Crisis Communications Plan Essay Example | Topics and Well Written Essays - 7000 words

Crisis Communications Plan - Essay Example The plan to do this will need to be executed in the next 7 days and will involve executive participation all levels including that of the Managing Director. 3. The significance of the situation is that pressure from the victim's family and from a well-known entity (BBC Watchdog) may generate public demand for Breathe Flow Strips to be banned from sale. This would potentially cut sales revenue by up to 50%. We present here a summary of the strengths, weaknesses, opportunities and threats (SWOT) with respect to this crisis situation. As a consequence, we also extend to a CASE (Confront, Avoid, Search, Exploit). Because of the nature of this crisis and its potentially devastating effects on the company as a whole, we also extend our analysis to include EPISTLE as well. Strengths: The company has a positive brand image (recent reports) for Breathe Flow Strips with the general public and is endorsed by popular sporting figures who are associated with integrity and honesty by the public. Weaknesses: The company was unaware of the problem of abuse of Breathe Flow Strips by drugs users and had not made efforts to contain or reduce the problem, other than general instructions on Breathe Flow Strips products to only use them for the purposes indicated on the packet. Lack of control of sales channels concerning clubs and club-goers. Threats: Mounting ... Weaknesses: The company was unaware of the problem of abuse of Breathe Flow Strips by drugs users and had not made efforts to contain or reduce the problem, other than general instructions on Breathe Flow Strips products to only use them for the purposes indicated on the packet. Lack of control of sales channels concerning clubs and club-goers. Opportunity: Restore and strengthen public confidence in Breathe Flow Strips by mounting an anti-drugs campaign and involving current popular endorsers in this campaign Threats: Mounting public pressure to curtail or ban the sales of Breathe Flow Strips, possibility of government intervention, growing perception by drugs-users of Breathe Flow Strips products being a desirable accessory to drugs abuse. For the CASE analysis (Confront, Avoid, Search, Exploit): Confront (Strength against Threat): The company must leverage its current public image to the full and publicly state its ban on the use of Breathe Flow Strips for any application other than medical and sporting. Involvement of endorsers in a campaign in clubs to warn against the dangers of drug abuse. Avoid (Weakness against Threat): Avoid confrontation with the public or with BBC Watchdog, even though the company has always acted with honour and integrity. Avoid discussion of lack of prior information concerning the abuse problem that might be interpreted as negligent on the part of the company. Search (Weakness compared to Opportunity): Issues Management group to repair public image and to prevent the recurrence of similar situations. Exploit (Strength compared to Opportunity): Strengthen endorsement relationship by involving popular endorsers in an

The detailed information listed below Essay Example | Topics and Well Written Essays - 250 words - 4

The detailed information listed below - Essay Example The failure led to recall of many of their vehicles that affected the public image of GM due to the death count caused by this safety-related problem and possible violation of federal laws. The recall had several implications that include decline in stock price and stock volume. However, the company implemented some risk practices and recommendations since the company seem not to have had enough measures to rectify the mass recall. Other associated risks emerged such as strategic risks, supply chain risks, hazard risks as well as financial risks. In this case, it was the responsibility of the executive team to realign the company’s management structure through implementation of significant recommendations capable of rectifying the previous mistakes. There were also recommendations that were geared towards building of corporate stakeholder relationships. Therefore, this study seeks to identify the different pure risks that transpired at GM Company in the last five years, the effects and the general solutions that were put in place to rectify the mistakes suffered by the

Social Work in Anti-Discrimination

Social Work in Anti-Discrimination Explain the role of the social worker and consider the purpose of intervention and service delivery making links with Anti-Discriminatory Practice and Anti-Oppressive Practice and the importance of working in partnership with users of services and other professionals and agencies. In this assignment I am going to be looking at mental health. In particular mental health affecting older people. I am aware that mental health issues affect people of all ages affecting each individual in a unique way. A social workers role can be described in many ways and the role can vary depending on the service user. However in general social workers aim to empower people to make decisions for themselves. An essential part of the social workers role is working as part of a multi-disciplinary team and sign-posting service users to all services applicable to them. The fundamental principles of good social work practice are knowledge, skills and values, they all go hand in hand. They are useful divisions that can aid understanding. To ensure good practice all 3 need to be used together, making competent social work practice. Focusing on mental health in older people as your client it is important a social worker to be aware of and work within The Mental Health Act 1983. The Mental Health Act 1983 was established to ensure approved mental health professionals assess and treat people with mental health conditions and to protect the rights of these service users. It provides safeguards for people in hospitals as well. When looking at the history of mental health what stands out is that through the centuries there has been an accepted way of dealing with people with mental health problems. However the used method in the past is now considered to be inhumane and largely unsuccessful, but also at this time alongside the orthodox practitioners there were others with a more enlightened approach. Most histories concentrate on the gruesome facts rather than the positive aspects, going back as far as Victorian times, for example the Victorian asylums. Historical notes show how there isnt much that is actually new in todays approaches, it has all been said before but the issue with their acceptance is that mainstream treatment still retains its hold. Mental health problems are considered to be more common in older adults. The most common mental health condition among older people is depression. Depression affects 1 in 5 older people living in the community and 2 in 5 living in care homes. -Adults in Later Life with Mental Health problems, Mental Health Foundation quoting Psychiatry in the Elderly (3rd edition) Oxford University Press (2002) (http://www.mentalhealth.org.uk/information/mental-health-overview/statistics, 2006) However another common illness affecting older people is dementia. Dementia affects 5% of people over the age of 65 and 20% of those over 80. About 700,000 people in the UK have dementia (1.2% of the population) at any one time. -National Institute for Clinical Excellence (2004) (http://www.mentalhealth.org.uk/information/mental-health-overview/statistics,   2006) As a social worker upon meeting the client, your initial role is to carry out a carers assessment. You need to carry out an accurate assessment to enable you to make the necessary recommendations and referrals. This leads to signposting to relevant services even when the client doesnt meet the service criteria. For successful signposting you need to have an accurate understanding of how relevant organisations in mental health are MIND. Your assessment gives you the relevant information to be aware of what you need to do for your client. You now need to gain trust and build a positive relationship. However you need to be professional and always be honest, you are not the clients friend, as being their friend conflicts with personal boundaries. You need to be clear and define your role to avoid confusion. You will be keeping records, discussing secrets and reporting to other professionals. A successful model of assessment for this type of client is SWOT. This involves looking at the strengths and weaknesses which are the advantages and disadvantages for our client. Then looking at the opportunities which involve looking at all opportunities for change that you can provide. The final part of your SWOT analysis means looking at the threats. SWOT analysis helps you to think through each issue allowing you to look at the problem and lead to possible solutions and prepare for possible threats. A major and vital part of this particular assessment is about whats happening now. A SWOT analysis provides evidence to explain your actions. It needs to be specific, and will vary dramatically from person to person. It is a helpful tool in helping you to weigh up the pros and cons and help you to balance them out. With mental health the actual illness is going to have a major affect on the SWOT analysis. The stage of the illness can be an advantage or a disadvantage. A threat with mental health will always be the deterioration of the illness. With older people family can be a major strength if they play an active part in the clients life. However bare in mind the lack of a family can be a big disadvantage, having affects on the client. Anti-oppressive practice is a piece of social work jargon, but is based on a very simple yet important idea. Social work is all about empowering others and assisting those who feel oppressed in getting both their needs and rights recognised and met. Anti-oppressive practice is informed by values and always takes into consideration both the views and experiences of oppressed people. Practitioners are required to analyse how the socially constructed divisions of race, age, gender, class, sexuality and disability, and the impact of differential access to resources interconnect and interact to define the life experiences of individuals and communities. (Davies, 2009, p14) Therefore the practitioner is able to both recognise and challenge all situations of oppression within their work. Anti-discriminatory practice emphasises the different ways in which people tend to be discriminated against, as individuals and groups, it also highlights the need for professional practice to counter such discrimination. Discrimination can occur due to lots of different types of oppressive differentiation. The primary goal of anti-discriminatory practice is the promotion of equality and social justice. (Davies, 2009, p13) Anti-discriminatory practice is not a separate social work theory or method, but a value that should under-pin all practice generally. Both anti-discriminatory and anti-oppressive practice theories seek to assist clients to gain awareness into how oppression affects their lives, and to promote different strategies for opposing discrimination and gaining mutual support. It should also prevent different agencies from being discriminatory. True partnership working can create empowerment. It is a basic part of good practice and of values work. Feeling the need to rescue the client is oppressive; you should be working with the service user to rescue themselves. Helping clients to become more independent and less dependent on the system is a positive way forward, and should have a positive long-term affect on the client. Effective partnership is based on a variety of factors and therefore will vary accordingly. A few of these factors are based on values, beliefs, ideals and even practical factors such as funding and resources. Social workers have a duty of responsibility to both the client and other family members who play an active role in the clients life. You should work together with your service user, their family and other agencies, you all need to be aware of difficulties and expect setbacks but remember you can get through it together. When working with other agencies you need to share the responsibility and have open and honest communication. A social workers role is one of both care manager and care co-ordinator. In mental health you will need to be working with other organisations and as it is a health issue you will be working with medical professionals.

Drinking and Driving Essay -- Drunk Driving, DUI, Alcohol

â€Å"Have one drink for the road† was, until recently, a commonly used phrase in American culture. It has only been within the past 20 years that as a nation, we have begun to recognize the dangers associated with drunk driving (Sutton 463). According to the National Highway Traffic Safety Administration, this year 519,000 people, or one person per minute, will be injured in alcohol-related accidents. 10,839 people will die in drunk-driving crashes this year – that is one death every 50 minutes. The heartbreaking part is, every injury and lost life due to driving after drinking can be prevented. Drinking while driving â€Å"accidents† are not merely â€Å"accidents.† Getting in a vehicle after consuming alcohol, which severely affects the function of the brain, is not an accident. It is lack of responsibility. Individuals that consume alcohol irresponsibly must begin to take responsibility for themselves and for other innocent drivers on the road. Unfort unately, in spite of great progress, alcohol-impaired driving remains a serious national problem that tragically affects many victims annually (Hanson). It is time that laws and consequences for drinking while driving strengthen and people begin to think twice before driving a vehicle after drinking. Individuals who make the decision to drive after consuming alcohol, not only put themselves in a dangerous situation, they also put an entire community at risk. Current laws, which are not strict or powerful enough, must be increased in order to keep our neighborhoods around the nation safe. Although many people think current drinking while driving limits and laws are strict enough, the rising number of individuals who continue to make an irresponsible decision to get behind the wheel of a vehicle ... ...king & Driving." WWW2 Webserver. State University of New York Sociology Department. Web. 5 Apr. 2011. Lightner, Candy. "Campaign to Eliminate Drunk Driving." Mothers Against Drunk Driving. 2011. Web. 01 Apr. 2011. Saunders, Carol Silverman. "'It's suicide.'(Drinking and Driving)." Current Health 2, a Weekly Reader publication Feb. 1996: 26+. Gale Opposing Viewpoints In Context. Web. 20 Apr. 2011. Sutton, Amy L. "Drinking and Driving." Alcoholism Sourcebook. Detroit, MI: Omnigraphics, 2007. 463. Print. "Update: Drunk Driving." Issues & Controversies On File: n. pag. Issues & Controversies. Facts On File News Services, 21 Sept. 2007. Web. 20 Apr. 2011. Wagner, Heather Lehr. Alcohol. Philadelphia: Chelsea House, 2003. Print. "What Is a Drink?" Arizona Department of Public Safety (DPS), Arizona Highway Patrol - State of Arizona. 2011. Web. 12 Apr. 2011.

