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A Study on the Need of Women Education for Socio-Economic Development of Rural Assam

ABSTRACT TITLE: A Study on the Need of Women Education for Socio-Economic Development of Rural Assam Birinchi Choudhury** Without the development the rural areas of Assam, we can never materialize our goal for being developed state by 2010 as declared by the present state govt. For the development of the rural Assam, including male, women education is a must. But women are neglected year after year. The attitude towards women hasnt changed yet. The literary rate shows this fact. According to the census, 2001, the literary rate in Assam is 64. 28 percent where 71. 93 percent for males and 56. 03 percent for female. In 2000, the infant mortality rate is 66 per thousand for males and 83 per thousand for females. What does it mean? Presently, nearly 2. 13 lakhs children of age group 6-14 years have not seen the varanda of primary school. In 2003, 2. 39 lakhs of children have left the primary schools without completing the course. Of course it reduced to 44,222 in 2005(September). It is seen that all the children are living below the poverty line and their parents are illiterate. Therefore, including male, women should be educated for complete eradication of illiteracy and for being developed socially, economically, culturally and politically. Lecturers of B. B. K. College, Nagaon, Barpeta 1 Title:- A Study On The Need Of Women Education For Socio-Economic Development Of Rural Assam Birinchi Choudhury** Executive summary Objective of the study: The objectives of the study are 1. To investigate whether any relation between the women education and socio- economic development of rural Assam 2. To inve stigate whether any relation between the women education and influence of her in her family. 3. To investigate whether any relation between the women education and standard of living of the family. Research methodology: Sampling method: Random sampling method. The population: Element: Wives and husbands Unit: Village Time: December. 2005 and January 2006. Sample size: 100 numbers of wives and 100 numbers of Husbands Limitation of the study: As the number of the sample is very small, therefore the findings may or may not be representation of the actual social position. Major findings: The findings of the study are 1. the socio economic development of the rural Assam mostly dependent on women education. 2. The educated women also try to motivate their children, irrespective of girls and boys, family members, society to be educated, self sufficient and conscious. 3. The education of the children, the standard of living of the family is mostly dependent on whether the woman of the family is educated or not. 4. Besides, her involvement in the society, e. g. socially, culturally, economically is also dependent on her education. Our study also shows that the family in which the woman is uneducated has higher number of children and her familys standard of living is also low. Even an uneducated wife doesnt know whether there is any need of education for her girls child. Therefore, mass women education is a must. Introduction: 2 Without the development the rural areas of Assam, we can never aterialize our goal for being developed state by 2010 as declared by the present state govt. For the development of the rural Assam, including male, women education is a must. But women are neglected year after year. The attitude towards women hasnt changed yet. The literary rate shows this fact. According to the census, 2001, the literary rate in Assam is 64. 28 pe rcent where 71. 93 percent for males and 56. 03 percent for female. In 2000, the infant mortality rate is 66 per thousand for males and 83 per thousand for females. What does it mean? Presently, nearly 2. 13 lakhs children of age group 6-14 years have not seen the aranda of primary school. In 2003, 2. 39 lakhs of children have left the primary schools without completing the course. Of course it reduced to 44,222 in 2005(September). It is seen that all the children are living below the poverty line and their parents are illiterate. Therefore, including male, women should be educated for complete eradication of illiteracy and for being developed socially, economically, culturally and politically. A few tables are given below which show the comparative statement between male and female. Table 1: Students not gone to school Year Number of children who have not seen Primary Schools 003 13. 40 lakhs 2004 1. 6 lakhs 2005(Sept. ) 2. 13 lakhs *Source: The Amar Asom, 29th Nov. , 2005. Table 2 : Comparative literary rate in Assam (percent) Year Over all Male Female 1961 32. 58 44. 28 18. 61 1971 33. 32 42. 96 22. 31 1991 53. 42 62. 38 43. 70 2001 68. 28 71. 93 56. 03 Table 3: Sex Ratio In Assam Year Sex Ratio 1901 919 1911 915 1921 896 1931 874 1941 875 1951 868 1961 869 1971 896 1991 925 2001 932 3 Objectives of the paper: The objectives of the study are. 1. To investigate whether any relation between the women education and socio- economic development of rural Assam 2. To investigate whether any relation between the women education and influence of her in her family. 3. To investigate whether any relation between the women education and standard of living of the family. Limitations of the study: – The study has the following limitations- (i) The study is conducted on samples taken from a few villages that cannot be judged as perfect representation of entire population spread all over the state. (ii) Primary data collected through questionnaire has its own limitations as it lacks proper o-operation and support from the viewers. (iii) Response error cannot be over ruled. (iv) Time factor is also another limitation. Methodology:- We have employed a random sampling method for the selection of the sample where a sample of 100 wives and 100 husbands of a few villages have been interviewed separately through two different questionnaires . Besides discussion and interactions with different people of our locality help us a lot in preparing this paper. Their views and ideas have been clearly reflected in our findings and suggestions. Analysis and findings: – (A). Analysis of the wives view point 1. Only 15%of the population are educated and 85%are uneducated. Uneducated ( 85%) educated( 15%) educated uneduccated 4 Out of the total educated wives 90% are under matriculate, 08% are matriculate, 02% are H. S. passed Matriculate (8%) H. S. (2%) under matriculate(90%) below matriculate matriculate H. S. 2. Out of the total population 95% are housewives and only 05% are employed. Employed (5%) house wives (95%) house wife employed Out of the total employed population, 20% are in govt job, only 40% are in private job nd 40% are self-employed. Self employed (40%) private job(40%) govt. job(20%) govt. privvate job self employed 5 3. Our survey shows that in case of 97% families, husbands income is the only source of income for the family; in 01% families, wifes income is the only source of income for the family and in 02% families, and both husband and wives earn income. Only wifes income (1%) Only husbands income (97%) both husband and wifes income(2%) only husbands income only wives income both husbands and wives . The study shows that 10% couple have 0-2 number children and 95% have 3 and above number of children. 0-2 child (10%) 3&above child(90%) 0-2no of child 3and above no child Out of the total child 60% are boys and 40% are girls Girls (40%) Boys(60%) boys girls 6 4. The study depicts that 95% wives never participated in the decision making process in their family. Wifes participation (5%) Non-participant (95%) participant non participant Those who have never participated in the decision making process, out of them 80% think hat it is their duty to obey the decision taken by their husbands. Wife has on right to go against husband (7%) Husband never do mistake (10%) Husband dislikes wifes participation (3% A B C D Wifes duty to obey the husband (80%) Those who have participated in the decision making process, out of them 60% think that they have better efficiency to run the family. Wives have the right to participate (40%) Wives have better efficiency (60 %) A B. 7 5. Our survey shows that 80% population prefer education for both boys and girls but emphasis more on boys. Education for both boys & girls (15%) Only for boys(5%) both boys & girls only for boys both boys & girls but more on boys Education for both boys & girls but emphasis on boys(80%) 7. 60% population prefer girls education because they think that education helps the girls for being self-sufficient. For overcoming exploitation (30%) For getting higher social status (7%) for being self sufficient for overcoming explitation for getting higher social status for motivating women to be educated For motivating females to be educated (3%) For being self-sufficient(60) Those who do not want girls education, out of them 60% population think that girls should not be educated since girls cannot look after them after their marriage. Difficult to find a suitable groom for educated girl(30%) only because she is a girl(10%) only because she is a girl she wont looks after after her marriage difficult to find a suitable groom for educateds girl She wont looks after after her marriage(60%) 8 6. 90% population do not involve in the society. Wives who donot involve in the society(90%) wives who involve(10%) invlve in the society donot involve in the society Those who want to involve in the society, out of them, 60% do so for organizing rural women to take part in the decision-making in various aspects of socio-economic life. getting popularity(10%) organizing rural women(60%) focusing herself &getting leadership(30%) 7. 60% population think that women education help in socio-economic development of the society. 20% do not think so and 20% have not given any comment. Women education helps in socio-economic development Cannot say(20%) yes(60%) yes no cannot say no(20%) for organizing rural women focussing herself & getting leadership eing popular Analysis of the husbands viewpoint: 1. The population survey shows that 70%population are educated and 30% are uneducated. Out of the total educated persons, 40% are below matriculated and only 1% is postgraduate. H. S. (20%) graduate(5%) post graduate(1%) others(4%) Matriculate (30%) matriculation(40%) 2. Agriculture is the main income source for 60% population and 5% are engaged in govt. jobs a nd 35% are in business. Business(35%) govt. job(5%) agriculture(60%) govt job agriculture busness 3. 60% husbands have educated wives. Uneducated(20%) educated(80%) educatd neducated below mariculation matriculate H. S. graduate postgraduate others 10 Out of these 80% are below matriculate. Matriculate(10%) H. S. (5%) graduate(2%) others(3%) under matriculate(80%) 4. Only 2% husbands have employed wives. Out of these 50% are in govt. jobs 50% are self-employed. unemployed wives(98%) employed(2%) employed unemployed Out of these 50% are in govt. jobs 50% are self-employed. Self-employed(50%) govt. jobs(50%) under matriculate matriculate H. S. graduate others govt. jos self-employed 11 5. 15% parents have 0-2 number of Childs and remaining 85 % parents have 3 or above Childs. 3 and above(85%) 0 2(15%) 90% populations want that their daughter should be educated. No of husbands want education for their girls(90%) donot want(10%) Out of the total population who want their girls Childs to be educated, 65% think that education help their daughter to be self-sufficient. For getting higher social status(10%) motivating women to be educated(5%) 0-2 3& above yes no for self sufficient for overcoming exploitation getting higher social status motivating women to be educated 12 For overcoming exploitation(20%) for self-sufficient(65%) Those who do not want education for their girls child, out of them 60% think that their daughter will not look after them after her marriage. Difficult to find a suitable groom (35%) wont look after after her marriage(60%) Only because she is a girl (5%) 6. 95% population do not want their wives participation in the decision making process in the family. Donot want wifes participation(95%) want wifes participation(5%) Those who do not want wives participation in the decision-making process, out of them, 80% think that it is the duty for the wives to obey the decision taken by them. She has no income(10%) she hasnot sufficient knowledge(10%) duty to obey the husband(80%) won't looks after after her marriage only because she is a girl difficult to find a suitable groom for educated girls yes no duty to obey the husband she has no income she hasn't sufficient knowledge 13 Those who support their wives participation, out of them 60% think that wives may have efficiency to run the family. She has right(40%) she may has better efficiency(60%) better efficiency she has right 7. 70% population support mass education and only 30% do not want education for women. onot want mass education(30%) want mass education(70%) yes no Conclusion: – After interviewing with the wives and husbands, it is seen observed that the educated respondent feel that women education is a must for socio-economic development of rural Assam. The educated populations have the tendency to provide education for both boys and girls equally. They have less number of child and they, with males, pr efer womens participation in the decision making process in the family as well as in the society. Of course, some uneducated people unable to understand the need of womens education for socio-economic development. Most of the uneducated women do not want to provide education for their girls child. There fore, we should change the mindset of the parents as well as the society. No doubt mass women education will be helpful in this respect. Suggestions: – The following suggestions can be put forwarded as per the primary study. 1. We have to change the mindset of the parents as well the society for reducing gender classification. We should change the mindset of the society so that the society recognizes the complementary role of the women. 2. Provision of quotas in the govt. jobs as well as private job may encourage the parents o provide education for their girls Childs. 3. Female students should be given scholar-ship in the college level. Tuition fees for women should be completely abolished. If it is not possible, it should be at least ? th. 14 4. Reservation in politics may be helpful for women empowerment. Women empowerment encourages women to provide opportunities to do for the welfare of the women. 5. We should create the consciousness of the parents; especially the women, we should create consciousness about the need of women education. For this, social awareness camp regarding women education in the village level should be organized. The govt. should take a mission for women education. For this, some local educated women who have grip in the society should be appointed for this mission. 6. Camp, seminar, road-play, open meeting and discussion, advertisement through different media such as radio, T. V. , cinema for women education may be helpful in this regard. Bibliography:- 1. Datt, Ruddar; Sundadharam,K. P. M. (2004), Indian economy S. Chand, New Delhi. 2. Baruah, D. K. ;Baruah Indira(2005), H. S. Economics 3. The Amar Asom, 29th Nov. , 2005,Guwahati. 4. The Dainik Batori, 14th January 2006,Guwahati. * Lecturers of B. B. K. College, Nagaon, Barpeta

