Death Of A Salesman By Arthur Miller - 1628 Words

Arthur Miller wrote the Pulitzer Prize winning play Death of a Salesman in 1949. The play inflated the myth of the American Dream of prosperity and recognition, that hard work and integrity brings, but the play compels the world to see the ugly truth that capitalism and the materialistic world distort honesty and moral ethics. The play is a guide toward contemporary themes foreseen of the twentieth century, which are veiled with greed, power, and betrayal. Miller’s influence with the play spread wide across the country. The play is grouped in family dramas; however, it tells the story of a man desperate to challenge his failures in a society that values fortune and fame; his delusions of reality direct him down a tragic path, which eventually leads to the protagonist, Willy Loman to suicide. Willy Loman’s search for identity is an attempt to be the man according to the backward frontier tradition: the role a man is the supporter and that of the wife is one who keeps the home. His failure to achieve that dream fed his madness. Willy pursues his narrowed perception of the American Dream. He is emblematic of the failing modern American; he embodies the issues of those whom are consumed with dream over reality—taking shortcuts and failing to ad hear to personal sacrifice is whatâ€⠄¢s wrong with society, for we are manacled to the wrong values. Willy values intangible characteristics, such as personality and appearance over actual achievements and talent. He believes thatShow MoreRelatedDeath Of A Salesman By Arthur Miller1387 Words   |  6 PagesAmerican play-write Arthur Miller, is undoubtedly Death of a Salesman. Arthur Miller wrote Death of a Salesman in 1949 at the time when America was evolving into an economic powerhouse. Arthur Miller critiques the system of capitalism and he also tells of the reality of the American Dream. Not only does he do these things, but he brings to light the idea of the dysfunctional family. Death of a Salesman is one of America’s saddest tragedies. In Arthur Miller’s, Death of a Salesman, three major eventsRead MoreDeath Of A Salesman By Arthur Miller888 Words   |  4 PagesDeath of a Salesman† is a play written by Arthur Miller in the year 1949. The play revolves around a desperate salesman, Willy L oman. Loman is delusioned and most of the things he does make him to appear as a man who is living in his own world away from other people. He is disturbed by the fact that he cannot let go his former self. His wife Linda is sad and lonely; his youngest son Biff is presented as a swinger/player while his eldest son Happy appears anti-business and confused by the behaviorRead MoreDeath Of A Salesman By Arthur Miller1573 Words   |  7 Pagesrepresents a character with a tragic flaw leading to his downfall. In addition, in traditional tragedy, the main character falls from high authority and often it is predetermined by fate, while the audience experiences catharsis (Bloom 2). Arthur Miller’s play Death of a Salesman is considered to be a tragedy because this literary work has some of the main characteristics of the tragedy genre. In this play, the main character Willy Loman possesses such traits and behaviors that lead to his downfall, and theRead MoreDeath of Salesman by Art hur Miller972 Words   |  4 PagesIn the play Death of a Salesman by the playwright Arthur Miller, the use of names is significant to the characters themselves. Many playwrights and authors use names in their works to make a connection between the reader and the main idea of their work. Arthur Miller uses names in this play extraordinarily. Not only does Miller use the names to get readers to correlate them with the main idea of the play, but he also uses names to provide some irony to the play. Miller uses the meanings of someRead MoreDeath Of A Salesman By Arthur Miller949 Words   |  4 PagesDeath of a Salesman can be described as modern tragedy portraying the remaining days in the life of Willy Loman. This story is very complex, not only because of it’s use of past and present, but because of Willy’s lies that have continued to spiral out of control throughout his life. Arthur Miller puts a modern twist on Aristotle’s definition of ancient Greek tragedy when Willy Loman’s life story directly identifies the fatal flaw of the â€Å"American Dream†. Willy Loman’s tragic flaw can be recappedRead MoreThe Death Of A Salesman By Arthur Miller846 Words   |  4 PagesA Dime a Dozen The Death of a Salesman is a tragedy written by playwright Arthur Miller and told in the third person limited view. The play involves four main characters, Biff, Happy, Linda, and Willy Loman, an ordinary family trying to live the American Dream. Throughout the play however, the family begins to show that through their endeavors to live the American Dream, they are only hurting their selves. The play begins by hinting at Willy’s suicidal attempts as the play begins with Linda askingRead MoreDeath Of A Salesman By Arthur Miller Essay2538 Words   |  11 PagesSurname 1 McCain Student’s Name: Instructor’s Name: Course: Date: Death of a Salesman Death of a salesman is a literature play written by American author Arthur Miller. The play was first published in the year 1949 and premiered on Broadway in the same year. Since then, it has had several performances. It has also received a lot of accordances and won numerous awards for its literature merit including the coveted Pulitzer for drama. The play is regarded by many critics as the perfectRead MoreDeath Of Salesman By Arthur Miller1475 Words   |  6 Pagesto death to achieve their so- called American dream. They live alone and there is no love of parents and siblings. They may have not noticed the America dream costs them so much, which will cause a bigger regret later. In the play Death of Salesman, Arthur Miller brings a great story of a man who is at very older age and still works hard to achieve his desire, which is the American dream. Later, he notices that his youth is gone and there is less energy in his body. Willy Loman is a salesman, whoRead MoreDeath Of A Sales man By Arthur Miller2081 Words   |  9 Pages#1 â€Å"Death of a Salesman† by Arthur Miller is a tragedy, this play has only two acts and does not include scenes in the acts. Instead of cutting from scene to scene, there is a description of how the lighting focuses on a different place or time-period, which from there, they continue on in a different setting. The play doesn’t go in chronological order. A lot of the play is present in Willy’s flashbacks or memories of events. This provides an explanation of why the characters are acting a certainRead MoreDeath Of A Salesman By Arthur Miller1517 Words   |  7 PagesArthur Miller’s play titled â€Å"Death of a Salesman† offers a plethora of morals pertaining to the human condition. One moral, shown in Aesop’s fable â€Å"The Peacock and Juno†, pertains to that one should be content with that of which they are given, for one cannot be the best at everything. In Death of a Salesman there is, without a doubt, a paucity of content and ha ppiness within the Loman family. But what does it mean to truly be content? Aesop’s fable â€Å"The Peacock and Juno†, as the name suggests,

