Willy Lomans Illusions and Delusions in Arthur Millers...

Willy Lomans Illusions and Delusions in Arthur Millers Death of a Salesman Charley says something in Arthur Miller’s Death of a Salesman that sums up Willy’s whole life. He asks him, When the hell are you going to grow up† (Miller 97)? Willy spends his entire life in an illusion, seeing himself as a great man who is popular and successful. Willy exhibits many childlike qualities and his two sons Biff and Happy pattern their behavior after their father. Many of these qualities, such as idealism, stubbornness, and a false sense of self-importance in the world have a negative impact on Willy’s family, Willy is like an impetuous youngster with high ideals and high hopes. Children always have high hopes for their†¦show more content†¦Furthermore, Biff, along with Happy tries to conjure up a crazy idea of putting on a sporting goods exhibition. The problem with Willy is that he never grows up and deals with his obstacle; and he has taught this life strategy to his sons. Willy is also a very stubborn man. He is like a little child who wants to do something his way even though he knows that another option would be the wiser choice. Charley practically sets a potential job into Willy’s lap and Willy refuses it. Willy was just fired and needs a job. He then refuses one. Willy is too stubborn to let go of his old job (which he no longer has) and take a new one. He still believes that he is at the top of his profession. When Willy does not get his way he acts just as a child would. He has tantrums such as when he basically challenged Charley to a fight after Charley told him to grow up, â€Å"if you say that to me again I’ll rap you one† (Miller 97)! Biff is also stubborn like his father. He never gives up being a child. He steals and lies. Biff cannot handle being ignored, so he steals a pen. â€Å"I don’t know what came over me, Hap...I took his fountain pen† (Miller 104). Willy’s childlike stubbornness hampers him throughout his life. Willy thinks, as most children do, that he is more important than he actually is. At various times throughout the story, he brags about himself, calling himself a great salesman. He says that he is known everywhere. In daydreaming ofShow MoreRelatedDeath Of A Salesman By Arthur Miller1628 Words   |  7 PagesArthur 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 spreadRead MoreArthur Miller s Death Of A Salesman1326 Words   |  6 Pagesbetween past events and a character’s present actions and values. In Arthur Miller’s Death of a Salesman, Willy is haunted by memories of his older brother, father, and salesman Dave Singleman. Willy’s character and values are constantly influenced by the memory of the three men, compounding upon his deliria throughout the play. Willy considers these men the epitome of success, thus explaining his dependency on all three. Miller’s view on society, men, and the success of the American Dream are portrayedRead MoreWho Suffers Most from Willys Delusions?842 Words   |  4 PagesThe main character in Arthur Millers Death of a Salesman is Willy Loman. He is an old salesman who lives in world build up of illusions and memories. His life is based on dreams which never come true. Willy is trying to accomplish the American Dream, but in his dream accomplishment successes of his sons, Biff and Happy, do not exist. Lomans receipt for wealth is personal attractiveness and well likeness, unfortunately he never achieve these receipts. During his life he followsRead MoreDeath Of A Salesman Self Deception Essay1447 Words   |  6 Pagesrecognize the reality from illusions is significantly influenced by their understanding of themselves. Many choose to use self-perception to prevent themselves from the realization of living through self-deception. However, in Arthur Miller’s modern play, Death of a Salesman, Miller explores the relationship between self-deception and reality through the character development of Biff Loman. Initially, Biff’s perception of himself is tremendously influenced by his father, Willy Loman, who unknowinglyRead MoreThemes Of Death Of A Salesman1286 Words   |  6 PagesA Blanketed Illusion Death of a Salesman is a tragicomedy centered on the events that take place at the end of Willy Loman’s life. From the opening act, we learn that Willy and his family struggle to behave as a united front when they face financial pressures and strained familial bonds. This causes Willy to become desperate for success and validation. Death of a Salesman has commonly been interpreted as an analysis of the American dream. Within the ideal American society, citizens believe that theRead More Comparing the American Dream in Millers Death of a Salesman and Hansberrys A Raisin in the Sun3400 Words   |  14 PagesComparing the Destructive American Dream in Millers Death of a Salesman and Hansberrys A Raisin in the Sun America is a land of dreamers. From the time of the Spanish conquistadors coming in search of gold and everlasting youth, there has been a mystique about the land to which Amerigo Vespucci gave his name. To the Puritans who settled its northeast, it was to be the site of their â€Å"city upon a hill† (Winthrop 2). They gave their home the name New England, to signify their hope for a

The Use of Literature in Teaching English as a Foreign...