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The schools have a duty to support these rights and they must be reflected through their policies and procedures and must comply with current legislations and codes of practice. The Equality Act 2010, UN Convention on the Rights of the Child 1989, Children Act 1989/2004, SENDA 2001 and SEN Code of Practice 2002 are the relevant legislations that give guidance on how to understand the childrens rights to participation and equality of access. Promoting participation and equal access makes sure that the school is meeting the 5 outcomes of ECM/HCAM and will therefore provide children with the best possible opportunities to to achieve to the best of their ability within the curriculum and their school life. (1. ) Cultural diversity provides a framework to bringing children together who would otherwise be naturally separated by cultural barriers. Pupils cultural development involves pupils acquiring an understanding of cultural traditions and an ability to appreciate and respond to a variety of aesthetic experiences. They acquire a respect for their own culture and that of others, an interest in others ways of doing things and curiosity about differences. They dev elop the knowledge, skills, understanding, qualities and attitudes they need to understand, appreciate and contribute to culture. Schools have to promote cultural diversity and follow legislations relating to equality and discrimination, it is the law not to discriminate and this is set out in the Equality Act 2010. There are many ways that a school can promote acceptance and respect of different cultures throughout the school, this could be through teaching in the classroom where the pupils can explore varied cultural backgrounds, learning about celebrations that different cultures participate in for example multicultural festivals that take place different times throughout the year. Also many schools now have welcome signs which are written in languages that pupils within the school speak, displays are also used with work of the children these are a brilliant way of showing the pupils understanding of others cultures and provides information for all within the school. All staff must act as role models and promote cultural diversity this helps reduce prejudice and discrimination and if staff are putting this in place then it will influence pupils to be tolerant of other cultures and with this helps the children understand the diverse society to which they belong. Pupils who understand cultural diversity will be more likely to participate and those of different cultures will feel more involved as they can help with the learning of their culture, with this it will help children in schools and outside in the wider society. In conclusion, schools who promote equality and inclusion through participation and a value of cultural diversity are encouraging children to ave respect for others and not to discriminate and promotes independence for the children. Childrens rights to equal access has to be supported by quality teaching, school policies and procedures. Childrens rights are protected by the law but if the schools follow the laws and provide the vital information through learning, children are more likely to respect others and appreciate their responsibilities to others.

