Contemporary issues in health care

Contemporary issues in health care Contemporary Issues In Health Care Compare and contrast how two named health care systems deal with one specific health issues. Aim The aim of this assignment is to choose two countries, and compare and contrast how these two countries deal one specific health issue. One country has to have a good rate of the health issues and the other one has to have a bad rate of the same health issue. The two countries that this assignment chooses to about talk are the United Kingdom and the Netherlands, and the health issue that is going to be concentrated on is teenage pregnancy. This assignment will focus on comparing how both countries are tackling teenage pregnancy, the assignment will also talk about the amount of money both countries spend on sex education, also if teenage pregnancy has always been a problem, if both countries raise effective awareness on conceptions and etc, furthermore this essay will discuss about why teenage pregnancy is good in Holland and why the rates of teenage pregnancy keeps on going up in the United Kingdom. Introduction The reason why this topic is being explored is because the United Kingdom always seems to have a high rate in teenage pregnancy in Europe, and in countries like Netherlands teenage pregnancy always seems to be low. Therefore it will be good to compare these two countries and see why one country has a good rate of teenage pregnancy and why the other one has a terrible rate of teenage pregnancy, this can help understand where the united kingdom is going wrong for them to be always having a high rate in teenage pregnancy, and maybe they can see what the Netherlander do to prevent having such high rates of teenage pregnancy. Teenage pregnancy is a contemporary health issue because the cost of teenage pregnancy is shocking. Teenagers who end up getting pregnant are less likely to complete secondary school, they are also less likely to get married, and also they normally end up going on benefits, when their children are born they dont really have a good health, their cognitive development is normally slow, and they always tend to have behavioural problems. Being a teenage parent sometimes comes with its own consequences such experiencing mental health problems, sometimes if the teenage mother is not getting any support from family and friends, they feel isolated and they always tend to find it hard to cope, so they start getting stressed out, having a low self esteem, feeling anxiety and depressed which can lead to mental health. Teenage mothers that end up getting pregnant always tend to come from a lower working class, and living in deprived areas, and they always tend to have their second child quickly, this causes more stress on their well being, because they might be struggling with finance. Main body The United Kingdom has one of the highest rates of teenage pregnancy across Europe, and whereas the Netherlands have one of the lowest teenage pregnancy rate. The reasons why the Netherland have such a low rate of teenage pregnancy could be because they are more opened to talk about sex with their children then parents and schools in the United Kingdom. The Netherland have a low rate of teenage pregnancy because they do sex education in schools, and parents normally have open talk sex with children, and adverts on televisions on how to prevent getting pregnant. The United Kingdom and the Netherlanders sex education are similar, but there are also differences between the two countries on how and what they teach about sex education. The reason why the Netherlands sex education is more effective than the United Kingdoms one is that, the Netherlander tell there children how to protect themselves from STIs and unwanted pregnancy and how to avoid risky sexual behaviour, and when and how to use contraceptives. Whereas in the United Kingdom instead of teaching teenagers how to protect themselves from sexually transmitted infections and how to prevent pregnancy, they promote more on how they should not be having sex. Sex education in the UK is called (PSHE) and in Netherland they call it (CARE). (Hardy, J.B. and Zabin L.S. 1991) believe that sex education is less controversial in the Netherlands, mainly at political level, and there society is more open when it comes to issues about sex, but people sometimes tend to mistake their openness for permissiveness. Studies believe that there is a political opposition to sex education from the smaller Christian parties in Netherlands; Politicians have the tendency to pass the issue over to professional sex educators, whereas in the United Kingdom the politics of sex education have been unfavourable, with major discussions about taking place over legislation passed in 1986, 1988, and 2000. Some politicians and families believe that sex education in schools is too explicit and it promotes homosexuality, and doing sex education in schools causes teenage pregnancy rather than prevent it. This can be argued that having sex education in school does not promote or encourage teenagers to get pregnant, because by having sex education in school, teachers are informing teens how to avoid risky sexual behaviour and they are also teaching them how to use contraceptives correctly, and also by teaching them about sex they will know how to protect themselves, also they will be aware of the consequences of having one or more children at a young age. Teenagers who get pregnant at an early age tend to come from poorer backgrounds and from areas that are high with unemployment rates, daughters of teenager mothers, which always ends up being a vicious circle, and also young people that are in care. Being under age and pregnant cost the British government  £166,000 to raise a child until they reach their 21st birthday. 