The Use of Literature in Teaching English as a Foreign Language By: Amr Alhemiary Abstract This research aims at emphasizing the use of literature as a popular technique for teaching both basic language skills (i.e. reading, writing, speaking and listening)and language areas(i.e. vocabulary, grammar and pronunciation) in our times. Reasons for using literary text in a foreign language classroom, suitable situations for teaching literature and main criteria for selecting suitable literary texts in foreign language classes are stressed so as to be familiar with the underlying reasons, situations and criteria for language teachers using and selecting a literary text. Furthermore, literature and the teaching of language skill, the use†¦show more content†¦Such texts help students develop strategies and create conditions for successful learning of all language skills. Not only that, they can facilitate in perceptive students the acquisition of sense-making procedures and sensitize them to all kinds of lexical, structural, formal, stylistic, symbolic, pragmatic, semioti c and conventional aspects which are in a dynamic interplay to form a literary text. This will naturally lead them to learn how a text is formed. Also as a metalinguistic discourse, a literary text illustrates textual skills like cohesion, coherence, reference, inference and provides examples of deixis, implicature, presupppositon and speech acts. Collie and Slater (1987: 3-6) support the inclusion of literature in the language classroom as it provides valuable authentic material, develops personal involvement and help contribute to readers’ cultural as well as language enrichment. These advantages, they move on to assert, can be achieved provided teachers use relevant and appealing material to learners through the use of activities that promote involvement, reader response and a solid integration between language and literature. Practitioners, that is, teachers indicate that they use Literature in their English teaching practices a. to broaden students horizons by giving themShow MoreRelatedWorld Englishes : Approaches, Issues, And Resources1596 Words   |  7 Pagesmany people view English as a global language. With more and more people speak English as a second and foreign language. English speakers play an important role in international business and economics. The data shows that there are over 350 million people speak English as their first language around the world. It also shows that more than 430 million people use English as their second language. As people develop knowledge of Standard English like British English and American English, they may not hearRead MoreWorld Englishes : Approaches, Issues, And Resources1620 Words   |  7 Pagesmany people view English as a global language. With more and more people speak English as a second and foreign language. English speakers play an important role in international business and economics. The data shows that there are over 350 million people speak En glish as their first language around the world. It also shows that more than 430 million people use English as their second language. As people develop knowledge of Standard English like British English and American English, they may not hearRead MoreBilingual Language Education Policy And The English As A Foreign Language1174 Words   |  5 Pagesbetween current foreign language education policy and the English as a foreign language (EFL) teaching practices in addressing intercultural communication objectives in Vietnam. Although the current Vietnamese foreign language education policy advocates the intercultural communication aims, intercultural language teaching and learning has not yet been applied in foreign language classrooms. The findings from interviews, class observations and document analysis show that foreign language teachers mainlyRead MoreUsing Visual Thinking for Effective Teaching and Learning Essay663 Words   |  3 Pagesthe English language lessons for more eff ective teaching and learning. One of the priorities of Kazakhstan is the trilingual language policy of the State. The president of our country, Nursulatan Nazarbaev, has called citizens of Kazakhstan to learn three languages: Kazakh, Russian and English. He said: â€Å"Knowledge of three languages should become a standard practice for us. We are teaching these languages to our children starting from their first year at school. We need the English language to enterRead MoreMy First Career Aspiration At Age Six Of Being An Avid Traveler966 Words   |  4 Pagestraveller. From my first career aspiration at age six of being an ‘explorer’ to my present, more realistic, goal of working for the foreign office. My specific interest in Japan began through literature. Years ago I read one of my favourite authors, David Mitchell, beautifully describe Japanese culture after being enraptured by the country from his time teaching English there. This led me to explore the works of Haruki Murakami and Yukio Mishim a