Midsummer Night’s Dream Essay

Love is defined as an intense feeling of deep affection. In Shakespeare’s A Midsummer Night’s Dream love is tossed around significantly. For example, one day a young person may find themselves in love with one person and then wake up only to love someone else. It is supposedly done by magic. Magic and love inconstancy are the biggest themes expressed in the play. Love is toyed with by magic making it some supernatural power at the control of the mischievous fairies. The inconstancy of love shown through several sets of young lovers is the most powerful theme making the play a kindhearted comedy rather than a solid love story. The course of true love never did run smooth. † (Shakespeare 8) One of the young lovers, Lysander, sums up the whole theme of the play that love can never run its course without obstacles. Lysander falls in love with a young girl named Hermia who is loved by Demetrius. As if this love triangle isn’t enough, there is another girl named Helena who loves Demetrius and was previously engaged to him. Of course this couldn’t be it! Hermia’s father Egeus has sworn to make her a nun or even kill her if she doesn’t marry, in his eyes, the glorious Demetrius. This whole love pentagon is the epitome of the theme of love inconstancy. There is no option that would make everybody happy! Magic interferes making it an utterly baffling tale within the tale of loves inconstancy. Another problem involving love in the play is that of the soon to be wedded Theseus and Hippolyta. â€Å"Hippolyta, I wooed thee with my sword, and won thy love doing thee injuries; but I will wed thee in another key, with pomp, with triumph, and with reveling. † Hippolyta was a former Amazon and had her people conquered by Theseus. This reflects how Hippolyta truly feels about her engagement with Theseus, as she most likely opposes Theseus’s belief that love can be obtained by power. It is not truly known how Hippolyta feels toward the whole thing, as she has yet to come out and say anything; however, the reader gets the idea she isn’t nearly as thrilled as Theseus. The final set of lovers who find themselves in a typical husband and wife dispute. Oberon and Titania, king and queen of the fairies. They originally are in a meaningless quarrel over some little fairy, and Oberon is angered. Oberon calls for one of his fairies, Puck, to place a spell on Titania so that she falls in love with the first thing she sees. Quite the set up for the disaster! It ends up turning out better than Oberon could have ever hoped as Titania falls in love with a worthless peasant, Nick Bottom, who is funny enough dressed as an ass. Magic has once again turned love into something supernatural(for supernatural beings). â€Å"My Oberon what visions have I seen! Methought I was enamored of an ass. How came these things to pass? O, how mine eyes do loathe his visage now! †(Shakespeare 64) After Oberon eventually has the spell removed, Titania awakens only to realize that she has no idea what she was thinking and now is disgusted by him. These sets of lovers all had a role in the main theme of the inconstancy of love. The endings of all their problems are very much expected, as this aids the lightheartedness of the play rather than an unexpected moving love story. Magic ties it all together making love something controllable, and quite fun to mess with at that. Whether it be through the love pentagon of the five crazy Athenians, the powerful Theseus and his disconsolate, disapproving queen Hippolyta, or the problematic fairy rulers, Shakespeare does an excellent job using the theme of the inconstancy of love.

Luxor Case Answers

Case question 1 Variable manufacturing costs as a percentage of sales and the markup on variable manufacturing cost to establish the selling prices for each of the three product lines in 2008 en 2010: Compared markup 2008 and 2010: The markup is lower in 2010 because Luxor lowered the selling prices for lipstick in 2009 and for nail polish in 2010. They had to do this because the discount chains continued to put pressure on them to reduce the prices for lipstick and nail polish. Case question 2 The calculation that converts the Wholesale selling price of the 12/31/2008 lipstick inventory shown as $11. 5 million to the â€Å"cost† of $9. million: Case question 3 Assuming the variable manufacturing cost per unit stayed the same in 2009 and 2010, did the sales volume of nail polish (in terms of physical units) increase or decrease after the selling price was reduced in 2010? Explain. Conclusion: The variable manufacturing costs per unit stayed the same over 2009 and 2010. The act ual variable manufacturing costs increased, so it’s clear that the firm has sold more units. Case question 4 The calculation of the breakeven revenue in 2011: The contribution margin % is calculated by multiplying the sales mix with the contribution margin. Case question 5Susan’s proposed budget for 2011 includes a substantial repayment of the bank loan. If the repayment occurs, is the firm likely to break even in 2012? Explain. The loan figures of the company have been stable for the last two years. If the company repays $10 million of the loan with an interest rate of 7%, the firm will save $ 700K a year. If you decrease the fixed costs with 700K, you can calculate the new breakeven revenue: Therefore, it is unlikely that the firm will sell more in 2012. The sales will probably decrease. Our advice is to focus marketing & promotion on the product with the highest contribution margin. Case question 6

Effective Classroom Management Essays

Effective Classroom Management Essays Effective Classroom Management Essay Effective Classroom Management Essay Effective Classroom Management When I was an undergraduate, I looked to strengthening my mathematics skills so I could know as much as possible about the subject area I was going to teach. I also knew that I would need other skills to teach in a high school classroom as well. In fact, I felt that in order to be an effective teacher, I needed to have good classroom management skills. The article I read on the subject is titled Effective Classroom Management: Teacher Preparation and Professional Development written by Regina M. Oliver and Daniel J. Reschly from Vanderbilt University. The paper starts out stating that classes with economically disadvantaged students tend to have disruptive behavior as a problem. This is why teachers need to have effective classroom management techniques. Without this, not only do the students described above have low achievement in the classroom but at-risk students fall prey to this as well when the teacher does not have firm control of his or her class. The article goes on to say that ongoing professional development is important for improving classroom management skills. This is a good way to help new teachers get some good ideas for their classes, as well as seasoned teachers who need to improve on their current management skills. There were two recommendations to schools that in theory would best help new teachers with much needed classroom management skills. The first is to provide teachers with instructional approaches through coursework and guided practice with feedback. This involves developing instructional material that students will find educationally relevant, a logical order related to skill development and immediate feedback to the student and to correct any errors the student has during the process of learning in the class. The second recommendation is to address those challenges that teachers face and to create a positive classroom context. This involves clearly stated rules for the classroom that are kept at a minimum, are positively stated, simple and appropriate to the developmental level of the students, and are aligned with school policy. With these rules in place, it is something that students know from the beginning and as long as they are constantly and consistently enforced, the students know exactly whatâ„ ¢s expected of them. They will know the consequences of their actions should they decide to break the rules. In conclusion, this article offered some interesting comments on effective classroom management. It also provided some recommendations for providing new and experienced teachers with professional development to help with their existing ideas on how to have a firm hold on classroom behavior. Another thing I liked about this article was that classroom management did not focus strictly on student behavior, but on the fact that the material being taught as well as the way it is being taught is key to keeping the students involved in the learning process rather than on other distractions. Reschly, Daniel J. Effective Classroom Management: Teacher Preparation and Professional Development. National Comprehensive Center for Teacher Quality Dec. 2007: 13.

The War Crimes of Iraqs Saddam Hussein

The War Crimes of Iraqs Saddam Hussein Saddam Hussein Abd al-Majid al-Tikriti was born on April 28th, 1937 in al-Awja, a suburb of the Sunni city of Tikrit. After a difficult childhood, during which he was abused by his stepfather and shuffled from home to home, he joined Iraqs Baath Party at the age of 20. In 1968, he assisted his cousin, General Ahmed Hassan al-Bakr, in the Baathist takeover of Iraq. By the mid-1970s, he had become Iraqs unofficial leader, a role that he officially took on following al-Bakrs (highly suspicious) death in 1979. Political Oppression Hussein openly idolized the former Soviet premier Joseph Stalin, a man notable as much for his paranoia-induced execution sprees as anything else. In July 1978, Hussein had his government issue a memorandum decreeing that anyone whose ideas came into conflict with those of the Baath Party leadership would be subject to summary execution. Most, but certainly not all, of Husseins targets were ethnic Kurds and Shiite Muslims. Ethnic Cleansing: The two dominant ethnicities of Iraq have traditionally been Arabs in south and central Iraq, and Kurds in the north and northeast, particularly along the Iranian border. Hussein long viewed ethnic Kurds as a long-term threat to Iraqs survival, and the oppression and extermination of the Kurds was one of his administrations highest priorities. Religious Persecution: The Baath Party was dominated by Sunni Muslims, who made up only about one-third of Iraqs general population; the other two-thirds was made up of Shiite Muslims, Shiism also happening to be the official religion of Iran. Throughout Husseins tenure, and especially during the Iran-Iraq War (1980-1988), he saw the marginalization and eventual elimination of Shiism as a necessary goal in the Arabization process, by which Iraq would purge itself of all perceived Iranian influence. The Dujail Massacre of 1982: In July of 1982, several Shiite militants attempted to assassinate Saddam Hussein while he was riding through the city. Hussein responded by ordering the slaughter of some 148 residents, including dozens of children. This is the war crime with which Saddam Hussein was formally charged, and for which he was executed. The Barzani Clan Abductions of 1983: Masoud Barzani led the Kurdistan Democratic Party (KDP), an ethnic Kurdish revolutionary group fighting Baathist oppression. After Barzani cast his lot with the Iranians in the Iran-Iraq War, Hussein had some 8,000 members of Barzanis clan, including hundreds of women and children, abducted. It is assumed that most were slaughtered; thousands have been discovered in mass graves in southern Iraq. The al-Anfal Campaign: The worst human rights abuses of Husseins tenure took place during the genocidal al-Anfal Campaign (1986-1989), in which Husseins administration called for the extermination of every living thinghuman or animalin certain regions of the Kurdish north. All told, some 182,000 peoplemen, women, and childrenwere slaughtered, many through use of chemical weapons. The Halabja poison gas massacre of 1988 alone killed over 5,000 people. Hussein later blamed the attacks on the Iranians, and the Reagan administration, which supported Iraq in the Iran-Iraq War, helped promote this cover story. The Campaign Against the Marsh Arabs: Hussein did not limit his genocide to identifiably Kurdish groups; he also targeted the predominantly Shiite Marsh Arabs of southeastern Iraq, the direct descendants of the ancient Mesopotamians. By destroying more than 95% of the regions marshes, he effectively depleted its food supply and destroyed the entire millennia-old culture, reducing the number of Marsh Arabs from 250,000 to approximately 30,000. It is unknown how much of this population drop can be attributed to direct starvation and how much to migration, but the human cost was unquestionably high. The Post-Uprising Massacres of 1991: In the aftermath of Operation Desert Storm, the United States encouraged Kurds and Shiites to rebel against Husseins regimethen withdrew and refused to support them, leaving an unknown number to be slaughtered. At one point, Husseins regime killed as many as 2,000 suspected Kurdish rebels every day. Some two million Kurds hazarded the dangerous trek through the mountains to Iran and Turkey, hundreds of thousands dying in the process. The Riddle of Saddam Hussein: Although most of Husseins large-scale atrocities took place during the 1980s and early 1990s, his tenure was also characterized by day-to-day atrocities that attracted less notice. Wartime rhetoric regarding Husseins rape rooms, death by torture, decisions to slaughter the children of political enemies, and the casual machine-gunning of peaceful protesters accurately reflected the day-to-day policies of Saddam Husseins regime. Hussein was no misunderstood despotic madman. He was a monster, a butcher, a brutal tyrant, a genocidal racist - he was all of this and more.But what this rhetoric does not reflect is that, until 1991, Saddam Hussein was allowed to commit his atrocities with the full support of the U.S. government. The specifics of the al-Anfal Campaign were no mystery to the Reagan administration, but the decision was made to support the genocidal Iraqi government over the pro-Soviet theocracy of Iran, even to the point of making ourselves complicit in crimes against humanity . A friend once told me this story: An Orthodox Jewish man was being hassled by his rabbi for violating kosher law, but had never been caught in the act. One day, he was sitting inside a deli. His rabbi had pulled up outside, and through the window he observed the man eating a ham sandwich. The next time they saw each other, the rabbi pointed this out. The man asked: You watched me the whole time? The rabbi answered: Yes. The man responded: Well, then, I was observing kosher, because I acted under rabbinical supervision.Saddam Hussein was unquestionably one of the most brutal dictators of the 20th century. History cannot even begin to record the full scale of his atrocities and the effect they had on those affected and the families of those affected. But his most horrific acts, including the al-Anfal genocide, were committed in full view of our government - the government that we present to the world as a shining beacon of human rights.Make no mistake: The ouster of Saddam Hussein was a victory for human rights, and if there is any silver lining to come from the brutal Iraq War, it is that Hussein is no longer slaughtering and torturing his own people. But we should fully recognize that every indictment, every epithet, every moral condemnation we issue against Saddam Hussein also indicts us. We should all be ashamed of the atrocities that were committed under our leaders noses, and with our leaders blessing.

Analysis of Sheet Music, Johann Sebastian Bach

Score analysis Many people are listening to music and enjoying music, but not everyone analyzes music to find more complex things like formal analysis and melody. However, by checking the music of these things, you can better understand the music. This makes people more appreciate music. Some of the best music analysis is classical music. This is because classical music has various levels and has been tested for many years. In this article I am examining Bach's preface to D Major - Fuga's work on background, formal elements, and cultural elements. Johann Sebastian Bach is the youngest eighth child of Johann Ambrosius Bach musician and Elizabeth Lemmerhirt. Rod Bach is known for his musicality in the early 16th century. Many of Johan Sebastian's ancestors were professional musicians. Meanwhile, churches, local governments, and aristocrats supported musicians, especially in Thuringia and Saxony. My father Bach lives and works in Eisenach. There are about 6,000 inhabitants in this city. John Ambrosius's work includes holding secular concerts and church music performances. John Sebastian Bach, born in Eisenach, Germany on March 21, 1685, is the youngest of the church organists John Ambrosius Bach and Elizabeth Ramel Bach. Bach's musician family can be traced back to 7 generations. This family is also a devout Lutheran (religion based on beliefs of faith, God forgives their sins). Bach accepted his father's violin course. He also has a beautiful voice and sings in the church choir. In 1694, his mother and father died within two months. At the age of 10, Johann Sebastian moved to Germany's Odrap and lived with his brother John Christophe, the organizer of St. Michael's Church. Johan Sebastian received his first instruction on keyboard instrument from him. Johann Sebastian Bach's father, Johann Ambrosius Bach, taught him how to play the violin and harp when he was a child. After his father and mother died within 9 months, John Sebastian lived with his younger brother John Christophe Bach. Organist John Sebastian studied the organ and harpsichord under his brother's supervision. John Christophe believes that his brothers will learn many compositions by copying the work so that they will copy Jacob Froberger, Johann Casper Kell, Pachelbel's work to J. Sebastian I asked. Then, when he became a member of Mettenchor (Mattins Choir), J. Sebastian can be learned at the music library of Luneburg Stadium.