Killer Angels Analysis Essay Example For Students

Killer Angels Analysis Essay Wars have been fought for many different reasons through the years, and that holds true for the American Civil War (1861-1865). In Michael Shaara’s Pulitzer Prize winning novel, The Killer Angels, the reasons for fighting the war are brought about through the officers and soldiers at a famous battle site of the Civil War, Gettysburg. Gettysburg was one of the most documented battles of the whole war. It took place over a span of three days and can be viewed as a turning point from Confederate prominence to Confederate demise. The Union and the Confederacy each had their own views as to why they were fighting the war. The propaganda pitch the Union gave was they were fighting to free the slaves. This was not true! It was said Southerners were fighting to preserve slavery. This is also a false statement. In fact, there were a substantial amount of generals in the Union army that owned slaves themselves. In addition the constitution protected slavery. If the true issue was to mai ntain slavery the South would not have seceded. There are many quotes from northern leaders that show clearly that the main purpose of the North was not the eradication of slavery, but subjugation of the southern people. Slavery was used to rally the northern population behind Abraham Lincoln’s war. It was an emotional issue, sure some Yankees joined and fought to â€Å"set men free†, but most were there to preserve the union. An interesting conflict of northern morals is discovered. The North is portrayed as wanting to set black men free, but they practiced economic slavery on the Southern states. The Civil War was really more politically complex with regards to Abraham Lincoln and his Republican Party’s actions. The South fought this war as the Second American Revolution. The Northern states politicians were aggressively attempting to implement a monarchial form of government, which was precisely what the early colonists had fought against in the American Revo lution. The Northern states were taking advantage of their superior numbers in the federal government and were using their advantage to implement unfair tariffs against the South. Enormous amounts of money were taken from the South and funneled into the northern states. Most of the revenue taken from the Southern states was used to run government programs. This brought about the argument of â€Å"State’s Rights† and a weaker central government by the South. The main cause of the war was Lincoln’s rejection of the right to peaceable secession of the eleven sovereign states and subsequently the denial of self-government to the nearly 8 million people living in those states. The Federal government needed the income from the South so they were forced into fighting to save the tax coming from the South. Without consulting Congress, Lincoln sent great armies of destruction to the South. The Southern people had no choice but to defend themselves from this invasion. The South fought, simply, for their independence, as the United States federal government of the northern states refused to allow the South to leave peacefully. The men of the South did not fight to win their freedom; they fought to keep it! For all intents and purposes, if the North had not invaded the South, there would have been no war. The name civil war implies that two, or more, groups of people within a country take up arms against each other in a struggle for the government. This was not what took place in the South between 1861 and 1865. It was an invasion of one nation into another independent, sovereign nation. The struggle is properly called The War For Southern Independence, as that is the most correct description of the reasoning behind the war. The Southern soldier fought to protect his home, State, and Nation from the invading United States army. He fought in honor of his forefathers who had fought against British tyranny. The soldiers of the Confederacy were not traito rs. Some historians have branded any man who fought for their home state in 1861-1865 as a traitor including General Robert E. Lee. This