90 per cent of teenage mothers rely on benefits in order for them to survive. The British public fund course that cost around  £100,000 that allows young teenage mothers as young as 14 to take these courses, this course is about helping them to be writing things up like CV, and teaching them the dangers of smoking whilst pregnant, and by them attending these courses they get paid  £30 a week, and if they finish the 16 week course without missing any lessons they get  £100 bonus. This could be argued that all the money that they are spending on these young mothers to do these courses could go towards trying to reduce the rate of teenage pregnancy. The British government are working towards their target of reducing the rate of teenage pregnancy by 2010. Their aim is to make sex education compulsory in all schools both in primary and secondary schools like in Netherlands, and to be going more in details about sex education, this will include teachers talking about contraception and relationship issues. The British government seems to be following the Netherlands footsteps in the way they approach sex education, with openness about sex from a younger age. The reason why the British government wants to follow the Netherlands approach is because the Dutch children get taught about relationships from an early age, so they get comfortable as time goes by with talking about sex and contraception, so by the time that they are ready to be having sexual intercourse with the opposite they will know how to use contraception in order to avoid pregnancy and STIs, and this will have a good impact on the country, because they will be a low rate of teenage pregnancy, so if the British government following these approaches, it could work for them also by having a low rate of teenage pregnancy across Europe. Although this kind of approach could be argue that it is encouraging young people to have sex, but statistics in Netherlands stated that there are fewer teenage pregnancies and the age that most young people in Netherland first have sex is higher than in most other developed countries. Another way the British government is trying to tackle with teenage pregnancy is adverting young people to be responsible about sex and contraception on televisions, radios, internets and billboards. These kinds of promotions can be a good thing, because some young people might feel comfortable to be talking about sex amongst their peers, and these advertisements may even encourage some teenagers to talk about sex issues with their parents. Even though some people might argue that advertising sex and contraception will not solve teenage pregnancy, but it can be argued that it will not make the situation any worse, and these advertisements could be a break through towards teenage pregnancy, because some young people might think about their actions and use contraception more sensibly, because they have a knowledge of what the consequences are of not using contraception can lead to. As we already know the United Kingdom has one of the highest rates of teenage pregnancy across Europe. Figures have shown that during 1996 there were 44,000 that gave birth below the age of 20, which signified around 7 per cent of all births in Britain. The birth rate was 29.8 per 1000 women aged 15 to 19 years, compare with 65.5 per 1000 for women aged 20-24 years. This could be argued That in order to reduce such figures government should concentrate more on sex education in schools. Teenage pregnancy in Britain is usually identified as a problem for society, According to (Peckham, S.1993) stated that reports of medical, financial and social problems for mothers and children following teenage pregnancy, is linked with sex and education, and suggest how they should both be improved. teenage pregnancy rates in the Netherlands have always being low due to the high quality, explicit and early sex education in both primary and secondary schools. (Dr Loon 2003) believes that sex education in the Netherlands starts at younger age then The UK, its also more explicit, he also stated that the Netherlands are more Independent than the United Kingdom and parents and the government in the Netherlands have more power over what is being taught at school and also their Influence of church helps a lot. This can be argued that there is a huge difference in A way both countries approach sex education overall. The awareness of teenage pregnancy is more effective in the Netherlands, than the United Kingdom, because they start talking to children about sex at the age of 11, parents talk to the children about as well, so from a young age they know about sex, and they know what they consequences are of having sex are, and even if they are ready to be having sexual intercourse they know how to protect themselves from getting pregnant and STIs because they have being teaching them how to use contraception from schools, parents and media. Whereas the message is not really effective in the United Kingdom, even though the kind of messages that both countries is kind of similar, but