Administrative law in Britain Essay Example | Topics and Well Written Essays - 750 words

Administrative law in Britain - Essay Example British Administrative Law is a part of British public law. It involves law pertaining to the control and authority of British departmental agencies or those agencies that are given constitutional power by the administration (Leyland and Anthony, 2008, 45) There is great popularity of such law reforms in most of the countries, however, they have been extensively criticised too. Main constituents of British Administrative Law are Ombudsmen, Tribunals, Judicial review and Freedom of Information. Ombudsman According to the Administrative law post of Ombudsman is connected to the Parliament of Westminster and some other posts at the Parliament of Scotland, some of the government institutions and Welsh Assembly. The main responsibility of Ombudsman is to inspect problems of malpractices of administration. Tribunals This constituent of British Administrative Law includes numbers of local public bodies, which are also called non-departmental public bodies (NDPBs). Judicial review This conte nt of British administrative law includes supervision of implementation of general public power by the Administrative Courts. If someone feels that an act of a government body, for instance his/ her local council or a constitutional court, is against the law, or it has dishonoured his/her civil rights, they may register a complaint at the Administrative Court (which is a branch of High Court) for legal reassessment of the decision and get their problem solved or perhaps take compensation. (Leyland and Anthony, 2008, 35) ... Nevertheless, the basic aim and objective of both these Acts is well indistinguishable – same sort of public bodies that are included in Britain, Northern Ireland and Wales are also included in Scotland Act. . (Leyland and Anthony, 2008, 42) Moreover, its basic terms and conditions are very closed to each other, despite the fact that the Freedom of Information Act of Scotland is a little stronger than English Act in support of disclosing information. But Freedom of Information Act 2000 is not applicable for public bodies in the foreign territories. (Barnett, 2004, 221) The former Prime Minister Tony Blair who actually brought main idea of the Freedom of Information Act, showed his disappointed from the Act afterwards. According to him, this Act obstructs the capacity of government officials to act under a sensible level of privacy. Implementation of the Administrative Law is seen as a major constitutional change that has been implemented in the course of past few years. Number s of changes have also taken place within British House of Commons too, like pre-legislative trials are now given much more importance, select committees have been made much stronger, change in work hours etc. This is not possible to do justice to all the reforms, however this is a major thing that it is an obligation for the British Prime Minister to present himself at the Liaison Select Committee of the House two times in every year to be questioned about any subject whatsoever. Critics have shown their reservations on the commitment to this sort of well-planned constitutional programme. UK Administrative and Constitutional Law have remarkably changed since year 1997. (Barnett, 2004, 225) There are several public bodies too, whose resolutions can also be

MKTG 4050 Essay Example | Topics and Well Written Essays - 250 words - 4

MKTG 4050 - Essay Example ing of Research and Development for Dell’s offerings keeps development cost while still ensuring innovation and high technologically advanced product offering. There are also various products to choose from Dell because of its product expansion strategy that can compete with other leading brands such as HP and IBM. Furthermore, the fast delivery of service and after sales service can be done through online with Dell. The value proposition for Dell is effective for a certain market segment that is after of the idea of both quality and product cost. Dell’s strategy is a low-cost strategy and a portion of focus differentiation considering that it tries to create big consideration on Research and Development for both product and cost. Dell essentially believes that it cannot totally pass on the production cost to its customers so the best way to do is to create better management on its Supply Chain Management system. What Dell tries to emphasize is that a low-cost product offering may not necessarily mean low quality at all, but at some point, there has to be something given up or adjusted in the entire supply chain management system. Dell could not compromise quality and cost together so the best way it does is to outsource its Research and Development. In the end, what makes Dell a personal choice of brand is its ability to maintain affordability without compromising the quality of its product

Organisational Behaviour Literature Review Example | Topics and Well Written Essays - 1250 words

Organisational Behaviour - Literature review Example In this situation, it is the duty of company to motivate them and make them work in the previous pace. They might think of themselves as victims who would work on whatever the organizations assign them to do as they consider it as the company’s grace. If the employees work in this state of mind then it would be very difficult for organization to achieve the objective of downsizing (Wagner, 1991). However, a smaller proportion of people take it as exciting and career expanding because they become optimistic about themselves, optimistic in a way that there must be some extraordinary quality in them; this did not let them go out of the organization. Nevertheless, one cannot deny that larger proportion of people is always in fear and organizations must take some impactful steps to bring them on the right track. Alcoa Inc. an aluminum producing company faces the same situation during many mergers and other developmental efforts. It is one of the largest creators of air pollution in united states proving to be harmful for many human lives therefore it became urgent and serious for it to take a step. Alcoa therefore invested $330 million in a plant to help reduce the emissions such as nitrogen dioxide and sulfur dioxide. As one can see that $330 million is not small amount of money, therefore they must have thought of implementing downsizing in the company making many of their employees leave the jobs. Moreover, in 2006 installed a new plant in its branch of Swansea again requiring a huge amount of money generated by reduction in administrative costs. A joint venture of Alcoa and Alumina Limited might have caused the need for downsizing too. All these instances left Alcoa’s remaining employees with a low morale and spirit to work and managers with a great worry and apprehension of low productivity. However, one should not lose hope keep striving to achieve the best. Firstly, knowing the reasons that make employees not feel easy after downsizing would be a great help in understanding their emotions and treat them in view of that. One of the reasons is that they do not have interest in learning new skills because they assume that this will increase their workload. Naturally, no one likes to work more than he was doing earlier with a good salary. However, organizations need to change this behavior of employees buy assuring them that new skills will work in their favor, making them more profitable for the company and provide them with more chances of personal growth in the industry. Additionally, they would get more compensation with higher profits ultimately building their self-esteem and self-security. In any case, employees should feel that they contribute in the growth and development of the company this would stimulate them to work more passionately and ardently. Another reason of breaking of trust and emotions of employees is that they have lost some of very close colleagues and friends. Some might feel guilty that some of their friend lost their jobs because they were give preferences over them. All these problems occur because different people react differently towards change. Some have difficulty in accepting the change; others will find great opportunities behind them. Change, which is demolishing for ones, might prove to be exciting for others. Some express their anger and frustration, while others fight with it silently. Some get release after complaining whereas others talk a lot but actually are encouraging the

Choose two foreign policy failures and two foreign policy successes Essay

Choose two foreign policy failures and two foreign policy successes that the US has experienced since 1898 - Essay Example President Carter initiated talks with the Egyptian President Anwar Sadat and the Israeli Prime Minister Menachem Begin at Camp Davis in 1978. The peace treaty entailed Israel withdrawing from the Sinai Peninsula and US troops would monitor to ensure there would be no more attacks. In addition, Israel would initiate peace negotiations with Palestine. The treaty led to Israel withdrawing completely from the Sinai gulf. Also, The US government helped Israel to rebuild the Negev Desert Israel military base. Menachem and Anwar won the 1979 Nobel Peace Prize (Smith, 2014). Secondly, the Marshall Plan (1948-1951) entailed the USA extending aid worth 13$ billion to Western Europe. This treaty was a success because it propelled Western Europe’s growth of capital stock. Exchange rates stabilised, and prices were restored since the aid reduced massive shortages of resources. The Marshal Plan played a role in ensuring the stability and prosperity of Western Europe and also the formation of the current Eastern Europe (Block, 1977). Firstly, The American Foreign policies largely support and protect Israel. As a result, USA has tolerated Israel’s destruction and killing of Palestinians in a bid to maintain amicable relationships with Israel. . The tolerance is an indication of foreign policy failure since it does not uphold the main aim of foreign policies which is to uphold peace in all nations. Also, moral and ethical decay is evident leading to lack of trust between USA and Arab nations. The American Veto power in the UN has prevented the UN from charging Israel with the war crimes despite the 2,142 deaths of Palestinian nationals (Smith, 2014). USA has also gone against the general foreign policies by breaking international laws on Guantanamo MO bay and treatment of prisoners. The violation of human rights has tainted the image of USA as well as its credibility. America being at the forefront of the war

Read and answers-1 Coursework Example | Topics and Well Written Essays - 250 words

Read and answers-1 - Coursework Example Stuxnet can also be attributed to the destruction of a fifth of Iran’s nuclear centrifuges (Loudon, 2). Stuxnet is feared because when it attacks the industrial system of a company, it takes control of the critical operations such as alarms, pumps and motors. It can lead to nuclear malfunction and even explosions. In most cases of a malware attack, industries collapse and the security details of a country compromised. For Stuxnet to be effective, a person is needed to help spread the malware to the targeted computer. An infected USB flash drive is introduced to the computer. Once the malware is in the computer system, it scans for Siemens Step7 software  that controls the PLC. The presence of a person with the motive to spread the malware is, therefore, necessary. Neither Iran nor American spectators view Stuxnet as an act of war. If it were to be considered an act of war, one of the countries would be immune to the effects of Stuxnet. Instead, various countries have been significantly affected and are at risk of more attacks. Even if the powerful nations have the ability to launch the attack, they do not have the ability to protect themselves from any malware that affects their

Organisational Behaviour Literature Review Example | Topics and Well Written Essays - 1250 words

Organisational Behaviour - Literature review Example In this situation, it is the duty of company to motivate them and make them work in the previous pace. They might think of themselves as victims who would work on whatever the organizations assign them to do as they consider it as the company’s grace. If the employees work in this state of mind then it would be very difficult for organization to achieve the objective of downsizing (Wagner, 1991). However, a smaller proportion of people take it as exciting and career expanding because they become optimistic about themselves, optimistic in a way that there must be some extraordinary quality in them; this did not let them go out of the organization. Nevertheless, one cannot deny that larger proportion of people is always in fear and organizations must take some impactful steps to bring them on the right track. Alcoa Inc. an aluminum producing company faces the same situation during many mergers and other developmental efforts. It is one of the largest creators of air pollution in united states proving to be harmful for many human lives therefore it became urgent and serious for it to take a step. Alcoa therefore invested $330 million in a plant to help reduce the emissions such as nitrogen dioxide and sulfur dioxide. As one can see that $330 million is not small amount of money, therefore they must have thought of implementing downsizing in the company making many of their employees leave the jobs. Moreover, in 2006 installed a new plant in its branch of Swansea again requiring a huge amount of money generated by reduction in administrative costs. A joint venture of Alcoa and Alumina Limited might have caused the need for downsizing too. All these instances left Alcoa’s remaining employees with a low morale and spirit to work and managers with a great worry and apprehension of low productivity. However, one should not lose hope keep striving to achieve the best. Firstly, knowing the reasons that make employees not feel easy after downsizing would be a great help in understanding their emotions and treat them in view of that. One of the reasons is that they do not have interest in learning new skills because they assume that this will increase their workload. Naturally, no one likes to work more than he was doing earlier with a good salary. However, organizations need to change this behavior of employees buy assuring them that new skills will work in their favor, making them more profitable for the company and provide them with more chances of personal growth in the industry. Additionally, they would get more compensation with higher profits ultimately building their self-esteem and self-security. In any case, employees should feel that they contribute in the growth and development of the company this would stimulate them to work more passionately and ardently. Another reason of breaking of trust and emotions of employees is that they have lost some of very close colleagues and friends. Some might feel guilty that some of their friend lost their jobs because they were give preferences over them. All these problems occur because different people react differently towards change. Some have difficulty in accepting the change; others will find great opportunities behind them. Change, which is demolishing for ones, might prove to be exciting for others. Some express their anger and frustration, while others fight with it silently. Some get release after complaining whereas others talk a lot but actually are encouraging the

Read and answers-1 Coursework Example | Topics and Well Written Essays - 250 words

Read and answers-1 - Coursework Example Stuxnet can also be attributed to the destruction of a fifth of Iran’s nuclear centrifuges (Loudon, 2). Stuxnet is feared because when it attacks the industrial system of a company, it takes control of the critical operations such as alarms, pumps and motors. It can lead to nuclear malfunction and even explosions. In most cases of a malware attack, industries collapse and the security details of a country compromised. For Stuxnet to be effective, a person is needed to help spread the malware to the targeted computer. An infected USB flash drive is introduced to the computer. Once the malware is in the computer system, it scans for Siemens Step7 software  that controls the PLC. The presence of a person with the motive to spread the malware is, therefore, necessary. Neither Iran nor American spectators view Stuxnet as an act of war. If it were to be considered an act of war, one of the countries would be immune to the effects of Stuxnet. Instead, various countries have been significantly affected and are at risk of more attacks. Even if the powerful nations have the ability to launch the attack, they do not have the ability to protect themselves from any malware that affects their