which began my continuing enthusiasm for Japan. DuringRead MoreThe Problem Of Learning Languages1092 Words   |  5 Pageslearning languages is very important in the contemporary world. Foreign languages are socially demanded especially at present time when the progress of science and technology gas led to an explosion of knowledge and has contributed to an overflow of information. The total knowledge of mankind is known to double every 7 years. Foreign languages are needed as the main and the most efficient means of information exchange of the people on our planet. On the base of the first (native) language people chooseRead More Why I Want to Study English Essay1023 Words   |  5 PagesWhy should anyone want to study English? Why not French or Spanish or even Mandarin Chinese? Is English so much more interesting than any other language? Why spend time studying a language and not mathematics or science? Well, there are some very good reasons for that. Never before, has a sound knowledge of languages been so important for finding a decent job. It is probably the first question they ask you if you apply for one. Someone who knows different languages will be preferred to someone withRead MoreWriting And The Teaching Of Writing1037 Words   |  5 PagesWriting and the Teaching of Writing in Higher Education in Indonesia One of language skills that need to be mastered by learners of English in EFL context is writing. The teaching of writing, in general, aims at developing students’ ability to utilize their knowledge effectively in certain text. However, learning to write in English is not easy for non-native speakers of English because L1 writing is different from L2 writing. Silva (1993, p. 669) mentions that â€Å"L2 writing is strategically, rhetoricallyRead MoreApproaches to Reading and Literary Texts in Teaching English as a Foreign Language - Then and Now6307 Words   |  26 Pagescompetence and literature in teaching English as a foreign language. 6 2. Past approaches until the second half of the 20th century. 7 2.1. Analysis of the past methods with reading and literature in view. 8 2.2. The shift in the attitude towards reading and literary texts in teaching English as a foreign language. 11 3. Modern approaches – introduction to Communicative Language Teaching. 12 3.1. CLT analysis in the context of reading, literary texts and literature. 13 Read More Technology and Language in Education: The Effect of New Technology on Teaching Languages1539 Words   |  7 PagesTechnology and Language in Education: The Effect of New Technology on Teaching Languages Annie Moore, a 15-year-old girl from Ireland arrived at Ellis Island in New York City on January 1, 1892. She was the first immigrant to come to that United States immigration station, but she was certainly not the last. According to the U.S. Census Bureau (2000), 28.4 million of the 285.2 million US residents in 2000 were foreign-born. With such a large amount of our population being foreign-born, the need

Medias Effect on Violent Behavior in Society Free Essays

Children’s use of media is socialized mostly in the family (cf. Bryant, 1990). Television is an essential part of family life. We will write a custom essay sample on Medias Effect on Violent Behavior in Society or any similar topic only for you Order Now Viewing occurs mainly with other family members, especially for young children. For instance, in one longitudinal study, more than 70% of the time that 3- to 7-year-old children spent watching general audience programming occurred with a parent (St. Peters, Fitch, Huston, Wright, ; Eakins, 1991). Moreover, television habits are formed early. The amount of television viewed is somewhat stable from age 3 onward, probably because it depends on family patterns that do not change readily (Huston, Wright, Rice, Kerkman, ; St. Peters, 1990). The process of learning is composite and multifaceted. The child should negotiate a series of vital tasks as he or she grows. The child must protect a sense of attachment to mother, father, and family (Bowlby, 1988). Then the child must move through the phases of separation and individuation (Mahler, Pine, ; Bergman, 1975). Here, the baby begins to move toward being a person (i.e., toward developing an internalized world of thought, emotion, and judgment that will facilitate the baby to be autonomous and self-regulating). From there, the child must start to deal with his or her issues of sexual identity, competition, power, and insertion in the group, elements that Freud (1933/ 1964) termed the Oedipal phase. The relationship between unconscious fantasy and the growth of the personality can be understood from the following: The growth of the personality occurs with the maturation of the perceptual apparatus, of memory as well as from the hoarded experience and learning from reality. This process of learning from reality is connected with the development and changes in unconscious fantasy. There is a constant struggle with the child’s invincible