Respiratory Infections Caused By Bacteria Biology Essay

Respiratory Infections Caused By Bacteria Biology Essay -Respiratory infections caused by bacteria are quite so many. They can be differentiated by placing them into where they actually cause disease in the respiratory system or tract. Some bacteria cause disease in the upper respiratory tract whilst others affect the lower respiratory tract. The upper respiratory tract comprises the nasal cavity, pharynx and the larynx, whilst the lower respiratory tract is made up of the trachea, primary bronchi and the lungs. When it comes to aetiology, the respiratory infections caused by bacteria can be compared and contrasted as follows: Legionnaires disease is caused by the bacteria Legionalla pneumophila, which is a rod shaped, motile and gram negative, fastidious bacteria. Legionnaires disease is one of the most common causes of atypical pneumonia in hospitalized patients. It is the second most common cause of community-acquired bacterial pneumonia and travel-acquired pneumonia.Legionelloses can occur both sporadically and in epidemics. And over the past decade, Legionnaires Disease cases have increased. This is so because of the common use of central air conditioning, especially in office hotels, buildings and hospitals. In contrast to Legionalla pneumophila, Haemophilus influenzae is a nonmotile, but is also a fastidious, Gram-negative, rod-shaped bacterium like L. pneumophila. Non capsular type b H. influenzae causes is associated with acute exacerbations of chronic bronchitis. Disease is e much more common in children than older age groups.. Haemophilus influenzae can cause infection in the respiratory tract, which can spread to other organs. Many species of Haemophilus are normal residents in the upper airways of children and adults and rarely cause disease. Usually, Haemophilus influenzae can cause infections in children and sometimes in adults who have a chronic lung disorder or a weakened immune system. Diphtheria, which is an acute infectious bacterial disease primarily involving the mucous membrane of the upper respiratory tract (nose, tonsils, pharynx, and larynx), is caused by Corynebacterium diphtheriae. In comparison to L pneumophila and H influenzae, Corynebacterium diphtheria, is a also rod shaped but non motile like H influenza, and in contrast, is gram positive and non fastidious. Normally, streptococcus pneumoniae is a inhabitant of the human upper respiratory tract., but it causes infections like pneumonia, bacteremia, otitis media, meningitis, sinusitis, peritonitis and arthritis. Streptococcus pneumoniae cells are Gram-positive, coccus bacteria. Usually, they are seen as pairs of cocci (diplococci), but they may also occur singly and in short chains.They can be aerobic or anaerobic and are often capsulate. Streptococcus pneumoniae is known in medical microbiology as the pneumococcus, referring to its morphology and its consistent involvement in pneumococcal pneumonia. Streptococcus pneumonia caused pneumonia can be divided into two forms, bronchial pneumonia (100%), most prevalent in infants, young children and aged adults and and lobar pneumonia (80%), which is common in younger adults Streptococcus pyogene, a gram positive cocci, non motile and non spore forming bacteria, causes streptococcal pharyngitis, which is popularly known as strep throat. Strep throat is characterized by a painful, red throat with white patches on tonsils, and is accompanied by swollen lymph nodes, fever, and headache. Streptococcus pyogenes is considered to be an opportunistic pathogen. This is so because it is part of the normal flora of the respiratory tract in many people, not causing any complications until the persons natural defenses become immunocompromised. Mycobacteruim tuberculosis, are rods, gram positive, acid fast and obligate aerobic bacteria. They cause the disease Tuberculosis (TB) whose importance has been compounded by the emergence of AIDS and the appearance of multiple drug-resistant (MDR) strains of M. Tuberculosis. TB most commonly affects the lungs but also can involve almost any organ of the body. There is a vaccine against Tb called Bacille Calmette Guà ©rin, also known as BCG, which is a vaccine given throughout many parts of the world. TB is one of the most serious infectious disease of the resource poor world. It is persistent wherever poverty, malnutrition and poor housing prevail. It affects the apparently healthy as well as being a serious disease of the immunocompromised, as it is particularly with patients with HIV/AIDS. TB is primarily a disease of the lungs, but may spread to other sites Bordetella pertussis, the small gram negative coccobacilli, are slow growing and fastidious bacteria. They cause a disease called whooping cough, whose name is because of the characteristic sound produced when affected individuals attempt to inhale; the  whoop  originates from the inflammation and swelling of the laryngeal structures that vibrate when there is a rapid inflow of air during inspiration. Wooping cough is characterised in three main phases. The  first stage  of whooping cough is known as the catarrhal stage, in which symtoms are runny nose, sneezing, low-grade fever, mild, occasional  cough, similar to the common cold. The cough gradually becomes more severe, and after one to two weeks, the second stage begins. It is during the  second stage  (the paroxysmal stage) that the coughing is most severe. A series of closely spaced coughs occurs, followed by a `whoop` as air is inhaled. Vomitting may be stimulated by the coughing process. Coughing can occasionally be so severe as to rupture blood vessels in the eye or meninges. The  third stage  of whooping cough is the recovery or convalescent stage, where there is a marked decrease in vomiting and paroxysms becomes less frequent and the child sleeps better. And towards the end of this phase, the coughing stops. Whooping cough commonly affects infants and young children but can be prevented by immunization with pertussis vaccine Transmission L. pneumophila is not acquired through a person to a person transmission. The bacteria, thus the disease is acquired by inhalation of contaminated water from showers, Respiratory therapy equipment,air conditioning systems as well as cooling towers. And the bacteria will usually cause respiratory disease in humans after a susceptible host inhales aerosolized water containing the bacteria or aspirates water containing the bacteria. Legionnaires disease is one of the causes of atypical pneumonia and even after inhalation of the bacteria, disease is not obvious. There are therefore,e risk factors which are associated with one getting Legionnaires disease. These are, cancer, usually pulmonary or hematological malignancy, Smoking, Surgery,Diabetes, HIV/AIDS ,Chronic cardiopulmonary disease, Advanced age and Alcohol abuse Haemophilus influenza is a normal habitat of the upper respiratory tract of humans and other animals. The infective bacteria are transmitted from person to person, by air borne route. This is typically through sneezing, coughing, or touching. Corynebacterium diphtheria is a normal habitat of human nasopharynx and occasionally, the skin. Therefore, the disease Diphtheri,a is transmitted from the infected to others via airborne respiratory droplets or by direct contact with nasopharyngeal secretions or skin lesions. Quite, rarely, it can be spread by objects which are contaminated by an infected person. The spread of diphtheria is increased by overcrowding and poor living conditions. Raw milk has served as a vehicle. Infected individuals may develop symptoms of diphtheria, or they may become carriers of the bacteria with no symptoms (asymptomatic carriers). These asymptomatic carriers can serve as reservoirs for active infection and may transmit the disease to other individuals Streptococcus pneumonia is a normal habitat of the human respiratory tract. Therefore, the spread of the bacteria is primarily via droplet spread or aerosol or through contact with nasal secretions of the infected person. It is therefore. a transmission of person to person. Streptococcus pyogenes is a normal habitat of the human upper respiratory tract as well as the skin. The respiratory disease caused by these bacteria, Streptococcal pharyngitis is acquired by inhaling aerosols emitted by infected individuals. Spread is therefore by air-borne droplets, through sneezing and coughing and by contact. M. tuberculosis has the ability to survive in the environment due to the waxy outer coat and this is what aids the transmission of bacteria through air borne droplet spread because they can survive for long periods of time in air and house dust. Therefore, a person can become infected with M. tuberculosis when they inhale minute particles of infected sputum from the air. TB is acquired by inhalation of Mycobacterium tuberculosis in aerosols and dust. Air-borne transmission of TB is every effective because infected people release enormous numbers of mycobacterial into the environment, when they cough, sneeze, shout, or spit. In the transmission of TB, social and environmental factors as well as genetic predisposition have a role to play. B. pertussis causes whooping cough, which is a highly contagious disease and is spread among people by direct contact with the nose or mouth fluids from of infected people. People may contaminate their hands with respiratory secretions from an infected person and then touch their own mouth or nose. Another way is that small bacteria-containing droplets of mucus from the nose or lungs enter the air during a cough or sneeze and people can become infected by breathing in these drops. And in vaccinated populations, B.pertussis is brought home by an older person, like even a parent, then spread to the vulnerable population of children. Pathogenesis Once L. pneumophila bacterium is in inhaled, infection will begin. The bacteria virulence factors are unclear, but the bacteria have a way of surviving in the alveolar macrophages. The infection though, will be obvious, if the person has other predisposing risk factors like smoking, cancer, HIV/AIDS, surgery, advanced age, alcohol abuse and diabetes. About 2-9 days after inhaling the bacteria, symptoms will involve headaches, fever chills and a cough which is nonproductive but may become productive as disease progresses. There will also be other symptoms involving the gastrointestinal tract like vomiting, nausea and diarrhea Arthralgias and myalgias are the musculoskeletal symptoms often experienced. And when the L.pneumophila bacteria get to the alveoli, they are attacked by the alveolar macrophages. These alveolar macrophages, will take the bacteria into the food vacuole inside the cell. Most often, the infection will progress because instead of the bacteria being destroyed by the macrophages, the bacteria will instead stop the fusion of the lysosome and monocyte. This will result in the bacteria to multiply inside the macrophage, and they eventually lyse the cell as well as infect other cells. Disease will progress from here. H. influenza interfers with the local expression of the immune response in tissues. Therefore, it does not interfere with the development of an immune response, but will just actively interfere with its expression in tissues. This bacteria liberates a protease that cleaves human IgA antibogy. H. influenza is a resident or invades mucosa where IgA antibodies operate. H. influenzae   has a polysaccharide capsule which is an important virulence factor. This is because the capsule allows the bacteria to resist digestion by phagocytosis. These capsules also protect the bacteria when taken up by the lung macrophages. Diphtheria, the disease is due to production of diphtheria toxin which is controlled by the tax gene, which is integrated into the