is a Yankee political point of view, which is quite narrow. Many of the leaders, both Union and Confederate were educated at West Point. Men, who resigned their union commission to join the Confederacy, did so because they believe and were taught that home (state) duty, honor, loyalty came before federal issues. It is slander to call them traitors based on the education received by the Federal government of that time. Many of the best-trained and highly skilled officers decided to side with the Confederacy. Probably, the most famous was General Robert E. Lee. He seemed nearly perfect in all aspects of life. He had great morals, was extremely religious, and his men showed proper respect.In a conversation with Confederate General James Longstreet, Lee knew old Virginia held a large spot in his hart. â€Å"There was a higher duty to Virginia. That wa s the first duty. There was never any doubt about that† (191). The respect for Lee shined through George Pickett and his division at Gettysburg. The idea that Lee was fighting for Virginia inspired Pickett’s men to charge at Cemetary Ridge, while the Union troops sat behind walls. Before the heroic run at Cemetary Ridge, Pickett and his men expressed Lee’s idea, â€Å"†¦and let no man forget today that he is from old Virginia.† If you investigate through diaries and other first hand accounts the reasons that these men fought for their homes, farms county and state, you may find many different answers to the reason why they fought. The citizen soldiers who fought for the Confederacy personified the best qualities of America. The preservation of liberty and freedom was the greatest motivating factor in the South’s decision to fight for independence. They resigned their bond to a government that they found increasingly abusing the constitution and the rights of the states for self-determination. The tenacity with which Confederate soldiers fought underscored their belief in the rights guaranteed by the constitution. These attributes are the underpinning of our democratic society and represent the foundation on which this nation was originally built. They did not seek to destroy the federal government, they chose to withdraw and form their own government that was to be truer to the original constitution. Basically Northerners fought to preserve the Union and Southerners fought for their rights as a separate nation. The Union was victorious in the American Civil War, but feelings of the Federal Government not fulfilling its duties under the Constitution are still alive today. Wars will always be fought for different causes and that will always hold true with the wars of the future. Bibliography: .u5acca5622d95e818582155e14d9e44f6 , .u5acca5622d95e818582155e14d9e44f6 .postImageUrl , .u5acca5622d95e818582155e14d9e44f6 .centered-text-area { min-height: 80px; position: relative; } .u5acca5622d95e818582155e14d9e44f6 , .u5acca5622d95e818582155e14d9e44f6:hover , .u5acca5622d95e818582155e14d9e44f6:visited , .u5acca5622d95e818582155e14d9e44f6:active { border:0!important; } .u5acca5622d95e818582155e14d9e44f6 .clearfix:after { content: ""; display: table; clear: both; } .u5acca5622d95e818582155e14d9e44f6 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u5acca5622d95e818582155e14d9e44f6:active , .u5acca5622d95e818582155e14d9e44f6:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u5acca5622d95e818582155e14d9e44f6 .centered-text-area { width: 100%; position: relative ; } .u5acca5622d95e818582155e14d9e44f6 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u5acca5622d95e818582155e14d9e44f6 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u5acca5622d95e818582155e14d9e44f6 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u5acca5622d95e818582155e14d9e44f6:hover .ctaButton { background-color: #34495E!important; } .u5acca5622d95e818582155e14d9e44f6 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u5acca5622d95e818582155e14d9e44f6 .u5acca5622d95e818582155e14d9e44f6-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u5acca5622d95e818582155e14d9e44f6:after { content: ""; display: block; clear: both; } READ: Relations Of Arts In Business Essay