Civil Disobedience Essay Example for Free

Civil Disobedience Essay Based on the writings of Henry David Thoreau it is very relevant that he is very opposed to government involvement of any kind. He doesn’t believe that the government should be involved in everyday life. Thoreau doesn’t understand the point of having a government system that will be useful to everyone and not just a select few. Thoreau proceeds to explain his many reasons as to why the â€Å"government is best [when it] governs [the] least.† He thought people should stand up to the very ones that made society so corrupt and weak. Thoreau believes the government puts personal selfish interests on a pedestal. Thoreau’s opening statement set the tone for his entire essay. He begins his essay by saying that the government, so far, has rarely proven to be useful. He believes that the power the government has derived from the majority rather than the few. This is mainly because the majority is the strongest group not because their viewpoint is right but because they have many in numbers. He then continues to express the fact that many people do what they believe is right and not to just follow the law created by the majority. He insists that people should do away with the law all together when the legal system becomes unjust. Thoreau then states that the United States is a perfect example of an unjust government. He believes that is because of the fact that they have shown support of slavery and they have participated in the practice of aggressive war. In regards to a man following his first obligation, Thoreau believes that a man isn’t obligated to get rid of the evils of the world, but he is obligated not to take part in these evils. This means that no man should feel the need to participate in an unruly government if he does not choose to do so. Thoreau asks, â€Å"Must the citizen ever for a moment, or in the least degree, resign his conscience to the legislator? Why has every man a conscience, then? I think we should be men first, and subjects afterward.† He is basically stating that it is far more important to develop respect for what is right, rather than a respect for law. Thoreau sets a very powerful and aggressive tone by choosing to open his essay this way. Thoreau doesn’t see the effectiveness of reform within the US government. Thus, he wants his readers to feel the same way. He then says that he is convinced that petitioning and voting for change achieves very little. Thoreau uses a wide variety of examples, some personal, that depict the unjust system that he discusses. By using his own personal experiences, he is allowing the reader to fully understand everything he is trying to depict. He speaks on the fact that during a protest against slavery, he refused to pay the taxes that were issued to him. Because of his refusal to pay the taxes, he spent the night in jail. But, overall his thoughts and opinions dissociated him from the government because he chose not to participate in its institutions. He then states that one can’t see the government for what it really is because one is still working within it. And, in this way they believe that everything is justified because they are a part of the strong majority. He feels that having too much respect for law causes people to do wild things. For example, he believes that the government has turned soldiers into machines for their own personal use making them a shadow of what is real. Thoreau is very passionate and honest about everything that he says. He wants the reader to know exactly where in his heart these words are coming from. He never uses a harsh syntax or diction when writing because he doesnt want to sound angry. Throughout his essay, Thoreau uses an intense appeal to pathos. He mostly uses pathos when he describes a conversation with his cell mate. Thoreau asks his fellow prisoner what he got put in jail for and the man replied saying, they accuse me of burning a barn; but I never done it. Thoreau does this to appeal to the emotion of his readers by showing them that what the government does isnt fair. He also shows this when he says that he has been waiting 3 months for his trial, and he will probably have to wait another 3 months before he actually gets his trial. Thoreau describes the conversation to paint a picture in the minds of his readers, of an innocent man that had to wait a half a year to attempt to prove innocence. The fact that this innocent man was spending his waiting time in jail, draws a lot of sympathy from his readers. Thoreau also uses a great deal of imagery in this essay. When describing his  jail cell, he used the rooms were whitewashed once a month He was doing this to show his audience that his punishment really wasnt as bad as most people thought it would be. Thoreau even said that he viewed his cell almost as if it were an apartment, and the jail house, a city. This supports his idea that jail technically isnt a punishment for those in it. Thoreau, here, is trying to persuade the readers to stand together and revolt against the government because it is their duty to do so. He then goes on to say that neither him, nor his cell mate pose any real threat to society. This makes the reader question his place in jail. If he really wasnt a threat, then why was he locked up? Thoreau is very opinionated about his very broad views of the government. He believes that the government has only lasted this long because people refuse to execute their own will. And, until this happens, no changes will ever be made. Thoreau wishes for a society in which man makes decisions of his own mind and not the mind of those that are trying to suppress the truth. In some aspects Thoreau is right. Some current laws are not honorable. Overall, Thoreau just wants to conform to the laws set in place, but he feels that that phenomenon won’t happen. In his essay, Thoreau makes it very clear of his idea that government is best [when it] governs [the] least. He uses many rhetorical strategies such as imagery, symbolism and pathos as an effort to persuade the readers that the best kind of government is one of laissez-faire. His main ideas were present in his writing. He wanted to show people that a hands-off government is not the best thing for everyone. Because if he was thrown in jail for one night due to the fact he didnt pay poll tax for six years, then why dont people step up and revolt against the government? He wanted the reader to feel empowered by his words so that there could truly be a change in government policies.

Impairment is a physical fact, but disability is a social construction

Impairment is a physical fact, but disability is a social construction Intro This essay will discuss disability as a socially constructed concept, as viewed from a historical viewpoint the first as a physical fact and the second as socially constructed condition. The manner by which this will done is to investigate disability from an historical viewpoint and the socially constructed viewpoint, this will concluded in an evaluation. Oliver (1996) defines impairment as lacking part of or all of a limb, or having a defective limb, organ or mechanism of the body. And disability as the disadvantage of activity (Oliver 1996:22). Barnes (1991) suggests that disability is a recently modern term used to describe a system in which society discriminates by enforcing social restrictions on people with impairments. It would be almost impossible to go back in time and identify when exactly society began to discriminate against people with impairments. Although it has been suggested that societys view of impairment and disability came about as a result of peoples psychological fear of the unknown. As the perception of what is normal is transmitted by accepted values and beliefs through learning and culture from other people in society. (Douglas, 1966) Historians have found evidence from ancient times that suggests different societies generated their own ideological thoughts through out history, about people who suffered impairment. In Israel a 46,000 year old skeleton of a man was found, which showed he was born with an impairment that would have required the support from his society through out his life. This individual had severe impairment and yet his survival was the result of respect from his society (Rudgley, 2000) however not all societies had the same ideological responses to impairment. An excavated burial site (c.100, 000BC) in Turkey demonstrated how an individual with a hunched back was dumped on a rubbish tip, instead of being buried the traditional way as society viewed him as an outcast. (Rudgley, 2000) giving an early example of someone with a physical impairment being isolated from society. It was during the industrialization of 19th century that an extreme policy of exclusion was envisioned by segregating people with impairments from society by placing them in institutions. The term institution is used to describe a number of social organisations that range from hospitals, asylums, workhouses and prisons that use organized long term provision in a residential setting with the emphasis being on care treatment or custody (Jones and Fowles, 1984) Institutions were first established to deal with the problem of mental defectives these were people with learning disabilities and mental illness. As previously Individuals who had severe impairments were taken into small medieval hospitals where the sick or bedridden were kept. The philosophy of these hospitals was religious based, seeking to care than to cure. (Skull, 1984) However this philosophy changed as the institutions were built with the belief that people with learning disabilities could be educated and trained and then let back in to society once rehabilitated. (Race,1995) As prior to industrialisation people with learning disabilities had managed to cope in society by doing simple manual work, as literacy and numeracy were only prerequisites of the higher classes. Until industrialization brought a faster work pace and created a new bourgeoisie based on a persons position in society and their individual attributes, (Hobsbawm 1962) resulting in the social exclusion of people with learning disabilities. (Skull 1979) Therefore capitalism was a way of controlling and giving discipline to individuals who could not obey the rules of new working practices. Therefore to enforce greater control there was a increase in institutions and asylums (Skull, 1979) there was an increasing fear that people with learning disabilities were contributing to the degeneration of society, therefore the regimes within the institutions were in place to contain people than reform them. The reason for people with learning disabilities being segregated from people in society was through the negative image given by labelling that resulted in stigmatisation. As in the first half of the century people classed as learning disabled were labelled idiot (very severe) imbecile (severe) feebleminded (less severe) other derogatory labels used were moron and moral defective. Even at the present time people with learning disabilities are still being stigmatised through labelling, that resulted from the past. As the term mental handicap to classify people with learning disabilities gives the illusion of mental illness, and the term handicap gives an image of a person with a cap in their hand begging and depending on the charity of others. The terms idiot and imbecile are labels still used to describe people in language used today. Indeed it was not the view that people with learning disabilities were a financial burden to society that was seen as a threat, but the way that they b red and spread the ills of society that caused concern for people. As it was believed that people who referred to as feebleminded were the cause of many problems in society such as prostitution, alcoholism and crime. It was this negative image of labelling learning disabilities that would lead the way for the science of eugenics. (Borsay, 2005) It is Francis Galton (1883) who is recognized as being the founding father of eugenics, which was defined as a science of improving inborn human qualities through selective breeding. (Galton, 1883) this meant only the most desirable people in society were allowed to procreate. This idea was to prove popular with social thinkers and politicians of the time and attracted approval from many people in society. Policies were made as a result and one such policy was that sterilizing or segregating people with learning difficulties was much lower than, the higher cost that society would accrue in supporting generations of defectives in the future. (Larson,1995) showing how easy it was for social policy makers to be persuaded into making policies based on welfare costs with little regard on how it would effect people with learning disabilities . (Porter 2000) Even the nazi doctors under Hitlers command committed genocide by measuring disabled peoples lives in term of economic importance. (Burleigh 1994) Medical professionals took part in the operation of the Nazi eugenic programmes (Lifton, 1986) that lead to people with impairments being sterilized against their wishes and resulted in the death of 2000,000 to 275,000 the majority of which had learning disabilities. (burleig 1994) Pfeifler (2000) argues that even at present, the classifications of the medical model in disability still occupy the eugenic agenda (Priestly) As ground breaking advances in science and medicine gave medical professions the power to dictate in the lives of people with impairments. With Genetic screening being seen as favorable in choice and cost effective, as the cost of genetic screening and abortion is cheaper to perform than the long term cost of supporting people with defective impairments. (Vintzileos et al, 1998) The medical model has been highly influential on setting the parameters for how people with impairments were treated by society. As Chernovsky (1997) states that research carried out into intelligence was one way in which psychologists helped maintain the status quo in society, by creating social inequality. This can be seen in the intelligence tests that were used to decide whether an individual was incapable of living in society. These tests made little attempt at assessing an individuals capabilities, by getting the individual to distinguish the difference between a fly and butterfly or how many feathers were on a chicken or how many miles it was to America (National Council for Civil Liberties, 1951; Potts and Fido, 1991) this test made sure that the doctor could certify the individual as being incapable and institutionalise them for not being able to answer. In the second half of the century a transformation came about that changed how society viewed a person with learning disabilities. During the 1950s the effects of war and polio epidemics highlighted the inequalities faced by people with disabilities, this led to the development and campaigning of human and rights movements as well as policies to combat these inequalities, including the European Convention of Human Rights 1950. Sociological studies were carried out and gave evidence to show that people with learning disabilities who had been lock away in institutions away from society, did have intellectual and social capabilities necessary to live in the community and that institution life was blocking this ability. (Race,1995) Tizard and OConnor (1952) discovered from their research that people with learning disabilities living in institutions who had been previously labelled as being unemployable did have the essential skills required to complete a job in a work environment. Clarke and Clarke (1959) found evidence that the environment had an effect on a persons performance, and the poor conditions inside institutions had a bad effect on the people living within them. Goffman coined the term total institutions to describe where people are cut off from the offside world and from family and friends. Procedures involve calling people inmates and humiliating them by removing their personal identity and by using a system of punishments and rewards. As well showing that people behave in accordance to label assigned to them, if people are labelled deviant, they will become deviant, and this in turn reinforces the beliefs up held by society about people with learning disabilities. The studies showed the damaging effects that institutions had on the development of the individual and in the 1960s a number of academic reports were published that detailed findings of research carried out into the conditions of institutions. The most renowned of these was the Report of the Committee of Enquiry into Ely Hospital (Howe Report, 1969). The report described the impoverished and neglected living conditions, as well as lack of privacy that people with learning disabilities suffered from under the custodial regime carried out by staff. Due to public opinion the above reports resulted in a change in the law, the new Mental Health Act (1959) changed the certified term mental deficiency to mental subnormality this meant that most people with learning disabilities who were not being detained for a legitimate reason were free to leave and could return to the community. (Clarke 1983) The introduction of White Paper Better Services for the Mentally Handicapped in 1971 led to a 50% reduction in hospital places by 1991 and led to the provision of local authority-based residential and day care. It also called for an end to custodial methods of care in hospitals and recommended the re-training of hospital staff. In 1979, The Jay Report re-emphasised the need for local authority-led care and, importantly, a service philosophy based on the principles of normalisation. In the 1980s, this was redefined as social role valorisation to include reference to strategies used in the creation, support and defence of valued social roles for people at risk of devaluation (Wolfensberger, 1998). In the UK, the principles of normalisation adopted were those interpreted by OBrien and Tyne (1981) as the five service accomplishments. These have become the developmental goals which organisations then and now strive towards A new philosophy was constructed that emphasised care in the community this change resulted in the closure of all the old asylums. Community care was designed to bring about positive changes, these were governmental values aimed at allowing people with learning disabilities to live on their own, in their neighbourhood with services to support them. The government hoped to develop community based services made up of day centres, supported accommodation, support workers, training and employment, these services were to help people with learning disabilities be included into society. The development of care in the community was result of reforms introduced by the Conservative government

