phase. (Celli et al 2015) Inputting therapy in the care of the patient like anti-depressants (Martinez et al 2015) Encourage the independence of the patient especially when he or she regains the strength. (McCarthy et al 2015) Encourage the continuous medication of the patient despite the side effects. (Pascoe et al 2015) Ensuring the patient is taking in the balanced diet (Soriano,2017). Monitor the output and input across 24hours in order to have the knowledge of any upcoming condition. (Miravitlles et al 2015) References Kruis, A. L., Boland, M. R., Assendelft, W. J., Gussekloo, J., Tsiachristas, A., Stijnen, T., ... Chavannes, N. H. (2014). Effectiveness of integrated disease management for primary care chronic obstructive pulmonary disease patients: results of cluster randomised trial. bmj, 349, g5392. Celli, B. R., Decramer, M., Wedzicha, J. A., Wilson, K. C., Agust, A., Criner, G. J., ... Vogelmeier, C. (2015). An official American Thoracic Society/European Respiratory Society statement: research questions in chronic obstructive pulmonary disease. American journal of respiratory and critical care medicine, 191(7), e4-e27. Lange, P., Celli, B., Agust, A., Boje Jensen, G., Divo, M., Faner, R., ... Meek, P. (2015). Lung-function trajectories leading to chronic obstructive pulmonary disease. New England Journal of Medicine, 373(2), 111-122. Martinez, F. J., Calverley, P. M., Goehring, U. M., Brose, M., Fabbri, L. M., Rabe, K. F. (2015). Effect of roflumilast on exacerbations in patients with severe chronic obstructive pulmonary disease uncontrolled by combination therapy (REACT): a multicentre randomised controlled trial. The Lancet, 385(9971), 857-866. McCarthy, B., Casey, D., Devane, D., Murphy, K., Murphy, E., Lacasse, Y. (2015). Pulmonary rehabilitation for chronic obstructive pulmonary disease. The Cochrane Library. Miravitlles, M., Price, D., Rabe, K. F., Schmidt, H., Metzdorf, N., Celli, B. (2015). Comorbidities of patients in tiotropium clinical trials: comparison with observational studies of patients with chronic obstructive pulmonary disease. International journal of chronic obstructive pulmonary disease, 10, 549. Pascoe, S., Locantore, N., Dransfield, M. T., Barnes, N. C., Pavord, I. D. (2015). Blood eosinophil counts, exacerbations, and response to the addition of inhaled fluticasone furoate to vilanterol in patients with chronic obstructive pulmonary disease: a secondary analysis of data from two parallel randomised controlled trials. The lancet Respiratory medicine, 3(6), 435-442. Guirguis-Blake, J. M., Senger, C. A., Webber, E. M., Mularski, R. A., Whitlock, E. P. (2016). Screening for chronic obstructive pulmonary disease: evidence report and systematic review for the US preventive services task force. Jama, 315(13), 1378-1393. Martinez, F. D. (2016). Early-life origins of chronic obstructive pulmonary disease. New England Journal of Medicine, 375(9), 871-878. Soriano, J. B. (2017). An Epidemiological Overview of Chronic Obstructive Pulmonary Disease: What Can Real-Life Data Tell Us about Disease Management?. COPD: Journal of Chronic Obstructive Pulmonary Disease, 14(sup1), S3-S7.