bacterial chromosome on a lysogenic phage. The toxin`s mode of action is the blocking of protein synthesis in the host epithelial cells by inactivating the elongation factor. The signs and symptoms of respiratory diphtheria, which begin after a 2-5 days incubation period, are because of the bacteriums ability to cause a localized inflammatory reaction of the cells lining the upper respiratory tract. The initial symptoms will be moderate fever, malaise, hoarseness, difficulty in breathing and swallowing and a sore throat. Later the complications may be cardiac, neurologic, infectious, like lung, bone and blood infection and death. So, when respiratory diphtheria progresses, the infected individual may also develop a gray membrane (pseudomembrane) which will form over the lining tissues of the tonsils and/or nasopharynx. In severe disease, patients may also develop neck swelling and enlarged neck lymph nodes. The extension of the pseudomembrane into the larynx and trachea can eventually lead to obstruction of the airway with subsequent suffocation and death. Immunization is the best prevention against diphtheria. The clinical symptoms of S. pneumoniae caused pneumonia include sudden onset of high fever, chest pains, dyspnea and a cough productiveof bloody sputum. In adults though, on set may be less sudden with shortness of breath, fever and altered mental status being the first symptoms of pneumonia. In young children and infants, vomiting, convultions and fever may be the first signs. Pnuemococcal pneumonia is one of the important causes of death in the elderly and infants. And the ones at high risk are those with chronic conditions and with immune deficiencies. Other complications that can arise from infection can be acute respiratory distress syndrome, septic shock, and empyema. S pneumoniae is a typical extracellular bacterial pathogen, which has a capsule that protects it from phagocytosis. Therefore, its pathogenicity requires adherence to host cells as well as the ability to replicate evade phagocytosis. It is in this effect that the organism must then gain access to areas where it can manifest infection, either through direct extension or lymphatic or hematogenous spread. Through direct extension, organisms may gain access to areas of the upper and/or lower respiratory tracts (sinuses, bronchi, eustachian tubes) after the colonization. Normally, in a healthy host, anatomic and ciliary clearance mechanisms will prevent clinical infection. But, clearance may be reduced by chronic (bronchitis, smoking, allergies,) or acute (viral infection, allergies) factors, which can lead to infection. Alternatively, by hematogenous spread and after mucosal invasion, pneumococci may reach normally sterile areas, such as the blood, peritoneum, cerebrospinal fluid, or joint fluid Symptoms of strep throat are sore throat, high fever, coughing, swollen lymph nodes and tonsils and a fiery red appearance to pharyngeal tissues which is du to tissue erosion. The M protein enhances the pathogenicity of S. Pyogenes. This protein, which is anchored in the cell wall and cell membrane, encourages adherence to the pharyngeal tissue and retards phagocytosis of the bacteria by the phagocytic cells of the host. Host immunity to Streptococcus pyogenes results from the development of antibodies specific to M protein. Over 80 specific types of M protein have been identified and complete immunity to streptococcal disease requires that a person produce antibodies against all 80 types. In developing countries, TB is a major cause of death and disability. In all cases, the disease begins with exposure to an infectious human source, thereafter, subsequent infection usually goes without notice. The first stage which is called primary infection causes no outward clinical manifestations. In this stage, the bacteria are engulfed by the alveolar macrophages where they can both survive and multiply. Primary TB is often mild and asymptomatic and often in 90% of cases, it does not proceed further. But clinical manifestations develop in the remaining 10% leading to active tuberculosis. and it may take several months from the time the infection initially gets into the lungs until the symptoms develop. In active TB infection, the usual symptoms are a generalized tiredness or  fever, weight loss, weakness, and night sweats. And if the infection in the lung worsens then, chest pain, coughing,  coughing up of sputum and/or blood, and shortness of breath may be experienced. In the event that there is spread of infection beyond the lungs, the symptoms will depend upon the organs involved. M. tuberculosis is an intracellular pathogen, meaning, it is capable of surviving within macrophages. It is capable of surviving intra-cellularly through the inhibition of phagosome-lysosome fusion. Cell mediated immunity alos comes into effect, which causes infiltration of macrophages and lymphocytes with development of granulomas (tubercles).. Much of the pathology of TB is due to host immune responsiveness rather than to direct bacterial toxicity. And at times, the bodys immune system becomes weakened, and the TB bacteria break through the scar tissue and can cause active disease, referred to as reactivation tuberculosis or secondary TB. Like the immune system can be weakened by old age, chemotherapy, HIV/AIDS and certain other medications. B.pertussis usually colonizes the ciliated respiratory epithelium of the trachea-bronchial tract. This colonization prevents the cilia from eliminating materials from the respiratory tract and it is this accumulation of materials which stimulates the coughing. It has been seen that capsulation of the bacteria canvplay a role in the successful colonization. A variety of virulence factors of B. pertussis have been demonstrated which are: The Pertussis toxin known for causing death Adenylate cyclise toxin play a role in inhibiting s the defensive functions of neutrophils Tracheal cytotoxin which kills the tracheal epithelial cells and causes local inflammation And the Endotoxin Pathogenesis of B. pertussis is that it colonizes an area which is normally bacteria-free i.e the respiratory epithelium and then disrupts or destroy the first line defense mechanism i.e the cilia The infection is promoted by the bacterium.. Laboratory Diagnosis Legionella pneumophila can be diagnosed in the lab by the following ways, Culture: The specimens are bronchial washings and bronchoalvealor lavage which are better collected before commencement of antibiotic therapy. Legionellae are fastidious organisms requiring cysteine and other essential growth promoting factors for their successful isolation and need 48 hours incubation before growth is visible for up to five days or more. A negative culture is not an obvious exclusion the diagnosis of legionellosis. Serological test Ideally, paired sera collected as soon as possible after the onset of illness and 3 to 6 weeks later should be tested. Direct Fluorescent antibody (DFA) Legionellae can be detected in respiratory secretions by DFA for several days after the start of antimicrobial therapy. DFA staining has also been used for serologic identification of Legionella isolates. Urine Antigen Detection Urinary antigen testing has helped in the recognition of outbreaks of Legionnaires disease allowing for a rapid public health response. Also urine antigen helps make an early diagnosis thus the initiation of appropriate antibiotic therapy. immunochromatographic (ICT) membrane assay. This is a very simple test, not needing special laboratory equipment, giving results within 15 min. Nucleic acid based tests Poymerase Chain Reaction (PCR) tests that have been developed for legionellae Diagnosis of H. influenzae pneumonia is made by successfully culturing, isolation and identification of the bacteria. Identifying H. influenzae needs a sample to be taken from infected tissue and be confirmed by laboratory tests. The specimen is usually grown on culture with the following conditions: On chocolate blood agar ( which is prepared by adding blood to an agar base at 80oC) Incubated at 35-37oC  with optimal pH of 7.6.   under aerobic conditions or under slight CO2  tension (5% CO2 The diagnosis of diphtheria is confirmed by isolation of the bacterium  Corynebacterium diphtheriae. Specimens are taken from the nose and throat in any individual suspected of having diphtheria, as well as their close contacts. For culture, Corynebacterium diphtheriae, can be isolated (and diphtheria can be diagnosed) using the following conditions: Using blood culture-identification is aided by a selective medium on which characteristic black colonies form within 48 hrs at 35 degrees celcius . Biochemically, it is catalase positive and reduces nitrate. The Elek test is used to demonstrate toxin production of the bacteria. Polymerase Chain Reaction (PCR) is also used for the identification of the toxin gene Streptococcus pneumoniae can be isolated and identified using culture and biochemical tests. The specimen is usually grown on culture with the following conditions: By use of at 5% blood agar which will grow colonies that characteristically produce a zone of alpha (green) hemolysis, and this differentiates S. pneumoniae from the group A (beta hemolytic) streptococcus, Biochemically, S. pneumoniae is catalase negative and is distinguished from other streptococci by inulin fermentation, optochin sensitivity and bile test. PCR is also available for diagnosis as well as for screening for S.pnumoniae by using respiratory samples or feces When cultured on blood agar, they are alpha hemolytic. Individual cells are between 0.5 and 1.25 micrometers in diameter. They do not form spores, and they are nonmotile. Like other streptococci, they lack catalase and ferment glucose to lactic acid. Unlike other streptococci, they do not display an M protein, they hydrolyze inulin, and their cell wall composition is characteristic both in terms of their peptidoglycan and their teichoic acid S.pyogenes caused Strep throat can be diagnosed through a throat culture or a rapid strep test. The throat culture will be grown on an enriched medium containing blood. S. pyogenes is fermentative, is a facultative anaerobe and is a catalase-negative TB can be diagnosed by a skin test for delayed hypersensitivity with tuberculin. A positive test does not necessarily indicate active disease; merely exposure to the organism Staining and microscopic exam of sputum specimens for the presence of acid-fast bacteria is a rapid test for tuberculosis. When cultured, M. tuberculosis grows very slowly, meaning culture results may delay commencing of treatment for the patient. Culture also requires the use of complex media. Polymerase Chain Reaction (PCR) can also be used to diagnose TB. This test detects the genetic material of the bacteria, it is extremely sensitive (it detects minute amounts of the bacteria) as well as specific (it detects only the TB bacteria). Results are usually ready within a few days. Culture of the bacterium  Bordetella pertussis  from nasal secretions can establish the diagnosis of whooping cough. Since there are difficulties in obtaining the adequate sample, swabs should be inoculated directly onto media at the patients` bedside. It is better to get both post and peri nasal swabs. B. pertussis fails to grow on routine blood agar and only requires enriched medium. Therefore, special media are used for isolation of B. pertussis, and these are Bordet Gengou medium and Lacey`s medium and it needs 3-7 days incubation in moist atmosphere. B.pertussis is then identified on colony appearance basis using the proper medium as well as agglutination tests. Polymerase Chain Reaction (PCR) has been used to successfully identify the bacterium and diagnose whooping cough. This test can identify genetic material from the bacterium in nasal secretions