Essay --

Imagine yourself strapped upright in a chair, so tightly that you can move nothing, not even your head. A sort of pad grips your head from behind, forcing you to look straight in front of you. This place is bigger than most of the cells you had been in. But you hardly notice your surroundings. All you notice is that there are two small tables straight in front of you, each covered with green baize. One is only a meter or two from you; the other is further away, near the door. For a moment you're alone; then the door opens and I come in. You asked me once what's in Room 101. I told you that you knew the answer already. Everyone knows it. The thing that's in Room 101 is the worst thing in the world. The door opens again. A guard comes in, carrying something made of wire, a box or basket of some kind. He sets it down on the further table. Because of the position in which I'm standing, you can't see what the thing is. The worst thing in the world varies from individual to individual. It may be burial alive, or death by fire, or by drowning, or by impalement, or fifty other deaths. There are cases where it's some quite trivial thing, not even fatal. You move a little to one side, so that you have a better view of the thing on the table. It's an oblong wire cage with a handle on top for carrying it by. Fixed to the front of it is something that looked like a fencing mask, with the concave side outwards. Although it is three or four meters away from you, you could see that the cage is divided lengthways into two compartments, and that there's some kind of creature in each. They're scorpions. In your case, the worst thing in the world happens to be deathstalker scorpions. A sort of premonitory tremor, a fear of you're not certain what, ha... ...ck panic takes hold of you. You're blind, helpless, mindless. [As didactically as ever:] It was a common punishment in ancient Persia. The mask is closing on your face. The wire brushes your cheek. And then -- no, it's not relief, only hope, a tiny fragment of hope. You're falling backwards, into enormous depths, away from the scorpions. You're still strapped in the chair, but you'd fallen through the floor, through the walls of the building, through the earth, through the oceans, through the atmosphere, into outer space, into the gulfs between the stars -- always away, away, away from the scorpions. You're light-years distant, but I'm still standing at your side. There's still the cold touch of wire against your cheek. But through the darkness that envelopes you, you hear another metallic click, and know that the cage door had clicked shut and not open. Wake up now.

Gold :: Minerals Natural Resources Essays

Gold Gold is a very common mineral that is mined and processed in the United States and all over the world. One of the most common processes used for the mining and processing of gold in the United States is heap leaching. â€Å"The extraction of gold from low grade deposits has been one of the main factors in higher output since the 1970s† using this form of mining (www.pamp.com). Half of all production, in the United States, of low grade minerals comes from heap leaching. It is a low cost, effective process which began at the Placer Development's Cortez open pit in Nevada in 1973 (www.pamp.com). Heap leaching â€Å"recovers gold from sub-grade mine waste or mill tailings.† The â€Å"native gold is taken into solution as gold cyanide and recovered by adsorption and activated carbon† (Halleck 2/19). It is very effective in removing gold from deposits filled with many other minerals as well. The ore removed from the heap leaching is discarded onto open-air leach pads. Cyanide is then sprayed over the ore and sits there for several weeks allowing the cyanide to seep into the deposit. The cyanide extracts the gold from the ore and drips off of the leach pad on which the ore deposit sits. The gold solution runs into the â€Å"pregnant pond† where it is then pumped to the recovery plant. Zinc dust is then added to the solution causing gold and silver to precipitate. This product is then sent to refineries where the gold and silver are separated from each other (www.blm.gov). The use of cyanide is a great environmental hazard. The cyanide affects the area in which it is used as well as the community surrounding the area of the mine. Some examples of cyanide causing hazardous situations are at the Zortman-Landusky Mine in Montana, the Summitville Mine in Colorado, the Kumtor Gold Mine in Kyrgyzstan, Asia, and the Aural Gold Plant in Romania. At the Zortman-Landusky mine 52,000 gallons of cyanide solution drained into the fresh water supply of a nearby town.

Angelique and the burning of montreal Essay

The day was April 10th 1734 and Montreal was on fire. Undoubtedly back then, Montreal was a very different place than it is today; it was a trade and military town of about 2000 people. Canada would still have 100 years before she became a nation and it was a time when Montreal’s social class mirrored that of its indigenous home France. Slavery was very much a part of everyday society and many citizens had slaves of African and Amerindian descent. No one on that day could have possibly foreseen what was to come and the replications it would have for centuries to come. It was an unusually mild Saturday evening and the people who had attended evening prayer were beginning to make their way home. Among them was Thà ©rà ¨se de Couagne, widow of Franà §ois Poulin de Francheville and the owner of Angà ©lique a slave of African American decent who was born in Portugal and later sold into New France. â€Å"At seven the sentry sounded the alarm ‘fire!’†, that evening a devastating fire occurred in Montrà ©al that destroyed a hospital and 45 houses on rue Saint-Paul. Someone was to blame for this catastrophe and it was Angelique. After being tried and convicted of setting fire to her owner’s home, burning much of what is now referred to as Old Montreal, she was hanged. In order to get a stronger understanding of crime and punishment in New-France, one must examine the trial in a much more in depth context. The justice system in 1700 Montreal followed the same rules as its mother country France. In terms of today’s society, the government was far less democratic. The accused had few rights and the evidence was often  faulty or based on word of mouth; torture and severe punishments were often used. In 1734, the various stages of trial, duties of the courts, witnesses, and rights of the accused were regulated by the â€Å"Ordonnance du Roi (1670).† Often the accused had no access to lawyers as they were forbidden in New-France: ARTICLE VIII. The accused, whatever their status may be, will be required to respond in their own words, without the advice of counsel, which will not be given to them, not even following the confrontation, notwithstanding all contrary methods that we abrogate. (1) Also, trials were often held without a jury (2) thus the accused stood alone in front of a judge in order to prove his or her innocence. Undoubtedly, the French law formed a very tight and respected system. The prosecution witnesses were often intimidated by court staff; witnesses for the accused were rarely presented, and â€Å"the future of the accused depended on his or her testimony (3). In many instances, little or no facts were required to be prosecuted. In the case of Angà ©lique, the day after the fire a rumour circulated which accused her and her lover Claude Thibault of setting the fire that destroyed a majority of Montreal (4). The king’s prosecutor relied on this rumour to have the two suspects arrested. At the time, French law allowed a suspect to be arrested based on â€Å"public knowledge (5),† when the community agreed that a suspect was guilty (6): â€Å"The King’s Prosecutor Advises You that according to Public Report, the Fire that occurred in this city on the day of yesterday at around seven in the evening was caused by the Negress, Slave of the widow of Sieur francheville†¦ This considered, Monsieur, may it please you to allow the said King’s Prosecutor to have this investigated, and meanwhile to have arrested and taken to the Royal gaol of this city the said Negress.† (7) In the event of a death sentence, the prosecutor was â€Å"required under the ‘Ordonnance criminelle’ of 1670,† to appeal the sentence in the name of the accused (8). New-France considered the following as crimes: crimes against religion, crimes against morality, crimes against peace, and crimes against public safety (2). Each type of crime had its own form of punishment. The title of Religious crime was only considered if some form of sacrilege took place as well as if there was a direct attack against the  church. A crime against morality would also reflect the nature of the crime; although, the idea of a morally just 1734 citizen varies greatly from a morally just person today. Many were deprived of social pleasures that society â€Å"attached to moral purity, [if one did not exercise a life of â€Å"moral purity†] he or she could be: fined, shamed, sentenced to a life in hiding, or banished from the city and from society† (2). A crime against peace would also often reflect the requirement of retribution. This was done through prison sentences, exile, correctional measures etc. The correctional measures were used to rehabilitate or return the criminal to a â€Å"normal state†. Lastly, crimes against public safety were most well known as â€Å"eye-for-an-eye† retribution. The punishments handed down for such crimes would reflect the nature of the crime and was based on reason as well as on the notion of right and wrong. Crimes against theft were met by a loss of property; however, because those who stole had few riches, capital punishment (death) was used as a means to replace financial retribution. If one murdered another, the penalty was almost always death (usually by hanging). Criminal trials were often a means for retribution for a crime against society (9). When evidence was lacking, the prosecution would ask permission to apply torture prior to a proper judgment. Many examples of harsh punishments (ie: torture) exist: Jean Baptiste Thomas negro and Francois Darles were condemned to be hanged, Charlotte Martin Ondoyà © and Marie Vennes were beaten and castigated with the rod, and Charlotte D’arragon was admonished, Thomas negro having been found guilty of Domestic thievery, Francois Darles of having concealed the items, Charlotte Martin Ondoyà ©, and Marie Vennes guilty of possessing some stolen items of little consequence. This sentence was executed on the 23 of August in Montrà ©al where the crime was committed. (10) Moreover, the most common form of punishment was â€Å"The Boot.†(2) It consisted of four planks of wound tied to the legs of the accused. Two of those planks were placed between the criminal’s legs, and the other two on the outside of the legs. All were bound with rope. A wedge was then pounded between the planks on the inside, causing the plank to spread and the rope  to tighten. The pressure of the wedge would often break the accused legs (sometimes just merely dislocating them). This practice was used as a method of extracting the truth and was excruciatingly painful (10). Torture in New-France was widely used, especially when the accused would not reveal their accomplices (if any) or admit to their guilt (2). In Angà ©lique’s case, upon appeal, â€Å"[she was] sentenced to death, but the manner in which it was to be carried out was softened: she would not have her hand severed and she would be hanged before being burned.† (7) More importantly, she was subjected to torture by the ‘boot'(4) but she never revealed any accomplice, stating that only she had started the fire.(10) Subsequent to her admission, she was executed. In the end, crime in 1734 was not seen lightly and often carried severe punishments. Perhaps fear of such severe punishment, of being arrested based on rumours and faulty evidence was supposed to act as a deterrent. Although evidence of Angelique’s trial such as court documents does exist, the lack of concrete proof of guilt obscures the events and subsequent truth of that night. She was sentenced to prosecution based solely off of rumours and word of mouth, and whether she had a past of destructive and rebellious nature or not, that in no way under a court of law in today’s standards leads one to believe she is or ever was guilty. This, however, has not prohibited her story from becoming almost legend. Many authors and figures in our society today, 200 years later utilize her story as leverage. Angelique is seen as an African American slave activist who stood up against her superiors and common law for the better of humanity. She is also viewed as the perfect example of why the old dark ways of our justice system is faulty and raises questions about the power of government and the danger of whether or not that power can condemn an innocent woman for 200 years without question. Conclusively, because the prosecution at her trial did not meet the burden proof (by today’s standards), it is impossible to know if she truly was guilty. One way or another her trial and story will continue to echo in Canadian history. Bibliography 1. Louis XIV, â€Å"Procedure relative to the interrogation of the accused, in l’Ordonnance †¦ pour les matià ¨res criminelles† (Chez les Associà ©s, 1670). 2. http://www.canadianmysteries.ca/sites/angelique/contexte/lajustice/indexen.html 3. Criminal procedures: Secondat Baron de La Brà ¨de et de Montesqieu, Charles-Louis de, â€Å"Reflections on criminal procedures in England and in France, in De l’esprit des loix † (Amsterdam et Leipsick: Nouvelle à ©dition, revue, corrigà ©e et considà ©rablement augmentà ©e par l’auteur [†¦], Chez Arkstà ©e et Merkus, n.d.), T. 3, L. 29 p. 308-9. 4. http://www.canadianmysteries.ca/sites/angelique/proces/indexen.html 5. Criminal procedure against the accused: Archives nationales du Quà ©bec, Centre de Montrà ©al, Procedure Criminel contre Marie Joseph Angà ©lique negresse — Incendiere, 1734, TL4 S1, 4136, Juridiction royale de Montrà ©al, Deposition of Étienne Volant Radisson, April 14, 1734, 1-4.) 6. Archives nationales du Quà ©bec, Centre de Montrà ©al, Procedure Criminel contre Marie Joseph Angà ©lique negresse — Incendiere, 1734, TL4 S1, 4136, Juridiction royale de Montrà ©al, Request by the King’s prosecutor for the arrest of Angà ©lique and of Claude Thibault, April 11, 1734, 1. 7. http://www.canadianmysteries.ca/sites/angelique/proces/jugementetappel/indexen.html 8. Criminal trial: Diderot, Denis et Jean le Rond d’Alembert, â€Å"The criminal trial, in l’Encyclopà ©die, ou Dictionnaire Raisonnà © des Sciences, des Arts et des Mà ©tiers † (Paris: Briasson et autres, n.d.), tome XIII, page 405. 9. Examples of punishment: France. Archives nationales, Fonds des Colonies. Sà ©rie C11A. Correspondance gà ©nà ©rale, Canada, vol 64, fol. 12-15v, Hocquart, Gilles, Letter to the Ministre de la Marine, October 1, 1735, 10. Admission of guilt Germain, Jean-Claude, â€Å"The Life and Times of Montrà ©al† (Montrà ©al: Stankà ©, 1994), tome I, pages 284-28. 4 . Relying on the â€Å"Ordonnance criminelle† of 1670, the king’s prosecutor had an arrest warrant issued against Angà ©lique based solely on this public rumour.† (http://www.canadianmysteries.ca/sites/angelique/proces/indexen.html)