one is more out there than the other, that why works more. The UK provide the correct information about the risks associated with sexual activity the also talk about contraception and birth control, and how to avoid Intercourse, they also focus on reducing specific risky behaviours. They dont really promote safe sex on televisions as much as the Netherlands does, or start sex education at an early age. But recently the UK has started advertising safe sex on televisions and radios. Research have shown that about 93 per of young people in the Netherlands use contraception, whereas in the UK 53 per cent of young people use contraception. This could be because in Netherland they give out the message more about safe sex in schools, homes, and media than in Britain. Studies shown that teenagers in both countries found that boys and girls in the Netherlands gave love to each other, as one of the main reasons of losing their virginity, and boys in the UK do it because they are getting peer pressure. Teenagers in the Netherlands are obviously doing it for the right reason and they are having sexual intercourse they probably feel they are ready, but they are being responsible by taking the percussions needed, because adults like teachers and parents have being telling them about safe sex from an early age, and they understand the consequences of what will happen if they dont take the right percussions needed. And some teenagers in Britain dont know or understand the consequences of safe sex, because they dont talk about sex at home, and at school the message that they send the most in sex education is dont have sex, and obliviously by telling young people not to have sex, they are more likely to do it, so its better off telling them what percussions to take when they feel like they need to starts having sexual intercourse with opposite sex. Conclusion In conclusion this essay has found out why The United Kingdom has a bad rate of teenage pregnancy and why the Netherlands have a good rate of teenage pregnancy. They reason why the UK has a bad rate of teenage pregnancy, its because they dont really talk about sex and contraction, you see they dont feel comfortable talking to their children and student about sex and contraception, so in order for them not to talk about it they just tell the young people not to have sex, instead of telling them about it and how to use contractions and where to go and get it from. They just promote by telling them they are not allow to have sex, whereas in the Netherlands they are more open about telling their children about sex and contraception, and also there children are taught sex education at an early age, unlike in the United Kingdom. The UK is working towards halving the teenage pregnancy rate by 2010, by following the approaches that the Netherlands use, by starting sex education at an early age, obliviously at age that they feel is right for the children, talking about sex and using contraception more, than promoting young people not to be having sex, also promoting using contraceptions on television, radios, internet, and on billboards. By doing is it can eventually make a change towards teenage pregnancy rate in the United Kingdom. References Fullerton, D. Dickson, R. Eastwood, A.J. and Sheldon T.A (1997) Preventing Unintended teenage pregnancies and reducing there adverse effects. [Online] Vol 6 (2) Page 102 108, Available from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1055461/ (Accessed on 4th December 2009) Jewell, D. Tacchi, J. and Donovan, J. (2000) Teenage Pregnancy: Whose Problem is it? [Online] Vol 17 (6) Page 522 528: Available from http://fampra.oxfordjournals.org/cgi/content/full/17/6/522 (Accessed on 4th December 2009) Lawlor, D.A and Shaw, M. (2004) Teenage Pregnancy Rates: high compare with where and when? [Online], Vol. 97 (3) Page 121 123. Available from http://www.ncbi.nlm.nih.gov/pmc/articles/PMC1079321/ (Accessed 1st December 2009) Lewis, J. and Knijn, T. (2001) A comparison of English and Dutch sex Education in the classroom. [Online], Vol 19 (4) Available from http://www.sheu.org.uk/publications/eh/eh194jl.pdf (Accessed on 2nd December 2009) Panchaud, C., Singh, S., Feivelson, D. and Darroch J.E. (2000) Sexually Transmitted Diseases among Adolescents in Developed Countries. [Online], Vol 32 (1) Available from: http://www.guttmacher.org/pubs/journals/3202400.html (Accessed on 2nd December 2009) Peckham, S. (1993) Preventing unintended teenage pregnancies [Online] Vol 107 (2) Pages 125 133: Available from: http://apps.isiknowledge.com/InboundService.do? (Accessed on 4th December 2009) http://www.dcsf.gov.uk/everychildmatters/healthandwellbeing/teenagepregnancy/about/strategy/ (Accessed on 1st December 2009) Cornell, A. and Betty P (2001) why teenage pregnancy rates in the Netherlands are so much lower than in the UK, Whitto: Family Education Trust. Available from: http://www.famyouth.org.uk/pdfs/LDM.pdf (Accessed on 1st December 2009) http://news.bbc.co.uk/1/hi/special_report/1999/04/99/teen_pregnancy/319869.stm (Accessed on 2nd December 2009)

Project management and strategic planning Essay