A sociological explanation of suicidal behaviour

A sociological explanation of suicidal behaviour The social facts surround us everywhere and affect our lives. To begin with, the social fact is a single, socially significant event or a set of homogeneous events that are typical for some areas of social life, or specific to certain social processes. The main attributes of the social facts are their independence, objective existence, and their coercive nature, i.e. an ability to exert the external pressure on the individual. It is a collective representation of the facts or a collective consciousness. The social facts are a course of actions, ways of thinking and feeling that exist outside the individual (i.e. objectively). These factors possess the normative coercive power in relation to him/her. Into the acknowledgement of the above stated information about social facts it is necessary to add that according to Faraganis (2000), by a social fact, Durkheim (as a person who defined the social fact in sociology) is referring to facts, concepts, expectations that come not from individ ual responses and preferences, but that come from the social community which socializes each of its members. Although we might embrace the normative community behavior and share its values, we are constrained by its very existence. The main purpose of this work is to reveal a sociological explanation about a social fact. Among different social facts, it is possible to emphasize the pathological social fact associated with the social problems, which is called suicide. The term suicide is related to the social fact because it is a single public event, typically for one or another sphere of real life. The suicide rate is one of the most important sociological exponents of the societys well-being. Global science has been already established that the act of suicide accumulated a number of the factors: social, economic, political, philosophical, psychological, and religious. The rate of suicide in Canada is historically similar to or slightly higher than in the USA. Around 3800 suicides occur in Canada each year. Suicide is a deliberate act of removal from life under the influence of acute traumatic situations in which life itself loses its meaning for humans. Suicidal can be called any external or internal activity, sent by a desire to take his/her own life. People who commit suicide usually suffer from a severe mental pain or are under stress and a sense of inability to cope with their problems. They often suffer from mental illness, especially major depression, and look ahead without any hope. Suicidal behavior is the suicidal activitys manifestation that includes the suicide attacks, attempts and manifestations. Thus, a situation when death is caused by people who may not be aware of their actions or control them, and as a result of a persons negligence are not related to suicide, but to the accidents. There are three main types of suicidal behavior: true suicide, demonstrative suicide and hidden suicide. The true suicide is never spontaneous, though sometimes it looks quite unexpected. Such a suicide is always preceded by depressed mood, depression, or just thinking about leaving this life. Sometimes, even the closest people do not notice this persons condition (especially if you frankly do not want it). It is obvious that in many cases true suicide is a result of prolonged depression. And any depression is characterized by a focus on past, not the future. The man on the verge of true suicide somehow appeals to the past, clinging to it, but cannot find the picture of own future. Therefore, the risk group for suicides includes teenagers and old people. The main part of the suicides is nothing but an attempt to engage in dialogue: only, of course, thats so unique and totally unsuitable for this method. Most suicides usually do not want to die, but they kill themselves only in order to reach out to someone, pay attention to their problems, to call for help. The psychiatrists often call this phenomenon demonstrative suicide. Researchers stated that propensity to demonstrative suicide sometimes seen as a specific way of manipulation. The hidden suicide is the destiny of those who understand that suicide is not the most dignified way to solve the problem, but nevertheless other way again cannot be found. These people do not choose an open withdrawal from life on their own, but they choose so-called due to suicidal behavior. For example, this is risky driving behaviors, exercises in extreme sports or dangerous business, and volunteer trips to hot spots, and even drug addiction. Among the major problems of modern Suicidology, the most relevant problems are the features of suicidal behavior associated with alcohol and drugs, the role of family and loneliness factors in the genesis of suicidal behavior and the problem of mental disease and suicide. In any suicide situation, there are usually two operating entities: the person who is thinking about suicide and his/her surroundings, or a specific person with whom he or she somehow tries to establish a dialogue. The increased suicide risk factors can be divided into extra-and intrapersonal. Extra personal suicide risk factors include: psychosis and borderline mental disorders; suicidal statements, repeated suicidal acts; post suicide; adolescence; extreme, especially so-called marginal living conditions; loss of prestige; conflict traumatic situation; drunkenness, drug use. Intrapersonal suicide risk factors can be identified: idiosyncrasies; reduced tolerance to emotional stress and frustrating factors; inadequa cy of communication systems; inadequate (overstated, understated or unstable) self-esteem; lack or loss of targets or values underlying the basis of life, etc. There are the features of suicide, which include: the desire to be alone is natural and normal for every person. But beware, when closed, the isolation become deep and long, when a person withdraws into himself, eschews the former friends and allies. Each of us is naughty from time to time. This condition can be caused by weather, well-being, fatigue, office or family problems, etc. But when a persons mood almost every day varies between the excitation and decay, there is cause for alarm. There are strong evidences that these emotional fluctuations are the harbingers of death. Depression is a deep emotional decline, which is showed in everyone differently. Some people become isolated, but at the same time, they disguise their feelings so well that it is impossible to notice the changes in their behavior. The only way in such cases is a direct and open conversation with a man. This is a proven fact that a lot of acts of suicide are caused by anger, rage, and cruelty to others. An abse nce or, conversely, abnormally increased appetite are closely linked to self-destruction thoughts and should always be considered to be a criterion for the potential hazards. In addition to the above-mentioned information, it is necessary to add that à ¢Ã¢â€š ¬Ã‚ ¦ alcohol and drug use disorders have been found to be strongly related to suicide risk (Ilgen, et. al, 2011). People, who plan their suicide, hand out their own things to family, friends, or relatives. As experience shows, this sinister campaign is a direct forerunner of a coming disaster. In each case, it is recommended to have a serious and frank conversation with that person in order to clarify the intentions of potential suicides. The reasons for suicide are complex and numerous. The reasons can be sought in biological, genetic, psychological and social spheres of a person. Despite the fact that people usually commit suicide in extreme situations, such as divorce, loss of work or study, most experts suggest that it is rather a reason to commit suicide than its cause. Most people who kill themselves suffer from depression, which often goes undiagnosed and untreated. Since depression often underlies suicide, the study of the causes of depression can help scientists to understand the causes of suicide. About 90% of suicides occur in persons with a clinically diagnosable psychiatric disorder (Tondo, et. al., 2011). Despite the fact that some studies suggest that suicides of famous people can play an exemplary role model, especially among teenagers, this point of view is not fully proven. However, there is some evidence that the famous peoples suicides can be a powerful incentive to others suicides, especially among those in the range of 13 to 19 years. In addition, the causes of teen suicides are poverty, family relationships and with their peers, alcohol and drugs, unrequited love, experienced in childhood abuse, social isolation, mental disorders, including depression, schizophrenia, and so on. The number of suicides among young people has increased over the last decade. It is not superfluous to mention that early marriages do not save young people (aged 15-19) from the risk of suicide. This is primarily due to the fact that young marriages are more likely an attempt, not always successful, to solve some other, unrelated to marriage problems, for example, get rid of the unbearable situation i n family. Taking everything into account, it is possible to conclude that suicide is the result of the personalitys social psychological disadaptation in modern society. Psychological crises arise as a result of the intimate, family and personal, social and creative conflicts. In order to avoid the manifestation of suicidal behavior, it is necessary to provide people, especially teenagers with social support by including family, school, friends, etc. It is useful to carry out socio-psychological training issues, provide individual and group lessons to raise self-esteem, development of an adequate relationship to self, empathy, to increase self-control, replacement of significant others, to develop the motivation in order to achieve success. It can be based on the behavioral skills trainings.

Lasers: What Everyone Should Know Essay -- Technology Tools Papers

Lasers: What Everyone Should Know Lasers are very important tools in modern science, industry, and everyday life. From their creation over forty years ago their designs have improved and their usefulness increased. They work on physical principles that are a mix of both classical and quantum mechanical, thus making them great examples for demonstrating the properties of light and excited states of atoms and molecules. The process of producing laser light can be complicated, but the explanation of laser action, becomes easily accessible when an explanation of the underlying physical principles, and the apparatus involved in creating it is given. Indeed, there are a number of different types of lasers, solid-state lasers, gas lasers, semiconductor laser and dye pumped lasers. Each of these has different properties that make them ideal for certain situations. Furthermore, each type functions differently, yet produces the same result. That is, light created from stimulated emission, which is totally in phase, all of the same wavelength, and all propagating in the same direction. With this knowledge everyone should gain a new appreciation of light and lasers. Introduction: Without a doubt, everyone has heard about lasers, and while the first thing that comes to mind at the mention of the word can be anything from some sort of death ray to a doctor performing eye surgery, their infusion into society is certainly very deep. However, the average layman may not be all that familiar with how exactly a laser functions or the sum total of its applications, which can range from medical instruments, to industrial machinery, to CD players, and as important tools in scientific research. First off, laser, or more appropriate... ...rd, R.L., Omni Mar., 54 (1979). [3] Gordon, J.P., Zeiger, H.J., Townes,C.H., Phys. Rev. 95, 282 (1954). [4] Shawlow, A.L. and Townes, C.H., Phys. Rev. 112, 47 (1958). [5] Maiman, T.H., Nature 187, 493 (1960). [6] Larsen, E., Inc. Mar. 1, 68 (1989). [7] Bennett, W.R., Phys. Rev. 126, 580 (1962). [8] Turro, N.J., Modern Molecular Photochemistry, The Benjamin; Menlo Park (1988). [9] Huheey, J.E., Inoganic Chemistry, HarperCollins; New York (1993). [10] Williams, M., PC World, â€Å"Sanyo's Blue Laser May Boost Optical Storage,† 3/13/2002. [11] Brownlee, C., Medical Drug Discovery, 4.11 14 (2001). [12] Bell Labs Photonics Unit [13] Lane, E., The Seattle Times, â€Å"Space detectives: Scientists seek 'waves' of gravity,† 10/9/2002. [14] Kent, D.F. and Nene, G., Enlighten, 6, 4 (2001).