Death of a Salesman Critical insights Essay

In a 2003 interview with his biographer, Christopher Bigsby, about the inherent structure of his plays, Arthur Miller explained, â€Å"It’s all about the language† (Bigsby, â€Å"Miller†). Miller’s declaration about the centrality of language in the creation of drama came at the end of his almost seventy-year career. He had completed his final play, Finishing the Picture, and a little more than a year later, he became ill and subsequently died in February 2005. Thus Miller’s statement can be seen as a final avowal about how language operates in dramatic dialogue, a concern that had obsessed him since the start of his career when he wrote his first play, No Villain, at the University of Michigan in 1935. Despite Miller’s proclamation, not enough critical attention has been paid to the sophisticated use of language that pervades his dialogue. Throughout his career, Miller often was subject to reviews in which critics mostly excoriated him for what they judged as a failed use of language in his plays. For example, in the Nation review of the original production of Death of a Salesman in 1949, Joseph Wood Krutch criticized the play for â€Å"its failure to go beyond literal meaning and its undistinguished dialogue. Unlike Tennessee Williams, Miller does not have a unique sensibility, new insight, fresh imagination or a gift for language† (283-84). In 1964, Richard Gilman judged that After the Fall lacks structural focus and contains vague rhetoric. He concluded that Miller’s â€Å"verbal inadequacy [has] never been more flagrantly exhibited† (6). John Simon’s New York review of the 1994 Broadway production of Broken Glass opined that â€Å"Miller†™s ultimate failure is his language: Tone-deafness in a playwright is only a shade less bad than in a composer.† In a June 2009 review of Christopher Bigsby’s authorized biography of Miller, Terry Teachout judged that Miller â€Å"too often made the mistake of using florid, pseudo-poetic language† (72). These reviews illustrate how, as a language stylist, Arthur Miller was underappreciated, too often overshadowed by his contemporary Tennessee Williams, whose major strength as a dramatist for many critics lies in the â€Å"lyricism† of his plays. As Arthur K. Oberg pointed out, â€Å"In the established image, Miller’s art is masculine and craggy; Williams’, poetic and delicate† (303). Because Miller has so often been pigeonholed as a â€Å"social† dramatist, most of the criticism of his work focuses on the cultural relevance of his plays and ignores detailed discussions of his language–especially of its poetic elements. Most critics are content to regard his dialogue as â€Å"colloquial,† judging that Miller best used what Leonard Moss described as â€Å"the common man’s language† (52) to reflect the social concerns of his characters. The assumption is often made that the manufacturers, salesmen, Puritan farmers, dockwork ers, housewives, policemen, doctors, lawyers, executives, and bankers who compose the bulk of Miller’s characters speak a realistic prose dialogue–a style that is implicitly antithetical to poetic language. This prevailing opinion of Miller as a dramatist who merely uses the common man’s language has been reinforced largely by a lack of in-depth critical analyses of how figurative language works in his canon. In his November 1998 review of the Chicago run of the fiftieth anniversary production of Death of a Salesman, Ben Brantley noted that, â€Å"as recent Miller scholarship has suggested again and again, the play’s images and rhythms have the patterns of poetry† (E3). In reality, though, relatively few critics have thoroughly examined this aspect not only of Salesman but also of Miller’s entire dramatic canon.1 Thomas M. Tammaro judges â€Å"that critical attention to Miller’s drama has been lured from textual analysis to such non-textual concerns as biography and Miller as a social dramatist† (10).2 Moreover, classroom discussions of Miller’s masterpieces Death of a Salesman and The Crucible (1953) mostly focus on these biographical an d social concerns in addition to characterization and thematic issues but rarely discuss language and dialogue. Five years after his passing, it is time to recognize that Arthur Miller created a unique dramatic idiom that undoubtedly marks him as significant language stylist within twentieth- and twenty-first-century  American and world drama. More readers and critics should see his dialogue not exclusively as prose but also as poetry, what Gordon W. Couchman has called Miller’s â€Å"rare gift for the poetic in the colloquial† (206). Although Miller seems to work mostly in a form of colloquial prose, there are many moments in his plays when the dialogue clearly elevates to poetry. Miller often takes what appear to be the colloquialisms, clichà ©s, and idioms of the common man’s language and reveals them as poetic language, especially by shifting words from their denotative to connotative meanings. Moreover, he significantly employs the figurative devices of metaphor, symbol, and imagery to give poetic significance to prose dialect. In addition, in many texts Miller embeds series of metaphors–many are extended–that possess particular connotations within the societies of the individual plays. Most important, these figurative devices significantly support the tragic conflicts and social themes that are the focus of every Miller play. By deftly mixing these figurative devices of symbolism, imagery, and metaphor with colloquial prose dialogue, Miller combines prose and poetry to create a unique d ramatic idiom. Most critics, readers, and audiences seem to overlook this aspect of Miller’s work: the poetry is in the prose and the prose is in the poetry. Indeed, poetic elements pervade most of Miller’s plays. For example, in All My Sons, religious allusions, symbols, and images place the themes of sacrifice and redemption in a Christian context. In Death of a Salesman, the extended metaphors of sports and trees convey Willy Loman’s struggle to achieve the American Dream. In The Crucible, the poetic language illustrates the conflicts that polarize the Salem community as a series of opposing images–heat and cold, white and black, light and dark, soft and hard–signify the Salemites’ dualistic view of the world. In A View from the Bridge, metaphors of purity and innocence give mythic importance to Eddie Carbone’s sexual, psychological, and moral struggles. After the Fall uses extended metaphors of childhood and religion to support Quentin’s psychological quest for redemption. The Ride Down Mt. Morgan connects metaphors of transportation and travel to Lyman Felt’s literal and figurat ive fall, and Broken Glass uses images of mirrors and glass to relate  the world of the European Jew at the beginning of the Holocaust to Sylvia and Phillip Gellburg’s shattered sexual world. That most critics continue to fail to recognize Miller’s sophisticated use of poetic elements is striking, for it is this very facility for which many other playwrights are praised, and the history of drama is intimately intertwined with the history of poetry. For most of Western dramatic history, plays were written in verse: the ancient Greek playwrights of the fifth century b.c.e. composed their tragedies in a verse frequently accompanied by music; the rhyming couplets of the Everyman dramatist were the de rigueur medieval form; and English Renaissance plays were poetic masterpieces. Shakespeare’s supremacy as a dramatist lies in his adaptation of the early modern English language into a dramatic dialogue that combines prose and poetry. For example, Hamlet’s â€Å"quintessence of dust† speech is lyrical prose. In the twentieth century, critics praised the verse plays of T. S. Eliot, Maxwell Anderson, Christopher Isherwood, and W. H. Auden. Even more baffling about this critical neglect is that Miller readily acknowledged his attraction to poetry and dramatic verse. His views on language, particularly poetic language, are evident in the prodigious number of essays he produced throughout his career. Criticism has mostly ignored this large body of nonfiction writing in which Miller frequently expounds on the nature of language and dialogue, the tension between realistic prose and poetic language in twentieth-century drama, and the complex evolution of poetic language throughout his plays.3 For example, in his 1993 essay â€Å"About Theatre Language† he writes: It was inevitable that I had to confront the problem of dramatic language. . . .I gradually came to wonder if the essential pressure toward poetic dramatic language–if not of stylization itself–came from the inclusion of society as a major element in the play’s story or vision. Manifestly, prose realism was the language of the individual and private life, poetry the language of man in crowds, in society. Put another way, prose is the language of family relations; it is the inclusion of the larger world beyond that naturally opens a play to the poetic. . . . How to find a style that would at one and the same time deeply engage an American audience, which insisted on a recognizable reality of characters, locales, and themes, while opening the stage to considerations of public morality and the mythic social fates–in short, the invisible? (82) * * * Miller’s attraction to poetic dramatic dialogue can be traced back to his development as a playwright, particularly his time as a student at the University of Michigan in the mid-1930s and the early years of his great successes in the 1940s and 1950s, when his views on dramatic form, structure, aesthetics, and language were evolving. Miller knew little about the theater when he arrived in Ann Arbor from his home in Brooklyn, but during these formative college years, he became aware of German expressionism, and he read August Strindberg and Henrik Ibsen, whom he often acknowledged as major influences on him. Christopher Bigsby has pointed out that Miller always remembered the effect that reading Greek and Elizabethan playwrights at college had on him (Critical Study 419). However, Miller was markedly affected by the social-protest work of Clifford Odets. In his autobiography, Timebends (1987), Miller describes how Odets’s 1930s plays Waiting for Lefty (1935), Awake and S ing (1935), and Golden Boy (1937) had â€Å"sprung forth a new phenomenon, a leftist challenge to the system, the poet suddenly leaping onto the stage and disposing of middle-class gentility, screaming and yelling and cursing like somebody off the Manhattan streets† (229). Most important for Miller, Odets brought to American drama a concern for language: â€Å"For the very first time in America, language itself had marked a playwright as unique† (229). To Miller, Odets was â€Å"The only poet, I thought, not only in the social protest theater, but in all of New York† (212). After Miller won his first Avery Hopwood Award at Michigan, he was sent to Professor Kenneth Rowe, whose chief contribution to Miller’s development was cultivating his interest in the dynamics of play construction. Odets and Rowe clearly were considerably strong influences on Miller as he developed  his concern with language and his form broke out of what he termed the â€Å"dusty naturalistic habit † (Timebends 228) of Broadway, but other influences would also compel him to write dramatic verse. The work of Thornton Wilder, particularly Our Town (1938), spoke to him, and in Timebends Miller acknowledges that Our Town was the nearest of the 1930s plays in â€Å"reaching for lyricism† (229). Tennessee Williams is another playwright whom Miller frequently credited with influencing his art and the craft of his language. He credited the newness of The Glass Menagerie (1944) to the play’s â€Å"poetic lift† (Timebends 244) and was particularly struck b y A Streetcar Named Desire (1947), proclaiming that Williams had given him license to speak in dramatic language â€Å"at full throat† (Timebends 182). Moreover, Miller practiced what he had learned and espoused. In fact, he reported that when he was first beginning his career he was â€Å"up to [his] neck† in writing many of his full-length and radio plays in verse (â€Å"Interview† 98). When he graduated from Michigan and started his work with the Federal Theatre Project in 1938, he wrote The Golden Years, a verse play about Montezuma. In a letter to Professor Rowe, he reported that he found writing verse much easier than writing prose: â€Å"I made the discovery that in verse you are forced to be brief and to the point. Verse squeezes out fat and you’re left with the real meaning of the language† (Bigsby, Arthur Miller 155). Also, he explained that much of Death of a Salesman and all of The Crucible were originally written in verse; the one-act version of A View from the Bridge (1955) was written in an intriguing mixture of verse and prose, and Miller regretted his failure to do the same in The America n Clock (1980) (Bigsby, Critical Introduction 136). However, Miller found an American theater hostile to the poetic form. Miller himself pointed out that the United States had no tradition of dramatic verse (â€Å"Interview† 98) as compared to Europe. In the 1930s, Maxwell Anderson was one of the few American playwrights incorporating blank verse into his plays, and the English theater witnessed some interest in poetic drama in the 1940s and 1950s, most notably with Christopher Fry and T. S. Eliot. In reality, dramatic verse had been in sharp decline since the late nineteenth century, when the realistic prose dialogue used by Henrik Ibsen in Norway  was adopted by George Bernard Shaw in England and then later employed by Eugene O’Neill in the United States. Miller also judged that American actors had difficulty speaking the verse line (â€Å"Interview† 98). Further, Miller came of age at a time when American audiences were demanding realism, the musical comedy was gaining in dominance, and commercial Broadway pr oducers were disinterested in verse drama. Christopher Bigsby has pointed out that Miller was â€Å"in his own mind, an essentially poetic, deeply metaphoric writer who had found himself in a theater resistant to such, particularly on Broadway, which he continued to think of as his natural home, despite its many deficiencies† (Critical Study 358). Struggling with how to accept this reality, Miller accommodated his natural inclination to verse by developing a dramatic idiom that reconciled his poetic urge with the realism demanded by the aesthetics of the American stage. Thus he infused poetic language into his prose dialogue. * * * Let’s examine how some of these poetic devices–symbolism, imagery, and metaphor– operate in Miller’s masterpiece, Death of a Salesman. From the outset of the play, Miller makes trees and sports into metaphors signifying Willy Loman’s struggle to achieve the American Dream within the competitive American business world. Trees symbolize Willy’s dreams, sports the competition for economic success.4 Miller sustains these metaphors throughout the entire text with images of boxing, burning, wood, nature, and fighting to make them into crucial unifying structures. In addition, Miller’s predilection for juxtaposing the literal and figurative meanings of words is particularly evident in Salesman as the abstract concepts of competition and dreaming are vivified by concrete objects and actions such as boxing, fists, lumber, and ashes. Trees are an excellent illustration of how Miller uses literal and figurative meanings. Two references in act 1, scene 1, immediately establish their importance in the play. When Willy unexpectedly arrives home, he explains that he was unable to drive to Portland for his sales call because he kept  becoming absorbed in the countryside scenery, where â€Å"the trees are so thick, and the sun is warm† (14). Although these trees merely seem to distract Willy from driving, he also indicates their connection to dreaming. He tells Linda: â€Å"I absolutely forgot I was driving. If I’d’ve gone the other way over the white line I might’ve killed somebody. So I went on again–and five minutes later I’m dreamin’ again† (14). Willy’s inability to concentrate on driving indicates an emotional conflict larger than mere daydreaming. The play reveals how Willy often exists in dreams rather than reality–dreams of being well liked , of success for his son Biff, of his â€Å"imaginings.