Question: Language style: English (U.K.).   Write strategic planning and implementation steps involved in any project within IT department. Mention the Total quality management steps followed. What are the problems faced? Which problem solving and decision making methods would you suggest to be utilized? Explain. References: Any 2 Sources from the Internet, or Textbooks or journals. An organisation’s IT Strategic planning should combine some amount of tactical planning.   An IT department would require a strategic planning policy to ensure that the staff members and students can use the network on the campus as and when required.   As per the university requirements, all the schools should have a functional IT system, with certain criteria and specifications.   The IT planning would also help the school to share and receive technology from other schools and in this way be of immense help to the students. An IT Department should form a part and parcel of the education policy and processes of the educational institute.   It should be considered as a very important educational and information tool, for the students and staff members.   Let us now look at the actual strategic planning process and how it can be implemented in an educational institute. Strategic Planning is a process of making important decisions in the organisation so that a link between the present and the future trends is formed, choosing the organization’s goals, establishing the policies needed to meet specific objectives and recognising the means of assuring that policies are implemented in an appropriate manner. In a nutshell strategic plans are the â€Å"action plans† (Majdà ºchovà ¡, 2003 & Strategic Initiatives, 2007). STRATEGIC PLANNING PROCESS: Considering an example of a Management institute with special reference to the project to be carried out in the IT department, the following detailing a manager in the unit will have to accomplish and organize (ICFAI). A Manager who is responsible for strategic planning would convert the intentions or objectives of the organisation concrete and measurable strategic plans, policies and budget allocations (Majdà ºchovà ¡, 2003 & Strategic Initiatives, 2007). Step one: Defining the mission of the organization Based on the above work assignments, companies change their mission over a period of time to reflect changes in the external environment. The IT unit should address three important issues: What is the business supposed to do? Who are the customers? What goods or services does it offer? An IT department targets the various problems and issues, which are normally faced in a laboratory system of an organisation.   The IT department would provide services to the staff and the students and not merely provide goods alone to the audiences mentioned above (Kotler, 1999). Step two: Drawing up organizational objectives The strategic planning process in an IT department will broadly comprise of the following main objectives to be achieved.   This would help to determine the means of accomplishing the mission: – Students online exams / reports / marks, Laptop management (Wi-Fi connection), Internet control, LAN Connections, PC Maintenance, AMC – annual maintenance contract, Software and hardware troubleshooting, UPS, Vendor management, Requisition and procurement of PCs, UPS etc, Intranet management, ERP package connectivity, and Server support  Ã‚   (Kotler, 1999 & ICFAI) Step three: Assessing and Analysing SWOT The mangers need to analyse thoroughly the organisation’s current situation in order to develop an effective strategy to gain a competitive edge: – Availability of KRA’s Availability of E-commerce technologies and processes Availability of skills in management of the supply chain or the vendor Management of Proprietary technology, superior technological skills, IP, Patents, and the issues concerned with them (Kotler, 1999 & ICFAI) Step four: Formulating strategy Michael Porter has described three strategies which can help a firm / unit to gain competitive edge over others. Overall Cost Leadership: An IT firm has to consider the capital investment and access to it, the engineering skills required, intense supervision of labour, products designed for ease in manufacture, etc in order to achieve the its objectives (Kotler, 1999). Differentiation: The IT department may differentiate its products and services into technical and engineering support, strong capability in identifying the LAN, vendors, ERP, Wi-Fi, Internet, skills of the staff members needed, Intranet, etc (Kotler, 1999). Focus: All the above mentioned policies should be directed towards meeting the strategic target of fulfilling the staff’s and the student’s requirements (Kotler, 1999). Step five: Implementing strategy According to McKinsey et al, the best-managed companies exhibit the following 7 elements, known as â€Å"McKinsey 7-S framework for business success†. These include strategy, structure, and systems (known as ‘hardware to success†); and style, skills, staff and shared values (known as â€Å"software to success†) (Kotler, 1999 & ICFAI). In an IT department, style refers to the common ways of thinking and behaving of the staff members.   Skills refer to the unique method of handling problems experienced by the organization, especially using creative solutions.   Staffing is the process of hiring, training and allocating the work by the department.   Shared values refer to the common guiding values shared by the staff members (ICFAI). During the implementation, the manager should constantly monitor the technology, staff, incentives/reward system, decision-making processes, structures and functions (ICFAI). IMPLEMENTING TOTAL QUALITY MANAGEMENT This involves selecting the right staff members and using ensuring that the services are of high quality.   