School Violence Essays (353 words) - Metal Detecting, Metal Detector

School Violence Remember the Jonesboro, Arkansas incident? How about Columbine? Or maybe the most recent in Mt. Morris Township Michigan where a six year old girl was killed in her classroom. Should there be metal detectors in school? I believe so, a lot of people think not. I'll debate their reasons with my own reasoning. Three reasons people argue against the need for metal detectors in schools are:: 1. It is an invasion of their privacy. 2. The cost is too great. 3. The procedure of going through metal detectors is too time consuming. First, some people say that metal detectors invade their privacy. I'm sorry, but honestly what is so private? All they do is make sure no one has weapons, their not interested in your personal life. Also if something is so important you have to hide it, it should not be in school. Second, some feel it is too costly, or it takes lots of money out of the schools budget. Well, I feel you can't put a price on someone's life. The people of Columbine never thought that a massacre could happen at their school, but it did and it COST them fifteen lives that could have been saved. In retrospect, I'm sure they would have preferred to live with the stigma of having metal detectors in their school if they could have back those fifteen lost lives. Finally, there is the issue of ?wasting? too much time. If the worse were to happen you wouldn't have to worry about wasting time, there would be no time left. If you need that extra time to save just one life, in my opinion, it was well worth the time it took. In conclusion, if you feel just one life isn't important enough for metal detectors don't bother. Although, if I was a principal no matter what the cost or the reputation I received, I would want my students to feel safe and secure in their school. Schools should be considered a safe zone, and if we don't feel safe in our schools why are we sending our children there? Political Science

5 Steps to Quitting the Right Way

5 Steps to Quitting the Right Way Sometimes it’s just time to part ways from a job that is no longer working out. It’s time for you to take your job to a nice dinner, and break the news gently: â€Å"It’s not you, it’s me.† (Okay, let’s be honest: it’s always â€Å"you.†) If you’ve just plain reached the end of your patience and/or have a shiny new job waiting for you, there are ways to exit gracefully so that you can move on to the next opportunity with no regrets. Determine whether you really want to quitIf you’re angry over a particular ongoing situation, or you find that your dread and anxiety about work are dragging down the rest of your daily life, think long and hard about what quitting would mean. If you don’t yet have another job lined up, are you financially able to support yourself while you hunt for another one? It can be very tempting to bolt when things aren’t going well at work, but make sure you’ve put a lot of thought into whether this is truly quit-worthy, and that your overall well-being is served by leaving the position.Figure out whether you can fix the problem firstAgain, impulse quitting can be a very appealing option. Ask yourself questions like, â€Å"Is this situation likely to resolve soon if I don’t quit?† and â€Å"Are there any steps I can take to fix the situation without drastic measures?† If possible, talk things over with your supervisor. Let him or her know that you’re not happy with the way things are going, and you’d like to find a way to resolve that. There may be options available that you’re not aware of in the moment, when everything seems awful.Give noticeIf quitting is indeed the way to go (or you’ve got a better opportunity lined up), make sure you give an appropriate amount of notice. In most cases, that’s about two weeks. Your company may have a different policy, though, so double check with your HR depar tment if possible. If you’re breaking the news to your boss in person, make sure you follow up the conversation with a professional email that outlines your resignation and your end date.Be ready to train your replacementYour departure could leave a bit of a vacuum for your colleagues, especially if you have crucial tasks and responsibilities that affect others. Work with your soon-to-be-former boss to determine what the needs are for the post-you workplace. That could mean showing other coworkers the ropes on particular processes, or even training your replacement if your company is able to line one up before you leave.Don’t burn bridgesThe most important part of all: be gracious on your way out the door, regardless of the circumstances. This is especially true if you’re staying in the same field. You never know who’s connected on LinkedIn, or who were interns together ages ago and still meet for monthly drinks. A little graciousness lets you leave your current situation (no matter how lousy) and enter your new one without baggage- because who needs that kind of negativity? Sometimes jobs just don’t work out, and it’s not worth risking damage to your professional reputation to go all scorched-earth on your current workplace.