An experiment to investigate whether concentration of acid has an :: GCSE Chemistry Coursework Investigation

An experiment to investigate whether concentration of acid has an effect on the reaction rate of the reaction between Calcium Carbonate and Hydrochloric Acid. 1. The key factor I plan to investigate and what I will do to make my experiment a fair test The factor that I plan to investigate is whether the concentration of acid (the acid being HCl) has any effect on the rate of reaction between Calcium carbonate and Hydrochloric acid. I will vary the concentration and calculate rate of reaction, and calculate the effect of the factor by measuring the amount of gas given of during the reaction, and finding out how much gas is given of every 15 seconds. I will collect the gas by bubbling it into a gas collection tube in a water bath. I will use five different concentrations 80%, 70%, 60%, 50%, and 40% acid. I will mix acid with water to get the desired concentration, and for each experiment I will keep the volume of the acid and water combined at 50 ml. For example in order to 80% concentration I will mix 40 ml of acid, and 10 ml of water. For each different concentration I will conduct 3 identical experiments, and collect my results every 15 seconds. I will then average out the three different results for one particular time and produce one result. I will collect 8 results per an experiment. I will repeat any measurements that don't appear to follow the general trend. Also to make sure that results are accurate I will use a 100 ml measuring tube with marking for every 1 cm3. I will measure the liquid in a test tube with 1 cm3 marking. I will conduct my experiment in the laboratory. The equation for this experiment is: CaCo3 + 2HCL CaCL2 + H2O + CO2 The variables I plan to control 1. Surface area: The surface area of each marble chip should be kept relatively the same because due to collision theory if more surface area is available the number of particles of solid reactant available for collision will increase. Therefore more collisions can occur, and it is likely there will be more collisions with sufficient energy to successfully lead to a reaction. I might not be able to keep the surface area of my marble chips exactly the same but I will attempt to keep it as similar as possible. 2.Volume of liquid: I will keep the amount of liquid at 50 ml, because if I don't keep the amount of liquid constant I will change the amount of acid in contact with the marble chips, because if there is more HCL

The Degradation of Character of Shakespeares Macbeth :: GCSE English Literature Coursework

The Degradation of Character of Macbeth The tragedy, Macbeth, was written by William Shakespeare in 1606.  Ã‚   Over the course of the play the main character, Macbeth, undergoes a continuous degradation of moral character. This change of character from good to evil significantly impacts Macbeth's attitude towards the other characters, Duncan, Banquo, Lady Macbeth, and the witches.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The first of the four characters is Duncan. Since Macbeth interacts with Duncan only a minimal amount before Duncan's death, Macbeth's attitude towards him changes very rapidly. Before Macbeth hears the witches' first prophecy, he is very loyal to Duncan, and would never even consider lifting a finger against him. When the thought of murdering Duncan occurs to Macbeth immediately after learning that he has been named Thane of Cawdor, Macbeth cannot believe he might "yield to that suggestion / Whose horrid image doth unfix my hair / And make my seated heart knock at my ribs" (I.iii.133-35). In scene 5 of act 1, however, his "vaulting ambition"(I.vii.28) is starting to take over, but partly because of his wife's influence. He agrees that they must "catch the nearest way" (I.v.17), and kill Duncan that night. On the other hand, as the time for murder draws near, he begins giving himself reasons not to murder Duncan:   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   First, as I am his kinsman and his subject,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Strong both against the deed; then, as his host,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Who should against his murderer shut the door,   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Not bear the knife myself (I.vii.13-16).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   When Lady Macbeth enters, she uses her cunning rhetoric and persuasion techniques to convince Macbeth that murder is, beyond the shadow of a doubt, the right thing to do. He then tells her "I am settled"(I.vii.79). He is firmly seated in his beliefs that killing Duncan is the right thing to do--until he performs the murder. He is then so horrified by the act that, for a moment, he forgets where he is or whom he is with. We learn from the murder that Macbeth truly had faith in the king and was very loyal, but under the combined forces of his wife's persuasion and his own vaulting ambition, he is put in an evil frame of mind just long enough to kill Duncan. This murder permanently alters him from his moral state of mind.   Soon Macbeth lacks any remorse for murdering Duncan.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The second character Macbeth's attitude changes toward is Banquo.