† All of these dreams intimately connect to Willy’s confrontation with his failure to achieve the tangible aspects of the American Dream. He is a traveling salesman, and his inability to drive symbolizes his inability to sell, which guarantees that he will fail in the competition to be a â€Å"hot-shot salesman.† The action of the play depicts the last day of Willy’s life and how Willy is increasingly escaping the reality of his failure in reveries of the past, to the point where he often cannot differentiate between reality and illusion. The repetition of the mention of trees in Willy’s second speech in scene 1 cements the importance of trees in the play as a metaphor for these dreams. He complains to Linda about the apartment houses surrounding the Loman home: â€Å"They should’ve had a law against apartment houses. Remember those two beautiful elm trees out there? When Biff and I hung the swing between them?† (17). However, these trees are not the trees of the real time of the play; rather, they exist in Willy’s past and, more important, in the â€Å"imaginings† of his mind, the place where the more important dramatic action of the play takes place. Miller’s working title for Death of a Salesman was â€Å"The Inside of His Head,† and certainly Willy’s longing for the trees of the past illustrates how dreaming works in his mind. Throughout the entire play, trees–and all the other images connected to them–are complicated symbols of an idyllic past for which Willy longs in his dreams, a world where Biff and Hap are young, where Willy can believe himself a hot-shot salesman, where Brooklyn seems an unspoiled wilderness. The irony is that, in reality, the past was not as idyllic as Willy recalls, and the play gradually unfolds the reality of  Willy’s failures. The metaphor of trees also supports Willy’s unresolved struggle with his son Biff. Willy’s memory of Biff and himself hanging a hammock between the elms is ironic as the two beautiful trees’ absence in the present symbolizes Willy’s failed dreams for Biff. Throughout the play, Miller significantly expands upon the figurative meaning of trees. For example, in act 1, scene 4, Willy responds to Hap’s claims that he will retire Willy for life by remarking: You’ll retire me for life on seventy goddam dollars a week? And your women and your car and your apartment, and you’ll retire me for life! Christ’s sake I couldn’t get past Yonkers today! Where are you guys, where are you? The woods are burning! I can’t drive a car! (41) Willy’s warning that â€Å"the woods are burning† extends the tree metaphor by introducing an important sense of destruction to the trees of Willy’s idyllic world of the past. Since the trees are so identified with Willy’s dreams, the image implies that his dreams are burning too–his dreams for himself as a successful salesman and his dreams for Biff and Hap. The images of burning and destruction are crucial in the play, especially when Linda reveals Willy’s suicide attempts–his own form of destruction, which he enacts at play’s end. We realize that since Willy is so associated with his dreams, he will die when they burn. In fact, Willy repeats this same exact line in act 2 when he arrives at Frank’s Chop House and announces his firing to Hap and Biff. He says: â€Å"I’m not interested in stories about the past or any crap of that kind because the woods are burning, boys, you understand? There’s a big blaze going on all around. I was fired today† (107). This line not only repeats Willy’s warning cry from act 1 but also foreshadows Biff’s climactic plea to Willy to â€Å"take that phony dream and burn it† (133). The burning metaphor–now ironic–also appears in Willy’s imagining in the Boston hotel room. As Willy continues to ignore Biff’s knock on the door, the woman says, â€Å"Maybe the hotel’s on fire.† Willy replies, â€Å"It’s a mistake, there’s no fire† (116). Of course, nothing is threatened by a literal fire–only by the figurative blaze inside Willy’s head. Once aware of how tree images operate in the play, a reader (or keen theatergoer) can note the cacophony of other references that sustain the metaphor in other scenes. For example, Willy wants Biff to help trim the tree branch that threatens to fall on the Loman house; Biff and Hap steal lumber; Willy plaintively remembers his father carving flutes; Willy tells Ben that Biff can â€Å"fell trees†; Willy mocks Biff for wanting to be a carpenter and similarly mocks Charley and his son Bernard because they â€Å"can’t hammer a nail†; Ben buys timberland in Alaska; Biff burns his sneakers in the furnace; Willy speculates about his need for a â€Å"little lumber† (72) to build a guest house for the boys when they get married; Willy is proud of weathering a twenty-five-year mortgage with â€Å"all the cement, the lumber† (74) he has put into the house; Willy explains to Ben that â€Å"I am building something with this firm,† something â€Å"you ca n’t feel . . . with your hand like timber† (86). Finally, there are â€Å"the leaves of day appearing over everything† in the graveyard in â€Å"Requiem† (136). Miller similarly uses boxing in literal and figurative ways throughout the play. In act 1, scene 2, Biff suggests to Hap that they buy a ranch to â€Å"use our muscles. Men built like we are should be working out in the open† (24). Hap responds to Biff with the first sports reference in the text: â€Å"That’s what I dream about, Biff. Sometimes I want to just rip my clothes off in the middle of the store and outbox that goddam merchandise manager. I mean I can outbox, outrun, and outlift anybody in that store† (24). As an athlete, Biff, it seems, should introduce the sports metaphor, but, ironically, the sport with which he is identified–football–is not used in any extensive metaphoric way in the play.5 Instead, boxing becomes the extended sports metaphor of the text, and it is not introduced by Biff but rather by Hap, who reinforces it throughout the play to show how Willy has prepared him and Biff only for physical competition, not business or eco nomic competition. Thus Hap expresses his frustration at being a second-rate worker by stressing his physical superiority over his managers. Unable to win in economic competition, he longs to beat his coworkers in a physical match, and it is this contrast between economic and physical competition that intensifies the dramatic interplay between the literal and the figurative language of the play. In fact, the very competitiveness of the American economic system in which Willy and Hap work, and that Biff hates, is consistently put on physical terms in the play. A failure in the competitive workplace, Hap uses the metaphor of physical competition–boxing man to man–yet the play details how Hap was considered less physically impressive than Biff when the two were boys. As an adult, Hap competes in the only physical competition he can win–sex. He even uses the imagery of rivalry when talking about his sexual conquests of the store managers’ girlfriends: â€Å"Maybe I just have an overdeveloped sense of competition or something† (25). Perhaps knowing that they cannot win, the Lomans resort to a significant amount of cheating in competition: Willy condones Biff’s theft of a football, Biff cheats on his exams, Hap takes bribes, and Willy cheats on Linda. All of this cheating signifies the Lomans’ moral failings as well. The boxing metaphor also illustrates the contrast between Biff and Hap. Boxing as a sports metaphor is quite different from the expected football metaphor: a boxer relies completely on personal physical strength while fighting a single opponent, whereas in football, a team sport, the players rely on group effort and group tactics. Thus the difference between Biff and Hap–Hap as evoker of the boxing metaphor and Biff as a player of a team sport–is emphasized throughout the text. Moreover, the action of the play relies on the clash of dreams between Biff and Willy. Biff is Willy’s favorite son, and Willy’s own dreams and disappointments are tied to him. Yet Hap, the second-rate son, the second-rate physical specimen, the second-rate worker, is the son who is most like Willy in profession, braggadocio, and sexual swagger. Ultimately, at the play’s end, in â€Å"Requiem,† the boxing metaphor ironically points out Hap’s significance as the actual competitor for Willy’s dream, for he decides to stay in the city because Willy â€Å"fought it out here and this is where I’m gonna win it for him† (139). Biff’s boxing contrasts sharply with Hap’s. For example, Biff ironically performs a literal boxing competition with Ben, which juxtaposes with the figurative competition of the play. The boxing reinforces the emphasis that  has been placed on Biff as the most physically prepared â€Å"specimen† of the boys. Yet Biff is defeated by Ben; in reality he is ill prepared to fight a boxing match because it is a man-to-man competition, unlike football, the team sport at which he excelled. He is especially ill prepared for Uncle Ben’s kind of boxing match because it is not a fair match conducted on a level playing field. As Ben says: â€Å"Never fight fair with a stranger, boy. You’ll never get out of the jungle that way† (49). Thus the literal act of boxing possesses figurative significance. Willy has not conditioned Biff (or, by extension, Hap) for any fight–fair or unfair–in the larger figurative â€Å"jungle† of the play: th e workplace of the American economic system. Willy, too, uses a significant amount of boxing imagery, much of it quite violent. In the first imagining in act 1, Biff asks Willy about his recent sales trip, â€Å"Did you knock them dead, Pop?† and Willy responds, â€Å"Knocked ’em cold in Providence, slaughtered ’em in Boston† (33); when he relates to Linda how another salesman at F. H. Stewarts insulted him, Willy claims he â€Å"cracked him right across the face† (37), the same physical threat that he will later make against Charley in act 2 on the day of the Ebbets Field game. Willy wants to box Charley, challenging him, â€Å"Put up your hands. Goddam you, put up your hands† (68). Willy also says, â€Å"I’m gonna knock Howard for a loop† (74). Willy uses these violent physical terms against men he perceives as challengers and competitors. As with the tree metaphor, this one is sustained throughout the scenes with a plethora of boxing references: a punching bag is inscribed with Gene Tunney’s name; Hap challenges Bernard to box; Willy explains to Linda that the boys gathered in the cellar obey Biff because, â€Å"Well, that’s the training, the training†; Biff feebly attempts to box with Uncle Ben; Bernard remarks to Willy that Biff â€Å"never trained himself for anything† (92); Charley cheers on his son with a â€Å"Knock ’em dead, Bernard† (95) as Bernard leaves to argue a case in front of the Supreme Court; Willy, expressing to Bernard his frustration that Biff has done nothing with his life, says, â€Å"Why did he lay down?† (93). This last boxing reference, associated with taking a dive, is a remarkably imagistic way of describing how Biff initially cut down his life out of spite after discovering Willy’s infidelity. * * * Miller also uses images, symbols, and metaphors as central or unifying devices by employing repetition and recurrence–one of the central tenets of so-called cluster criticism, which was pioneered in the 1930s and 1940s.6 In short, cluster criticism argues that the deliberate repetition of words, images, symbols, and metaphors contributes to the unity of the work just as significantly as do plot, character, and theme. These clusters of words can operate both literally and figuratively in a text–as I. A. Richards notes in The Philosophy of Rhetoric–and, therefore, contribute significantly to the overall aesthetic and thematic impact. For example, in Arthur Miller, Dramatist, Edward Murray traces word repetition in The Crucible, examining how Miller, â€Å"in a very subtle manner, uses key words to knit together the texture of action and theme.† He notes, for example, the recurrent use of the word â€Å"soft† in the text (64). My own previous work on T he Crucible has examined how the tenfold repetition of the word â€Å"weight† supports one of the play’s crucial themes: how an individual’s struggle for truth often conflicts with society. Let’s examine an intriguing example of word repetition from Death of a Salesman.7 The words â€Å"paint† and â€Å"painting† appear five significant times in the play. The first is a literal use: at the end of act 1, Willy tells Biff during their argument, â€Å"If you get tired of hanging around tomorrow, paint the ceiling I put up in the living room† (45). This line echoes Willy’s previous mockery of Charley for not knowing how to put up a ceiling: â€Å"A man who can’t handle tools is not a man† (30). In both instances, Willy is asserting his superiority on the basis of his physical prowess, a point that is consistently emphasized in the play. The second time â€Å"paint† appears is in act 2, when Biff and Hap abandon Willy in Frank’s Chop House to leave with Letta and Miss Forsythe. Hap says to Letta: â€Å"No, that’s not my father. He’s just a guy. Come on, we’ll catch Biff, and honey we’re going to paint this town!