The process of TQM is continuous in the organisation so that quality of the organisation would improve (through having appropriate processes, products and services).   Feedback regarding customer satisfaction is gained, and accordingly improvements are made.   The company needs to gain an insight of how the user would be using the product.   Any shortcoming should be identified and modified, as and when needed.   Some of the steps in TQM include: – Studying the current quality situation Defining the quality needs Planning for a quality control program initiated by the managers Having structures, functions and strategies for implementing the quality program Allocating and obtaining the resources Monitoring and evaluation of the quality control program (Hashmi, 2000) PROBLEMS FACED: The IT department may face several major problems in cases of IT resource troubleshooting, logistics management, customer satisfaction, changes in the vision of the organisation, leadership problems, incompetent human resources, adoption of new technologies, managing the IP, obsolete facilities, etc (ICFAI). One of the major problems faced by the organisation previously, was regarding the presence of viruses in various network systems.   This seemed a threat to the security of the network.   The organisation had to develop a policy to prevent entry and spread of such virus on its network system.   This ensured that all external connections including CD’s, pen drives, removable discs, etc, were thoroughly scanned so that any virus threat would be contained.   The users were also informed of the security measures that had to be followed whilst using the network.   A strong firewall was installed to ensure that all data entering and existing the network was thoroughly monitored.   In this way, the IT department effectively handled virus threats. A study was conducted in the Institute’s IT Department to determine the effectiveness and the efficiency of the IT department’s network system.   More than 100 individuals were interviewed, which included 80 students and 20 teachers.   It was found that when a definite plan was introduced since 2004, the quality of services provided by the IT department improved drastically.   About 75 % of the staff members and 65 % of the students agreed to this.   The IT personnel are conducting quality checks at various levels to ensure that the services are effective and can enable the organisation to achieve its goals. Services Provided Percent of Staff who felt that the services were good Percent of Staff who felt that the services were satisfactory Percent of Staff who felt that the services were poor Comments Internet 75 21 4 Internet services are very good with fast connectivity and lightning speeds Intranet 50 35 15 Intranet exists, but not updated regularly Messenger 25 13 63 Not utilised very often during instruction Mail 65 26 9 Utilised very frequently and beneficial to all the faculty members and students.   Each staff and student is given their own id and password Library 78 12 10 Services are limited (no of databases subscribed) College Database 50 24 26 Not updated for long Teleconference system 56 25 19 Although, the system is effective and very useful, frequent disruptions occur PROBLEM SOLVING AND DECISION MAKING METHODS: Group Decision making method may be useful in large and complex departments, as the decision adopted seem to be better. Delphi group technique brings a panel of experts together in order to identify the problem and develop solutions for them.   Responses are collected and averaged by the people coordinating the group. It is utilised more often to immediately solve acute problems faced by the unit.   Such problems are time consuming and expensive to solve.   Interacting groups is the most common form of group decision making, in which the members openly discuss the problem, develop ideas, argue about each of them, and choose the best alternative. Decision Tree is a complex instrument that helps the decision-maker to consider various alternative courses needed to solve the problem and select the most appropriate alternative. The decision-maker can implement and monitor the alternative (Kotler, 1999 & ICFAI).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Overall, I do feel that from the efforts of the management of the organisation and from the IT department itself, an effective network system has been develop which is very useful for the students and the staff members.   This educational tool helps in education, instruction, and research and even in providing information to the general public.   Regular feedback should be taken from the users, administrators, etc, in order to determine if any modification is required for the IT System, and effectively introduced into the IT strategic plan.   Over, the last four years, incorporation of an IT plan has ensured a faster network, security, greater access, and increased support.   The IT department has also certain trouble shooting devices in place to handle any situation.   This has helped the organisation to achieve its objectives. References: Hashmi, K. (2000), Introduction and Implementation of Total Quality Management (TQM), [Online], Available: http://www.isixsigma.com/library/content/c031008a.asp, [Accessed: 2007, November 23]. ICFAI – Introduction to management, ICFAI Center for Management research. ICFAI – Project Management, ICFAI publication of management research.    