fantasies and the encounter of realities, good and bad. (Segal, 1991, p. 26) It is also been asserted by experts that media is somewhat unethical for children. Television with its extreme reaching influence spreads transversely the globe. Its most significant part is that of reporting the news and sustaining communication linking people around the world. Television’s most prominent, yet most stern feature is its shows for entertainment. Violence in entertainment is a main issue in the growth of violence in society, Violence is the exploit of one’s powers to mete out mental or physical injury upon another, and exemplars of this would be rape or murder. Violence in entertainment attains the public through television, movies, plays, and novels. On July 26, 2000, officers of the American Medical Association, the American Academy of Pediatrics, the American Psychiatric Association, the American Psychological Association, the American Academy of Family Physicians, and the American Academy of Child and Adolescent Psychiatry issued a â€Å"Joint Statement on the Impact of Entertainment Violence on Children,† which was subsequently endorsed by both houses of the United States Congress. At this time, well over 1,000 studies—including reports from the Surgeon General’s office, the National Institute of Mental Health, and numerous studies conducted by leading figures within our medical and public health organizations—our own members—point â€Å"Overwhelmingly to a causal connection between media violence and aggressive behavior in some children. The conclusion of the public health community, based on over thirty years of research, is that viewing entertainment violence can lead to increases in aggressive attitudes, values, and behavior, particularly in children†¦.† (Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000). â€Å"The effect of entertainment violence on children is complex and variable. Some children will be affected more than others. But while duration, intensity, and extent of the impact may vary, there are several measurable negative effects of children’s exposure to violent entertainment†¦. We in no way mean to imply that entertainment violence is the sole, or even necessarily the most important factor contributing to youth aggression, anti-social attitudes, and violence†¦. Nor are we advocating restrictions on creative activity. The purpose of this document is descriptive, not prescriptive: we seek to lay out a clear picture of the pathological effects of entertainment violence. But we do hope that by articulating and releasing the consensus of the public health community, we may encourage greater public and parental awareness of the harms of violent entertainment, and encourage a more honest dialogue about what can be done to enhance the health and well-being of America’s children† (Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000). New interactive digital media have become an integral part of children’s lives. Nearly half (48%) of children six and under have used a computer (31% of 0-3 year-olds and 70% of 4-6 year-olds). Just under a third (30%) has played video games (14% of 0-3 year-olds and 50% of 4-6 year-olds). Even the youngest children — those under two — are widely exposed to electronic media. Forty-three percent of those under two watches TV every day and 26% have a TV in their bedroom (the American Academy of Pediatrics â€Å"urge parents to avoid television for children under 2 years old†). In any given day, two-thirds (68%) of children under two will use a screen media, for an average of just over two hours (2:05). (PR Newswire; 10/28/2003) Moreover, children at elementary level constantly struggle between fantasy and reality can be seen in the child’s deep ambivalence concerning accepting the difference between â€Å"what’s real† and â€Å"what’s made up.† The child frequently attempts to obliterate differences, particularly those existing between the sexes and the generations. The child wants to be everything; he or she wants to be his or her own cause, he or she wants to be unlimited. The child wants to be a boy and a girl; to be his or her own father and mother; to know everything without learning and so forth. One can readily see that TV (as well as movies and video games) can be experienced as a means to gain the delusion of gratifying those wishes. However, teachers and parents distinguish that fantasy and daydreams persist to play an active, at times predominant, aspect of the child’s development all through his or her formative years. In many cases, it is not until early adolescence that we see children able to assimilate their fantasies with rational thought in a way that make certain that external reality takes an increasing hold over perception, reasoning, and behavior. Although many more years are required before the child matures into a person who adeptly and constantly discriminates the internal from the external in a usually integrated fashion. It is this slow and accruing process of thought