Analysis of Biff in Death of a Salesman

Camilla Tanzi Year 12 An analysis of the character of Biff. Biff Loman is portrayed as the root of Willy’s mental illness and instability. He is also the only member of his family who acknowledges his own failures in life. On the whole, Biff Loman stands out as the most intriguing and strong character in â€Å"Death of a Salesman. He is not a successful man and never will be, he is however able to admit this, even in a harsh society as the one of the 1960s America. Biff knows he is a â€Å"nothing† and tries to make his father see that he is â€Å"no good.I am a dime a dozen, Pop, and so are you. † He begs for Willy to communicate with him and accept him for who he is. Although Willy is forced by Biff to see some of his own failures, he never accepts that Biff will turn out the same way. At the end of the play, Biff seems to have developed a strength of his own; he has faced and accepted the truth about himself and his father. Now that he acknowledges his proble ms, there is a hope that he will be able to reach his potential. If â€Å"Death of a Salesman† offers any hope, it is only through the character of Biff. Also read: Expressionism in Death of a SalesmanMiller implies there is a chance that he will one day be able to live a normal life, away from the shadow of Willy Loman. Biff stimulates reactions out of his father’s lunacy and is portrayed as the main cause of Willy’s problems. We understand that Willy has been a bad influence on his son and in spite of this; he has big ambitions for Biff and does not want to admit that he will never reach the goals he wishes for him. Being Willy’s oldest son, Biff seems to be the perfect child to his father.However, as the play develops and especially when it shifts from Willy’s dreams to the reality, we see a change in his attitude towards his son. When Biff was the star rugby player, the only thing that mattered to Willy was his success in the sport. As a matter of fact, when Bernard informs Willy and Biff about the possibility of him being â€Å"flunked in math†, Willy’s reply is stiff and arrogant:  "Don’t be a pest, Bernard! (To his boys) What an anaemic! † The use of the word â€Å"anaemic† is a perfect example to show what the man’s morals are; he considers Bernard a teenager who lacks vitality, boring.The author could possibly be implying that Willy is actually envious of Bernard and even though he doesn’t want to admit it, his is just jealousy when he shows aversion towards him. Willy has different ambitions for his sons’ futures than most people had for theirs at the time; he believes that sport will be enough to help Biff succeed in the business world, make him rich and notorious; â€Å"That’s just what I mean, Bernard can get the best marks in school, y’understand, but when he gets out in the business world, y’understand, you’re going to be five times ahead of him. Arthur Miller provides us with a lot of evidence that Willy has been a bad influence on Biff. While Biff is in some ways desperate to impr ess his father, he is also conscious about the fact that Willy has failed his attempt to be successful in his career. He considers his dad’s dreams materialistic and unreachable. As a matter of fact, in the Requiem, even after his father’s death, Biff says: â€Å"He had the wrong dreams. All, all wrong. † Unlike Happy and Willy, Biff is self-aware and values facts; Willy never was a successful salesman and he never wanted to face the truth.On the other hand, Biff is conscious about his failures and the weaknesses of his personality. During an argument with his father, Biff admits that his dad made him â€Å"so arrogant as a boy† that now he just can’t handle taking orders from a boss. I think this is what truly differentiates Biff from the rest of his family; he is honest and sincere about himself and would rather work on a ranch than try to be successful in a work field that he knows will never accept him. Biff is also the only character that acts as a reminder that the American Dream is not an every man’s dream.Bernard has become a successful lawyer as his father Charley, Willy and Happy try to pretend they have too, but Biff is the only one who surrenders to his destiny. Rather than seeking success and money, he wants a basic life working on ranches. He does not try to push into the crowd of people aiming for a good job and a wealthy life-style, but instead wants to be seen for who he truly is: â€Å"Happy: The only thing is- what can you make out there? Biff: But look at your friend. Builds an estate and then doesn’t have the peace of mind to live in it. In a way, Miller is trying to tell us that Americans are made victims of the country’s success. â€Å"Death of a Salesman† seems to argue that America as a whole does not value people who look for simple pleasures such as working in the countryside, and the American Dream pushes people to only aim for jobs in the industry. It is ironic how Ber nard turns out to succeed as a successful and well-known lawyer. It is ironic because during high school Willy used to mock him for studying hard and always praised Biff for not studying at all.Bernard is presented as a weak and shy character and Miller wants us to believe that Biff will turn out to be successful rather than him and not the contrary. However, things turned out differently to how both Willy and Biff expected them to. Bernard’s success irritates Willy because his own sons’ lives do not measure up to Bernard’s: â€Å"(after a pause): I’m- I’m overjoyed to see how you made the grade Bernard, overjoyed. It’s an encouraging thing to see a young man really-really- Looks very good for Biff- very (He breaks off, then) Bernard- (He is so full of emotion, he breaks off again). Once again, Biff is the cause of his father’s despair; he does not want to pursue Willy’s dreams, he wants something other than material things fr om life, and this destroys the man. Biff has learnt from his father that to be â€Å"well-liked† and attractive are the most important ingredients for success. Up to now, I have only analysed the differences between Biff and Willy, however, it is also very important to highlight the few similarities between the two characters. When he was a teenage boy, Willy’s authority on Biff was evident.We find that when the three Loman men are talking about Bernard, Biff echoes small bits of his father’s view on life when he says that his friend is â€Å"liked but not well-liked†. This implies that Biff once used to have respect towards Willy; he admired his strong personality and approved his view on the business world. Biff Loman is aware that he will not succeed as a salesman or any other job without his maths degree. On the other hand, his father is convinced he will and does not what to face the reality of facts. However, towards the end of the play we see a cha nge in both the men’s attitudes.As a matter of fact, they have switched opinions; â€Å"Biff: (horrified, gets down on one knee before Willy): Dad, I’ll make good, I’ll make good. (Willy tries to get to his feet. Biff holds him down. ) Sit down now. Willy: No, you’re no good, you’re no good for anything. † Biff is now desperate and is obviously worried for his father’s mental health and tries to encourage him to be positive in any way he can- even if this involves lying to himself about his potential. As I previously mentioned in my introduction, Biff seems to be the only character that offers any hope whatsoever in â€Å"Death of a Salesman†.At the beginning of the play, he tells the audience about his dreams of living in the south: â€Å"What the hell am I doing, playing around with horses, twenty-eight dollars a week! I’m thirty-four years old, I oughta be makin’ my future. That’s when I coming running home. And now, I get here, and I don’t know what to do with myself. † This clearly shows that biff aspires to better things, but does not know what to do in an industrial city as New York. He wants to succeed and build a future, but at the same time he enjoys the pleasures of living in the countryside and not having any stress.Here is where we understand that Biff is fundamentally lazy. He would like to have a nice and wealthy life, but he just does not have the strength or the motivation to work for it. On the whole, through the illusions that Willy believes, he cannot see Biff as a â€Å"nobody† and cannot accept that he won’t be successful as he hopes. Eventually, Biff finally sees the truth and realises that he is â€Å"no great leader of men†. He also comprehends the delusions that Willy lived on. Biff is destined to no greatness, but he no longer has to struggle to understand what he wants to do with his life; â€Å"I know who I am, kid. â₠¬ 

Act 2 Scene II starts with Lady Macbeth Essay

Act 2 Scene II starts with Lady Macbeth waiting for Macbeth to come and tell her that he has killed King Duncan. Macbeth brings the daggers that he used during the murder down with him when he meets up with Lady Macbeth, she notices how bad this is and takes the daggers off Macbeth to go and place at the murder scene of Duncan. A lot of action happens in this scene and it is an important scene because it creates a high amount of dramatic tension and anticipation for the audience that is carried through the rest of the play. Shakespeare uses a number of different techniques to create the feeling of tension and anticipation in the audience watching the play. The first example of how tension and anticipation is created can be found right at the start of scene. Lady Macbeth is in the courtyard listening hard for sounds of the murder taking place. She is very excited and this excitement is transferred to the audience. Act 2 Scene II opens with Lady Macbeth’s soliloquy as she waits to discover if Macbeth has murdered Duncan: â€Å"That which hath made them drunk hath made me bold†. (2.2.1-2) Lady Macbeth here reveals her need for ‘Dutch courage’ and the tension of the scene is developed as she delivers her soliloquy. We see Lady Macbeth in a highly nervous state as she jumps at the shriek of an owl. People at that time believed that a shriek of an owl meant that someone was going to die. Lady Macbeth has told the audience she is feeling very excited and bold because she has drunk some wine, and they are then wondering what she is going to do because she is feeling bold. This results in a high feeling of anticipation. Straight after this Lady Macbeth thinks she hears something: â€Å"Hark! Peace! It was the owl that shriek’d, the fatal bellman Which gives the stern’st good night. He is about it†(2.2.2-4) Dramatic tension is created right away by the first two words. Lady Macbeth tells the audience that she thinks that she has heard something and tells them to listen carefully. Using monosyllabic instructions makes the audience experience the same as Lady Macbeth and dramatic tension is created because everyone is listening for something but they don’t know what. The shriek of an owl in those times meant someone was going to die so this brought a lot of anticipation into the crowd because they are wondering who is going to die and why the is person going to die. Symbolism is then used by Shakespeare to increase the dramatic tension within the audience. Shakespeare has linked an owl to the bellman. The bellman would have sounded the bell at the door of a prisoner who was to be executed, and by linking the sound of the an owl shrieking, which was believed to represent the death of a person, to the bellman Shakespeare has created a feeling that death has occurred or is about to occur. Lady Macbeth believes that the king has been made murdered but does not yet know for sure. Also the anticipation has been made higher because Shakespeare has used symbolism that the audience would have understood, as it was common to relate to death when you heard the shriek of an owl and the audience would have been anticipating who was murdered or who was going to be murdered. Another example of how dramatic tension is created by Shakespeare is through referring to things that happen of the stage. Lady Macbeth has drugged the grooms and she thinks that they might have woken up because she hears Macbeth say: â€Å"Who’s there? What, ho!†(2.2.8) Because Lady Macbeth thinks that something has gone wrong tension is created because we wonder what will happen next. Will they be caught or not? The audience will want to know what happened so they will become involved in the play and will look forward to learning what really did happen. Shakespeare also poses a lot of questions during this scene for the audience to answer themselves. This gets the audience more active in the play and creates anticipation because the audience want to know if they answered the questions correctly: â€Å"I have done the deed. Didst thou not hear a noise?† (2.2.14-15) This creates a lot of anticipation because the audience are wondering ‘what if someone did hear a noise, what would happen to Macbeth’. The questions Shakespeare uses during the play are very significant because these create a lot of anticipation with in the audience and the play. During ‘Macbeth’ sound effects create tension during the scene where Lady Macbeth says: â€Å"A little water clears us of this deed† (2.2.67) Knocking at the castle door that shows that they could have been caught washing the blood from their hands at anytime during the scene that brings in the tension and a lot of anticipation to the audience. This creates tension because the audience are wondering what will happen to them if they get caught. Halfway through Act 2 Scene II after Macbeth has murdered Duncan It becomes very obvious that he regrets what he has done. This also brings a lot of tension into the play. This is how he shows his regret: â€Å"To know my deed, ’twere best not know myself, Wake Duncan with thy knocking, I would thou couldst†. (2.2.70-71) This shows regret for what he has done. It shows that Macbeth was only thinking of his actions when carrying out the deed. This creates tension as to whether or not Macbeth is in a stable or unstable state of mind because he can’t live with himself for murdering his own flesh and blood. After the monosyllabic speech between Macbeth and Lady Macbeth there is something suspicious that builds up anticipation and tension: â€Å"But wherefore could not I pronounce Amen† (2.2.27-28) This shows that he was upset because he thought about murdering Duncan. Macbeth says that he could not say Amen when the guards said it. This shows that he has upset the natural order. It also shows that he has been taken over the devil. When people hear this they fear the worst because it is producing very high anticipation. This is suspicious because the audience are wondering what is wrong with Macbeth? Has he been taken over by the devil? Throughout Act 2 Scene II Shakespeare creates tension by using the present tense when he describes something in the play. For example he uses present tense when Lady Macbeth is imagining what Macbeth is doing step by step while murdering Duncan. Throughout the play of ‘Macbeth’, Shakespeare creates tension and anticipation in many different ways. Each method is unique in it’s own way and works wonders for the play. Every part in Act 2 Scene II Shakespeare has tension and this builds up the anticipation throughout the play. At the start of Act 2 Scene II tension starts to build and this tension increases during every scene.