Kotler, P. (1999), â€Å"Marketing Management: the Millennium edition,† 10th ed, Prentice Hall. Majdà ºchovà ¡, H. (2003), â€Å"Strategic Management For The Nonprofit Organizations†, Electronic Library of Scientific Literature, vol. 51, no. 3. http://www.sav.sk/journals/ekoncas/ekon2003_07.htm   Ã¢â‚¬Å"Strategic Initiatives – Leading Transformative Change†, [Online], Available: http://www.strategicinitiatives.com/, [Accessed: 2007, November 23]. The University of Colorado at Boulder (2002). â€Å"2002 Information Technology Strategic Planning Report.† [Online], Available: http://www.colorado.edu/ITplan/2002itsp.pdf, [Accessed: 2007, November 23]. The University of Colorado at Boulder (2002). 2002 IT Strategic Vision, [Online], Available: http://www.colorado.edu/ITplan/vision.pdf, [Accessed: 2007, November 23]. The University of Colorado at Boulder (2002). Current Situation (Trends), [Online], Available: http://www.colorado.edu/ITplan/trends.pdf, [Accessed: 2007, November

Dramatic devices Essay

Arthur Miller wrote â€Å"The Crucible† for his beliefs in McCarthyism, rampant at that time. He was against it – being a hunt of the communist figures, no matter how questionable they being communist in the slightest. It was sparked by a fear that Russia was going to take over the world. Making people scared and suspicious, Miller had to be subtle in expressing his anti McCarthyist views, so he used an allegory – a play. This play used the Salem witch hunt, similar because of the unsupported accusations, the people encouraged to denounce their friends, and fear and suspicion. The Salem witch hunt was more brutal, with the â€Å"witches† being killed, with only people’s accusations as evidence. Miller had to recontextualize the story, to stop accusations against him. The first words spoken being â€Å"My Betty be hearty soon?†. The title is fitting as a crucible is a container where metals are purified after heating. It reflects how Proctor has been heated by his ordeal and came through to die, his conscience clear – purified. I will explore the techniques used in creating the play, to create various moods in the mind of the audience, in Act I. In Act I we find Parris’s and Mrs. Put’m’s children – Betty and Ruth, inanimate on their beds. People are jumping to the Devil and Parris is putting that off, scared for his name in the village. We find that Abigail and friends had been dancing in the woods. We do get clues that the girls are faking their illness, as Betty wakes up when Parris leaves the room, we find Abigail quickly becomes the leader; an expert is called in – Mr. Hale. Abigail takes the chance to talk to John Proctor, who becomes the main character. Tituba. Parris’s slave, as usual is blamed for witching the two children in the woods. This cause a lot of the girls to say they saw each other with the Devil. In terms of this plot tension is created within the audience. The secrecy and mistrust creates this. Talking behind people’s backs and the ducking and diving which takes place is the cause. How the plot thickens so quickly would make the audience more uneasy. The dramatic irony with the talking behind each others backs creates tension, and involves them more; they want to see what happens. The techniques used to create meaning for the reader, is the overture and the prose on the characters. The reader trusts the prose and they give information on the characters, they are there because there can be no nuances or subtext in the speech, creating a fast story, the prose slows it down, getting the reader more involved.  An audience wouldn’t have these to guide them, it would be up to the actors to read the prose and interpret them in their acting. The play was performed when McCarthyism was at its peak, so it would be blindingly obvious to the American audience what it was about. The allegory would mean the audience would relate to it, creating tension when they think it’s about 1 thing, then realize it’s about something else. The time the story is set in is a somber time, spooky because of the black garments and archaic speech, immediately making the audience uneasy, the first words spoken being â€Å"My Betty be hearty soon?† This inverted language makes it seem more Biblical and legal, heightening the impact they have as does the syntax. The older time distances us, making the characters seem austere and quite oppressive. The double-negative furthers the tension by adding confusion, making it more farcical, which further distances us. Claustrophobia, furthers the tension as there is no escape for the characters, they are trapped which makes the audience feel trapped as well. The first thing we find is that Parris’s room is small, with narrow windows and leaded panes like a prison – this creates claustrophobia. Parris is trapped, making the audience more susceptible to panic. He is also kneeling – he is suppressed by God, it bears down on him. Laws and limitations create claustrophobia as well. â€Å"Not have permitted anyone to read a novel† This shows how small minded the laws were, consequently making the people small minded. Not being able to explore themselves and their emotions, making them bland with no escape from reality. â€Å"Their creed forbade †¦ vain enjoyment† Shows how religiously they stuck to their beliefs, making their lives bland and boring, and possibly more excitable over the out-of-the-ordinary. â€Å"The edge of the wilderness was close by† The wilderness was the Devils land, they were locked in their town nothing else existed. â€Å"It stood dark and threatening† How they were held in place, scared to go further. â€Å"They believed†¦they held†¦the candle that would light the world† Shows how small minded they were; the Devils land was irrelevant. Parris makes the audience feel angry and frustrated by the fact that he is supposed to be a leader. He is pompous – â€Å"then the Doctor must search on†, unpopular and paranoid – â€Å"a faction to drive me from pulpit†, unjust – â€Å"Out of my sight!