and fantasy being integrated with the resultant increase in the growth of the personality that seems to undergo the most inhibition when the consumption of media images becomes extreme or defensive. Children’s animated cartoons show how outer, media-based images â€Å"mimic† the form of unconscious fantasy. The cartoon is a psychologically charged, exciting portrayal of fantastic (animated) characters. Its form is simple: An underdog (disguised child) comes into conflict with others (the top dog = parents or older children). There is danger, threat of destruction or death that is conquering in a magical and effortless fashion where pleasure and laughter are the outcome. The Coyote wants to eat the Roadrunner; Elmer Fudd wants to shoot Daffy Duck. Throughout complex and irrational activities, the â€Å"victim† triumphs over the â€Å"villain.† Furthermore, there are no real consequences attendant to the use of immense aggression and force. Magically, all characters reappear in the next cartoon and the cycle of conflict and decree, pleasing the child’s wish to overcome limitation and smallness, is repeated once more. Further, teacher in classroom can develop the child’s ability to be creative, to construct a â€Å"transitional space† (Winnicott, 1978) within which to form new blends of inner and outer, is inhibited to the degree that the child’s mind is saturated with media-based images, characters, stories, and inspiration. The child must transform the â€Å"raw material† of both his or her inner and outer world in a pleasing synthesis in order to feel truly knowledgeable and in charge of his or her existence. The passivity by-product of TV viewing leads to a restraint of autonomous inspiration and produces what teachers are seeing more and more: anxious, irritable, angry, and demanding children who are unable to â€Å"play† and who demand to be â€Å"entertained† in a mode that approximates their experience of TV viewing. The use of drugs and alcohol utilize the same mechanisms as TV to achieve their psychological effects. As the substance user’s body and mind are chemically altered, deep unconscious fantasies of security, charisma, power, or limitlessness are activated. Hence, Winn (1985) was accurate in describing TV as the â€Å"plug-in drug† as the â€Å"use† of TV to fend off depression, anxiety, and conflict is identical in its function to that of drugs and alcohol. The faction of â€Å"instant gratification† can be seen to plea to the universal wish to be the satisfied infant sucking at the breast: a mere cry, the feed and the bliss of satisfied sleep. The reality is unfortunately much more difficult, for what we see are increasing numbers of frustrated, angry, and uncooperative children, experiencing their wishes as demands, and their hopes as entitlements. However, learning is fundamentally based on more about how to communicate effectively with children on the subject of coping with the intimidating aspects of their environment. It is significant to recognize that some level of fear is suitable and indeed may be important to survival in certain situations. On the other hand, overburdening children with fears of horrendous disasters that are either unavoidable or highly unlikely to threaten them personally may add undue stress to the procedure of growing up. Because television is one of children’s main sources of information about the world, we need to be capable to make reasoned decisions about what to expose our children to and when. We also require being able to explain crucial features of life to them in an age-appropriate way that preserves their youthful optimism while encouraging necessary and suitable precautions. Annotated Bibliography Bowlby J. (1988). A secure base: Clinical applications of attachment theory. London: Rutledge. This book offers the recent study in attachment theory. Bryant J. (Ed.). (1990). Television and the American family. Hillsdale, NJ: Lawrence Erlbaum Associates. This book presents a current provides an updated analysis of the interaction between families and television Freud S. (1964). New introductory lectures on psychoanalysis (standard edition, 22). London: Hogarth Press. (Original work published in 1933) The book contains summarizing presentation of some of Freud’s later theory, most questioning constructs and a peculiar treatment of female sexuality as well as super-ego formation. Huston A. C., Wright J. C., Rice M. L., Rerkman D., ; St. M. Peters ( 1990). â€Å"The development of television viewing patterns in early childhood: A longitudinal investigation†. Developmental Psychology, 26, 409-420. This book comprises current analysis of educational communications and technology. Joint Statement on the Impact of Entertainment Violence on Children, Congressional Public Health Summit, July 26, 2000. Also Available At: http://www.aap.org/advocacy/releases/jstmtevc.htm This article summarizes a clear relationship between violence in the media and violent behavior in children. Mahler M., Pine F., ; Bergman