Emphasise the tragedy in Death of a Salesman Essay

A symbol is defined as ‘an object or action that represents an idea, function or process,’ essentially anything which ‘stands for’ something else. When viewed in relation to the Aristotelian model of tragedy in Poetics, Miller’s rich use of symbolism in Death of a Salesman contradicts a key premise within Aristotle’s tragedian theory, labelling the tragic hero’s hamartia as the cause for their downfall. Miller uses symbols to explore the motifs of success, freedom and failure, as well as to help shape our view of his characters. Throughout the play Miller emphasises the strength of these symbols through the way they affect the Loman family and in particular Willy, whose obsession with the American Dream – and all that it encompasses – brings him to his tragic end. We may consider Willy to posses the tragic flaw of hubris, which will only assist the interplay of the material and figurative symbols Miller creates to entrap Willy within his beliefs, leaving him unable to escape. Inherent throughout the play is Miller’s heavy use of symbols to convey meanings such as hope, struggle and self-worth. Significantly, symbolism assists the tragic imagery as a crucial element of Miller’s stagecraft. Miller elaborately constructs the perfect conditions for Willy’s downfall in several key ways including his use of music, the motif of dreams and symbolic props. His first method is the recurring element of music applied through his stage directions. The melancholy ‘melody heard, played upon the flute’ starting from Act 1 resonates with the atmosphere and is Miller’s structuralism technique of oscillating to and from Willy’s reflection of the past. The natural element of this symbol alludes to his father’s influence as a flute-maker, and its use during Willy’s introspection could suggest an alternate, more successful life pursuing in craftsmanship instead of being a salesman under the impression of becoming ‘well-liked. ’ It acts as the transition between imagination and reality, setting the scene as we witness the bold symbol of Willy’s unfortunate circumstance. Furthermore, the flute symbolises Willy’s faint connection with the natural world, clearly illustrated by the stage directions as he enters Scene 1: ‘The flute plays on. He hears but is not aware of it’ By not being ‘aware,’ one may consider this ‘melody’ to be a calling which Willy attempts to mentally suppress. Additionally, Miller introduces his tragic hero with an afflicted perception the moment he is presented to the audience. Structurally, Miller develops this further as Willy gives us an account of his journey home, stating ‘I almost forgot I was driving. ’ This disregard for his surroundings and safety illustrates just how easily his physical and mental stability can be compromised. Alternatively, one may associate Willy’s captivation by the ‘thick’ trees and ‘warm’ sun with the almost hallucinogenic connotations of nature, or what he may be describing as ‘such strange thoughts’, with the road possibly symbolise Willy’s suspension between responsibilities and his sense of nirvana, a road he confronts ‘every week of my life. ’ The use of nature is significant to the settings created by Miller. As the curtain rises and reveals the Loman house, he ensures that ‘We are aware of towering, angular shapes behind it, surrounding it on all sides. ’ The way they enclose the setting directs our attention to the ‘fragile-seeming’ house and emphasises Willy as the ‘Low-man’ intended by his name. One may interpret this as a pathetic fallacy, alluding to their sense of isolation and vulnerability, the former of which being a traditional trait of the tragic hero. However, the way Miller isolates the entire Loman family reflects the way the American dream was an influence to many people’s lives and is not merely a unique flaw in Willy. The setting created by Miller corresponds with Aristotle’s unity of place, stating that ‘a play should cover a single physical space and should not attempt to compress geography. ’ This appropriately fits within the Aristotelian model as it focuses less on the power of external conflicts, but rather the intrinsic and non-progressive world view Willy is unable to escape from. This peripheral is sharply contrasted by Miller’s references to the ‘jungle’ through Ben, who despite being dead before the play begins, remains a big influence to Willy and his search for capitalism. The jungle’s symbolic connotations of ‘wild freedom’ and ‘liberty’ epitomises all that opposes the American dream. One could also argue that they represent the opportunities Willy rejected due to his hubris, his uncompromising faith in the American dream. Rollyson explores this idea and states ‘Willy is only as solid as the society in which he tries to sell himself,’ and everything from his view of America as ‘the greatest country in the world’ to his idolisation of ‘David Singleman’ suggests that the American dream is something he is deeply ‘sold’ into. Through Miller’s use of a non-linear narrative, the audience gains a greater understanding of the way symbols are established and the development of the setting in which they manifest. Willy’s recollection of the past makes us aware that the apartment buildings replaced their natural surroundings, most notably the ‘two beautiful elm trees,’ the presences of which echo through the repeated appearance of leaves around their home. The construction of the apartment buildings has rendered their neighbourhood lifeless, and Willy’s statement ‘The grass don’t grow any more’ may reflect on the state of poverty throughout the United States, induced by the Wall Street crash. He adds that ‘they massacred the neighbourhood,’ with the lexical choice ‘massacred’ highlighting the ruthlessness of the industrialisation which compromised their way of life. The ambiguity of ‘they’ may echo Willy’s lack of perception over who is truly responsible for the desolate state of their economy, represented by both Willy’s failure as a salesman and their home environment, isolated, unable to flourish. At this point, the audience should understand the power of these symbols, which are shown to have direct influence over Willy’s life by compromising his mental stability. Willy’s ‘two large sample cases’ symbolise his wasted efforts attempting to fulfil the role of a successful provider. Their physical weight acts as a pathetic fallacy to represent Willy’s emotional heaviness and an appeal to the audience’s sympathy. Linda’s first words express her anxiety of him potentially smashing the car, symbolising mobility. The irony is that no matter how far he drives to work, he doesn’t seem to get anywhere or achieve anything beyond his mundane routine. Miller immediately contrasts this real symbol in their present timeframe with a mentally-constructed symbol from Willy’s past, exposed to us through Willy’s inner thoughts: ‘That funny? I coulda sworn I was driving that Chevvy today. ’ This juxtaposition of past and present tenses helps create the feeling of disorientation which we would expect Willy to experience. The Chevrolet symbolises status and success, even described by Willy as ‘the greatest car ever built’ only for him to later contradict himself by asserting that ‘they ought to prohibit the manufacture of that car! ’ We may identify Willy’s tragic flaw as his willingness to base his very existence on material goods. Miller’s extensive use of such symbols reflects the obsessive nature of Willy and this effective literary technique acts as a vehicle to draw our attention to the flawed society of 20th-century America, totally preoccupied with the relentless pursuit of the tragic American dream. It is at the end of Act 2 when we discover that the car, a symbol of progression and modernity, becomes no more than an instrument for Willy’s suicidal downfall. Throughout Willy’s internal conflict, Linda remains a symbol of emotional security, whose unconditional love sees past his lack of success. Her pivotal speech ‘Willy Loman never made a lot of money†¦ So attention must be paid! ’ mirrors the Chorus of Greek tragedy, acting as an interlude during which the audience reflects on the progression of the play. Linguistically, her repetitive use of negatives ‘not’ and ’never’ emphasise his lack of achievement and simplicity as a character. She is heavily conscious of the tragic fate Willy is heading toward, and her devotion to him is shown as she mends her stockings. Structurally, this is placed immediately after Willy’s scene with The Women whom is treated with new stockings. Miller juxtaposes Willy’s infidelity with the shame he feels being unable to provide successfully – shown as he acts ‘angrily’ at the sight of them. The motifs of hope and dreams symbolise the search for the unobtainable, a fundamental flaw in Willy’s characterisation. With the working title The Inside of His Head, Miller originally intended to make the setting itself a physics manifestation of Willy’s internal mental state, with the stage layout resembling the shape of a head. One could argue that Miller’s use of ‘imaginary walls-lines’ – which characters walk through instead of the doors as to indicate a recollection of Willy’s past – would show a comprised mental structure within Willy’s psyche. Although these externalities largely influence Willy’s behaviour, we must also consider him as symbolic, as he represents the struggling everyman whose belief in the flawed American dream is slowly killing him. Miller’s use of symbols within Death of a Salesman allows us to witness exactly how Willy, a tragic character bounded by ‘his temper, massive dreams and little cruelties,’ becomes progressively more influenced by both his thoughts and surrounding environment. By stimulating our senses and heightening dramatic tension, it is a quintessential device used to enhance the audience’s understanding and sense of sympathy toward this tragic character so mentally distorted by this ideal, without which there would be no tragedy to interpret. As a play famously described as ‘a time bomb expertly placed under the edifice of Americanism,’ Miller makes a great effort to illustrate his beliefs of the American Dream as a corrupt ethos by showing its tragic effect on the common American man.