Autobiography(first love) Essay Example | Topics and Well Written Essays - 500 words

Autobiography(first love) - Essay Example On the morning of May 27th, I finally got my chance to do something about the way I felt. It was announced that my school would be starting later than usual that morning, which would give me a chance to go over to her school instead. I thought about what I was going to do for the rest of the day, even during my night-time tutoring session at the Educational Institution, where I was learning English. I saw someone selling flowers, which gave me a tremendous idea. I bought sixteen roses, one for every year of her life, and hid them in my garden so that my parents wouldn’t see them. When I got home, I called a couple of my friends to see if any of them would go with me – I didn’t want to be alone. The next morning didn’t go quite the way I’d planned. I was anxiously waiting at the bus stop for the two friends that said they would go with me and they managed to get there just before the bus to her school. I still regret my choice of clothing for this meeting. I was going to have to go straight from her school to mine, so I was wearing our horrible brown school uniform. We looked like janitors, which was sure to work against me. My planning skills were found to be poor again when we arrived at her school and I realized I had no idea where her classroom was. While we searched from classroom to classroom, we ran into one of the teachers, who recognized that we didn’t belong at that school. He thought we were there to make trouble, so he hit us and banned us from the grounds. One of my friends didn’t want to risk getting in trouble for a girl that wasn’t even for him, so he waited outside while my other friend and I tried to get back through the gates. Although there hadn’t been a guard there before, there was one now and he stopped us to ask why we were trying to get inside. The roses probably should have made it possible for him to guess, but my friend lied and said we wanted to make one of the teachers feel better. He

Necessity for adaptation of flora and fauna of Galapagos; geological Essay

Necessity for adaptation of flora and fauna of Galapagos; geological formations, invasive species, numbers of species, % of species and calculating the effects - Essay Example Ever since this incredible land was discovered, it has captured the imagination of many. The unique and exotic inhabitants of the island have always mesmerized me. In this document I have endeavored to present an in-depth understanding of the ecosystem of the Galapagos Islands. By the end of this presentation you will have a clear idea about the ecosystem of the Islands and also about flora and the fauna that thrives there. I have documented the necessity for adaptation for the floral and the faunal populations of the islands, their interactions and adaptations. I shall also discuss about the geological formations, introduction and negative impacts of invasive species on the synchronized equilibrium of the Galapagos ecosystem. I consider myself qualified to present such an important documentation to you because, with the help of professional tour guides, I have gained a broad understanding of the culture of Ecuador and they provided me the chance of successfully immerging myself in to their culture. Experiencing the islands from such a close distance, my attention was immediately drawn towards its ecosystem and its plight which lured me to conduct an in-depth research on the issue. I gained a complete understanding of the ecosystem and the threat posed by the invasive species that have been introduced in the islands. I consider that it is necessary for me to share this information with my audience because of the simple fact that they need to understand that there are very fragile and sacred environments in this planet that are worth fighting for. The Galapagos have been a conceptual landmark since its discovery and continues to grant us insight into concepts of evolutionary biology. The true essence of these islands lies in their biodiversity which is under threat; however, researchers believe that Galapagos is standing at cross roads and though the degradation rate is increasing, but