†, ambitious – â€Å"do not preach for children†, cowardly – â€Å"they will hound me out of Salem†, greedy – â€Å"not used to this poverty†, hypocritical – in defense of Abigail he calls others witches, overly pious – â€Å"send for Reverend Hale†, dishonest and vain in covering truth – â€Å"Uncle the rumour of witchcraft is all about†. So he is not a particularly pleasant person. If he denies witchcraft in his own home it could seem dishonorable and suspicious so he doesn’t. Even so the audience would realize his difficult position, and give him room to breathe. Abigail is a big character, she schemes her way to becoming the leader of the witches – â€Å"Now look you, all of you†. She is fearful of her name in the village – â€Å"Not I, sir – Tituba and Ruth† This gives her a good position, she can scheme to save herself and being manipulative – â€Å"Now if they be questioning us†¦Ã¢â‚¬ . The audience can relate to her to an extent, everyone can be a leader and scheme; this also makes her the â€Å"baddie† the audience will be interested in knowing what happens to her. Proctor is the character to which we can relate to, the main one. Through Proctor we have a medium in which we can see something and consider ideas. As does Hale, it put us in their shoes. Proctor sees Abigail as a child, strengthening our bond with him. He also sees through Parris, who we find being very greedy with his fire – wood money. Also Giles sued him and he paid up although Giles just misheard him – â€Å"I’ve paid you for it† Proctor is very honest and just wants to get on with his life. The audience will have an affinity with Proctor. Conflicts between characters – Abigail and Elizabeth both love Proctor, Proctor and Parris: Parris isn’t godly and is a hypocrite etc. these conflicts are like smaller plots in their own way and add to the audience’s excitement, also annoying us when they don’t resolve, theocracy religion says the you cant, but they want to.  The structure is broken up with the overture and prose which the actors interpret and use the instructions to show it to the audience. This adds an extra dimension to the play, incorporating the prose, with its history and explanations. Intertextualism, the themes that link Salem and McCarthyism, spark questions – it is years since the Salem trials but we still haven’t learnt, human character prevails. The questions – dramatic devices that go unanswered, especially at the end with Proctor being hung, should he have been? He doesn’t want to go back to the same society that tried to hang him – a dramatic device, people are ready to persecute when that is what they are trying to escape – irony. The irony, people went to America to escape and be free, supposed to have got better – satiring the American Dream. These themes mean more to a 1950’s audience, with the exact same one present.

Religion Is A Major Asset Of Life Essay - 2464 Words

For us to understand the whole principle of Religion, we must delve into the different principles that it has to offer us. Religion has become a major asset in life. It has touched each and every one of us. It has influenced our lives and taught us morality, traditions, beliefs and experiences of people. The majority has been wrong many times in history. Simply going to a majority opinion on a subject like religion is not a wise thing to do. The important thing is to know what we believe in. Why and what do we believe in. We were brought up by our parents to believe in what they believe in. We usually accept those beliefs and later in life, we choose either to continue believing in them or not. This is where atheistic challenges to Religion come in. These challenges oppose the beliefs of any religion. Moreover, religion does not only consist of one category that only accepts and follow the same beliefs but it also has three other categories. These categories help us understand the si gnificance of Religious Diversity. It includes Exclusivism, Inclusivism, and Pluralism. This paper will be separated into two parts. The first part will focus on Religious Diversity, the atheistic challenges to doing Comparative Philosophy of Religion and the importance of these categories. The second part will delve into a deeper understanding of the Philosophy of Religion in which consistency, coherence and reasonableness will be defined. A.1 There are three main positions in comparingShow MoreRelatedDifferences Between Islam And Christianity944 Words   |  4 Pages†¯Manpreet Chatha Paper # 01 Religion 101 Islam and Christianity are wide spread religions in the world. Contrast based on five pillars of Islam and Christianity rituals. In this paper I will explain their differences and similarities based on Prothero and Paden, using paradigms â€Å"rituals†. The concept of rituals are more important in understanding religion. 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