A. (1975). The psychological birth of the human infant. New York: Basic Books. The work is the revolutionary contribution to infant psychology. New Study Finds Children Age Zero to Six Spend as Much Time With TV, Computers and Video Games as Playing Outside; One in Four Children Under Two Have a TV in Their Bedroom. WASHINGTON, PR Newswire; 10/28/2003. This report presents the findings of a study which took place from September 2004 to July 2005. The article investigated children’s use of popular culture, media as well as new technologies in the home in England. Segal H. (1991). Dream, phantasy and art. London: Tavistock/Routledge. This book is about Segal’s ideas on symbolism, aesthetics, dreams, as well as the examination of psychotic thinking also she brings them vibrantly alive in an innovative integration which links them afresh to the work of Freud, Klein, and Bion. St. M. Peters, Fitch M., Huston A. C., Wright J. C., Eakins D. (1991). â€Å"Television and families: What do young children watch with their parents?† Child Development, 62, 1409-1423. This word analyzed a number of questions regarding the amount of viewing as well as types of programs children and parents watch alone and together. Winn M. (1985). The plug-in drug: Television, children and the family. New York: Penguin Books. This book is on the subject of the effects of television on children and families.    How to cite Medias Effect on Violent Behavior in Society, Essay examples

Performance Management Analysis

Question: Discuss about the Performance Management. Answer: Specification of the performance standards to be attained by the applicant (KPI's) Retail crew members are responsible for creating memorable experience for the buyers. A crew member provides hospitable services to the customers and supplies them with food and drinks. They need to be swift in their work as company is known for their service. According to Mahajan 2014, a good crew member always works in conjugation with his team members and supports them with his constant assistance. Crew members have to communicate with the client thus they need to have a charismatic personality and good demeanor. Communication skill is a crucial criterion for crew member job as he has to indulge into conversation with the customers. Crew member should be dexterous in his service skills. Dress codes rules need to be strictly followed. He should know the usage of kitchen equipments (Lim and Loh 2014). Crew member should be adroit in computer skills as the service that Mc Donalds provide is fully computerized. According to Ciamarra 2012, Stamina for working is necessary as during ser vice hour member has to stand for long time. Mental capacity to work under critical situations and handling multiple orders in rush hour can win brownie points for the applicant (Royle 2016). Cleanliness and hygiene are two essential components of food centre. A crew member should know how to clean using chemicals and detergents in effective and safe way. Finally the crew member should have good organizational understanding so that they can work congenially with the other members of the company. Job Description- Mc Donalds crew members should have knowledge about customer handling, preparing food in the kitchen and cleaning procedures. The crew member should also assist the customers with their orders at the front desk and also provide service those who are having their meals at diner area of the restaurant. The retail crewmember should be fluent in at least two languages. Assuring food hygiene and sanitation is the prime concern of the crew member. Crew member should know how to handle cash registers. Greeting the guest with smile and helping them out with their order related queries is what the job requires. As a crew member the top priority will be customers and providing them with high quality service. Showing regards while talking to the team manager or the co workers is absolutely mandatory. Flexibility and strong sense of commitment is what Mc Donalds expect from the crew members. Learning while working is what Mc Donalds believes. Last but not the least the crew member should be confident and willing to confront challenges that may spurn up in a work place environment. Reference: Ciamarra, D., 2012. MCDONALD'S CORPORATION: MCDONALD'S YOU. IUST EAST OF EATON.10 Great Curricula: Lived Conversations of Progressive, Democratic Curricula in School and Society, p.73. Lim, C. and Loh, S., 2014. Gen Y consumers' perceptions of quick service restaurant and the mediating role of purchase intentions-A case study of McDonald's in Singapore.European Journal of Tourism Research,7, p.31. Mahajan, S., 2014. Competitive advantage through training and development in Mcdonald's: a case study.International Journal of Management, IT and Engineering,4(10), p.403. Royle, T., 2016. of Trade Union Organization in the European Fast-food Industry.Challenges for European Management in a Global Context: Experiences From Britain and Germany, p.189.