Prevention of teen pregnancy Essay Example for Free

Prevention of teen pregnancy Essay Explain the level of prevention with teen pregnancy (can choose your own level out of the three levels).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Teenage pregnancy has been a major problem not only in the developed world but also recently in the developing nations.   In the US and Canada, due to the increased awareness amongst teenagers, the prevalence of teenage pregnancies is decreasing.   However, in several developing nations, the incidence of teenage pregnancies is on the rise.   In the year 1999, it was found that about 97 teenagers out of every 1000 between the ages of 15 to 19 years were pregnant and about 80 % of them were not desired.    Before the age of 18 years, 80 % of the teenage girls have sex.   The age of menarche has also dropped to 12 to 13 years (Weiss, 2000).   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Teenage pregnancies may not be intended for social reasons but due to other including medical and psychological.   The chances of the girl to have a miscarriage, abortion, stillborn baby, etc, are reasonable higher.   These girls are usually the ones who belong to the lower socioeconomic groups and the chances of living in poverty are realistically higher.   The financial burden on the woman would also increase, as she would now have to leave her studies and pick up some job in order to support her child.   Children born from a teen mother are frequently underweight and are at a high risk of developing health problems.   Due to a number of causes, it is always preferred that teenage pregnancies are prevented.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are three different levels of prevention when it comes to teenage pregnancies.   These include primary prevention, secondary prevention and tertiary prevention.   Primary prevention includes measures to prevent pregnancies through physical or other methods.   These include use of contraceptive pills, condoms, etc.   This helps to reduce minimize the risk of getting pregnant.   Secondary prevention includes checkups, scans, etc, to ensure that the girl does not get pregnant.   This is usually followed if primary prevention is not enabled.   Tertiary prevention of includes taking measures to prevent any further pregnancies after one has already occurred in the teenage girls.   The best level of prevention would be primary prevention (Connelly Inui, 2004).  Ã‚               How might this specific level of prevention be addressed in a community experiencing an increase in family violence.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   There are several measures which need to be adopted for primary prevention of teenage pregnancies.   These include health education, sex education, school and college based programs, health services, use of condoms, use of contraceptives (birth control pills), etc.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the teen pregnancy prevention program several people belonging to the community should be involved including the teenagers, parents, teachers, legislatures, administrators, professionals, media, medical professionals, School authorities, etc.   It is important that the entire community be involved in the program, as teenage pregnancy is a multi-faceted issue.   People are advised to develop responsible health attitudes, behavior and practices regarding teenage pregnancy.  Ã‚   The program should be much more than just offering health services and counselling services.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   The program should take place at several places including schools, colleges, health centers, public health centers, community discussions, etc.   The targets of such programs should be more realistic and achievable.   Both the boy and girl should actively take part in such programs.   At all stages, it is very important that the family and the parents are involved.   Besides, resources and materials such as condoms, birth control pills, education material, counselling services, etc, should be provided.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   In the teenage pregnancy prevention program, multiple agencies should be involved.   In the planning and implementation of the program, teenagers themselves should be involved.   The parents should educate and create awareness in their children about sex and pregnancy during the childhood stage itself.   Hence, involvement of the parents is also required.   Mobile services would also help to create awareness in rural and far-flung areas.   The trust should be in creating increased levels of confidence, self-esteem and decision-making amongst teenagers.   Teenagers should also be educated about drug abuse and alcohol abuse.   Drug abuse can affect judgment, which can lead to irresponsible sex behavior. Explain why a comprehensive health program should address all three levels of prevention.   Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚  Ã‚   Teenage pregnancy programs need to address all the levels of prevention, as focusing on one single level of prevention and ignoring others would create bias and negative attitudes of the community to those girls who have already become pregnant.   As the rates of teenage pregnancy are reasonable high and a significant number of girls become pregnant during the teenage period, there are high chances that they would lead a miserable life.   This may make it all that more difficult to enable the process of primary prevention.   Several facilities such as health education, medical services for the mother and the child, housing, financial support, nursing homes, counselling, etc, need to be provided.   It is important that teenagers who become pregnant be given all the care and love during the pregnancy period and not be driven out of the house.   Pregnant girls should also be given counselling services as they would not know much of the manner in which their healthcare needs have to be met.   They should be specifically warned about drug abuse and smoking during this period. The focus should be on ensuring that the mother and child are healthy and do not suffer.   During the pregnancy period, the young father should be supportive of the girl.   The young mother should also be educated about the manner in which abuse and neglect need to be tackled. References: Connelly, M. T. Inui, T. S. (2004). â€Å"Principles of Disease Prevention.† In: Braunwald, E., Fauci, A. S., Kasper, D. L., Hauser, S. L., Longo, D. L. and Jameson, J.L. (Eds) Harrison’s Principles of Internal Medicine, New York: McGraw-Hill. Huberman, B. (2005). â€Å"National Teen Pregnancy Prevention Month (NTPPM) Planning Guidebook.† Retrieved on December 9, 2007, from Advocates of Youth Web site. Ontarios Maternal, Newborn and Early Child Development Resource Centre and the Sex Information and Education Council of Canada (2007). â€Å"Update report on Teen pregnancy prevention.† Retrieved on December 9, 2007, from OMNECD Web site: SHPPS (2006). â€Å"Pregnancy Prevention.† Retrieved on December 9, 2007, from SHPPS Web site. Weiss, D. (2006). â€Å"Reducing Teenage Pregnancy.† Retrieved on December 9, 2007, from Planned Parenthood Web site: http://www.plannedparenthood.org/news-articles-press/politics-policy-issues/teen-pregnancy-sex-education/teenage-pregnancy-6240.htm