† (91). Of course in this  line Miller uses the clichà © â€Å"Paint the town red† for its well-known meaning of having a wild night of partying and dissolution–although it is notable that Miller uses a truncated form of the phrase. Nevertheless, here the clichà © takes on new significance in the context of the play. Willy defines masculinity by painting a ceiling, but Hap defines it by painting the town with sexual debauchery and revelry, lording his physical superiority and his sexual conquests over other men. The third, fourth, and fifth repetitions occur in act 2 during the imagining in the hotel room when Biff discovers Willy with the woman. When the woman comes out of the bathroom, Willy says: â€Å"Ah–you better go back to your room. They must be finished painting by now. They’re painting her room so I let her take a shower here† (119). When she leaves, Willy attempts to convince Biff that â€Å"she lives down the hall–they’re painting. You don’t imagine–† (120). Here, painting is simultaneously literal and metaphorical because of its previous usage in the play–but with a high degree of irony. Willy’s feeble explanation that Miss Francis’s room is literally being painted is a cover-up for the reality that Willy himself has painted the town in Boston. Biff discovers that Willy’s manhood is defined by sexual infidelity–ultimately defining him as a â€Å"phony little fake.† * * * Another relatively unexplored aspect of Miller’s language is the names of his characters. Miller chooses his characters’ names for their metaphorical associations in most of his dramatic canon. Justin Kaplan and Anne Bernays’s 1997 text The Language of Names revived some interest in this technique, which is known as literary onomastics and is considered a somewhat minor part of contemporary literary criticism. Kaplan and Bernays examine the connotative value of names that function in texts as â€Å"symbolic, metaphoric, or allegorical discourse† (175). Although some scholars have discussed the use of this technique in individual Miller plays, most readers familiar with the body of Miller’s work notice how consistently he chooses the names of his characters to create symbols, irony, and points of contrast. For example, readers and critics who are familiar only with Death of a Salesman among Miller’s works have long noted that Willy’s last name literally marks him as a â€Å"low man,† although Miller himself chuckled at the overemphasis placed on this pun. He actually derived the name from a movie he had seen, The Testament of Dr. Mabuse, in which a completely mad character at the end of the film screams, â€Å"Lohman, Lohman, get me Lohman† (Timebends 177-79). To Miller, the man’s cry signified the hysteria he wanted to create in his salesman, Willy Loman. Many critics also have noted the significance of the name of Dave â€Å"Singleman,† the eighty-year-old salesman who stands alone as Willy’s ideal. Despite Miller’s consistent downplaying in interviews of the significance of his characters’ names, an examination of his technique reveals how extensively he connects his characters’ names to the larger social issues at the core of every play. For example, the last name of All My Sons’ Joe Keller, who manufactures faulty airplane parts and is indirectly responsible for the deaths of twenty-one pilots, resembles â€Å"killer.† In previous work on the play, I have noted the comparison of the Kellers to the Holy Family, and how, therefore, the names of Joe and his son, Chris, take on religious significance. Susan C. W. Abbotson has noted how the first name of The Ride Down Mt. Morgan’s Lyman Felt suggests the lying he has lived out. She also has analyzed the similarities between Loman and Lyman, and has argued that Lyman is a kind of alter ego to Willy some forty years later. Frank Ardolino has also examined how Miller employs Egyptian mytholog y in naming and depicting Hap (â€Å"Mythological†). An intriguing feature of Miller’s use of names is his repetition of the same name, or form of the same name, in his plays. It is striking how in Salesman Miller uses the name â€Å"Frank,† or variations of it, five times for five different characters, a highly unusual occurrence.8 In act 1, during Willy’s first imagining, when Linda complains to Biff that there is a cellar full of boys in the Loman house who do not know what to do with themselves, Frank is one of the boys whom Biff gets to clean up the furnace room. Not long after, at the end of the imagining, Frank is the name of the mechanic who fixes the carburetor of Willy’s Chevrolet. In act 2, in the moving scene in which  Howard effectively fires Willy and Willy is left alone in the office, Willy cries out three times for â€Å"Frank,† apparently Howard’s father and the original owner of the company, who, Willy claims, asked Willy to â€Å"name† Howard. Willy also meets the bo ys in Frank’s Chop House and, in the crucial discovery scene in the Boston hotel room, Willy introduces the woman to Biff as Miss Francis, â€Å"Frank† often being a nickname for Francis. There are significant figurative uses of â€Å"Frank† too, for, although the word means â€Å"honest† or â€Å"candid,† all of the Franks in Salesman are clearly associated with work that is not completely honest. Biff uses the boy Frank and his companions to clean the furnace room and hang up the wash–chores that he should be doing himself. Willy somewhat questions the repair job that the mechanic Frank does on â€Å"that goddam Chevrolet.† Despite Willy’s idolizing of his boss, Frank Wagner, Linda indicates that Frank, perhaps, promised Willy a partnership as a member of the firm, a promise that kept Willy from joining Ben in Alaska and that was never made good on by either Frank or his son, Howard. Miss Francis promises to put Willy through to the buyers in exchange for stockings and her sexual favors, but it is uncertain whether she holds up her end of the deal, since Willy certainly has never been a â€Å"hot-shot† salesman. And, of course, Frank’s Chop House is the place where Stanley tells Hap that the boss, presumably Frank, is going crazy over the â€Å"leak in the cash register.† Thus Miller clearly uses the name Frank with a high degree of irony, an important aspect of his use of figurative language in his canon. Of course, all this business dishonesty emphasizes how Salesman challenges the integrity of the American work ethic. Miller’s careful selection of names shows that he perhaps considered the names of his characters as part of each play’s network of figurative language. As Kaplan and Bernays note, â€Å"Names of characters . . . convey what their creators may already know and feel about them and how they want their readers to respond† (174). Thus, in his choice of names, Arthur Miller may very well be manipulating his audience before the curtain rises, as they sit and read the cast of characters in their playbills. Finally, being aware of Miller’s use of poetic language is crucial for  however we encounter his plays–as readers who analyze drama as text or as audience members in tune with the sound of the dialogue. It is, indeed, â€Å"all about the language†Ã¢â‚¬â€œthe language we read in the text and the language we hear on the stage. Notes 1. Although some critics have examined Miller’s colloquial prose, only a few have conducted studies of how poetic devices work in his dialogue. Leonard Moss, in his book-length study Arthur Miller, analyzes Miller’s language in a chapter on Death of a Salesman, a section of which is titled â€Å"Verbal and Symbolic Technique.† In an article titled â€Å"Death of a Salesman and Arthur Miller’s Search for Style,† Arthur K. Oberg considers Miller’s struggle with establishing a dramatic idiom. Oberg judges that Miller ultimately â€Å"arrives at something that approaches an American idiom to the extent that it exposes a colloquialism characterized by unusual image, spurious lyricism, and close-ended clichà ©Ã¢â‚¬  (305). He concludes that â€Å"the play’s text, although far from `bad poetry,’ tellingly moves toward the status of poetry without ever getting there† (310-11). My 2002 work A Language Study of Arthur Millerâ₠¬â„¢s Plays: The Poetic in the Colloquial traces Miller’s consistent use of figurative language from All My Sons to Broken Glass. In other studies discussing individual plays, some critics have noted poetic nuances in Miller’s language. In â€Å"Setting, Language, and the Force of Evil in The Crucible,† Penelope Curtis maintains that the language of the play is marked by what she calls â€Å"half-metaphor† (69), which Miller employs to suggest the play’s themes. In an article published in Notes on Contemporary Literature, John D. Engle explains the metaphor of law used by the lawyer Quentin in After the Fall. Lawrence Rosinger, in a brief Explicator article, traces the metaphors of royalty that appear in Death of a Salesman. 2. Thomas M. Tammaro also points out that the diminished prestige of language studies since the height of New Criticism may account for the lack of a sustained examination of imagery and symbolism in Miller’s work. Moreover, Tammaro notes that Miller’s plays were not subjected to New Critical theory  even when language studies were prominent (10). In his new authorized biography Arthur Miller: 1915-1962, Christopher Bigsby clearly recognizes Miller’s attempts to write verse drama, but this work is largely a critical biography and cultural study, not a close textual analysis. 3. Most notable among these works are the following: â€Å"The Family in Modern Drama,† which first appeared in The Atlantic Monthly in 1956; â€Å"On Social Plays,† which appeared as the original introduction to the one-act edition of A View from the Bridge and A Memory of Two Mondays; the introduction to his 1957 Collected Plays; â€Å"The American Writer: The American Theater,† first published in the Michigan Quarterly Review in 1982; â€Å"On Screenwriting and Language: Introduction to Everybody Wins,† first published in 1990; his 1993 essay â€Å"About Theatre Language,† which first appeared as an afterword to the published edition of The Last Yankee; and his March 1999 Harper’s article â€Å"On Broadway: Notes on the Past and Future of American Theater.† 4. For a more detailed discussion of these metaphors, see â€Å"Death of a Salesman: Unlocking the Rhetoric of Poetic Power† in my 2002 volume A Language Study of Arthur Miller’s Plays. Also, in â€Å"Figuring Our Past and Present in Wood: Wood Imagery in Arthur Miller’s Death of a Salesman and The Crucible,† Will Smith traces what he describes as a â€Å"wood trope† in the plays. 5. When Biff discovers Willy with the woman in the hotel room in act 2, she refers to herself as a football (119-20) to indicate her humiliating treatment by Willy and, perhaps, all men. 6. Frederick Charles Kolbe, Caroline F. E. Spurgeon, and Kenneth Burke pioneered much of this criticism. For example, Spurgeon did groundbreaking work in discovering the clothes imagery and the image of the babe in Macbeth. Kenneth Burke, in The Philosophy of Literary Form, examines Clifford Odets’s Golden Boy as a play that uses language clusters, particularly the images of the â€Å"prizefight† and the â€Å"violin,† that operate both literally and symbolically in the text (33-35). 7. In his work Arthur Miller, Leonard Moss details the frequent repetitions of words in the text, such as â€Å"man,† â€Å"boy,† and â€Å"kid.† He notes that forms of the verb â€Å"make† occur forty-five times in thirty-three different usages, ranging from Standard English to slang expressions, among them â€Å"make mountains out of molehills,† â€Å"makin a hit,† â€Å"makin my future,† â€Å"make me laugh,† and â€Å"make a train.† He also notes the nine-time repetition of â€Å"make money† (48). Moss connects these expressions to Miller’s thematic intention: illustrating how the American work ethic dominates Willy’s life. 8. In â€Å"`I’m Not a Dime a Dozen! I Am Willy Loman!’: The Significance of Names and Numbers in Death of a Salesman,† Frank Ardolino takes a mainly psychological approach to the language of the play. He maintains that â€Å"Miller’s system of onomastic and numerical images and echoes forms a complex network which delineates Willy’s insanity and its effects on his family and job† (174). Ardolino explains that the name imagery reveals Biff’s and Willy’s failures. He sees the repetition of â€Å"Frank† as part of Miller’s use of geographical, personal, and business names that often begin with B, F, P, or S. Thus the names beginning with F â€Å"convey a conflict between benevolence and protection on the one hand and dismissal and degradation on the other† (177). Benevolent Franks are Willy’s boss, the boy Frank who cleans up, and the repairman Frank. Degrading Franks are Miss Francis and Frank’s Chop House, which contains the literal and psychological toilet where Willy has his climactic imagining of the hotel room in Boston. Works Cited Abbotson, Susan C. W. â€Å"From Loman to Lyman: The Salesman Forty Years On.† â€Å"The Salesman Has a Birthday†: Essays Celebrating the Fiftieth Anniversary of Arthur Miller’s â€Å"Death of a Salesman.† Ed. Stephen A. Marino. Lanham, MD: University Press of America, 2000. Ardolino, Frank. â€Å"`I’m Not a Dime a Dozen! I Am Willy Loman!’: The Significance of Names and Numbers in Death of a Salesman.† Journal of Evolutionary Psychology (August 2002): 174-84. ____________. â€Å"The Mythological Significance of Happy in Death of a Salesman.† The Arthur Miller Journal 4.1 (Spring 2009): 29-33. Bigsby, Christopher. Arthur Miller: A Critical Study. New York: Cambridge UP, 2005. ____________. Arthur Miller: 1915-1962. London: Weidenfeld & Nicolson, 2008. ____________. A Critical Introduction to Twentieth-Century American Drama, Volume Two: Tennessee Williams, Arthur Miller, Edward Albee. New York: Cambridge UP, 1984. ____________. â€Å"Miller and Middle America.† Keynote address, Eighth International Arthur Miller Society Conference, Nicolet College, Rhinelander, WI, 3 Oct. 2003. Brantley, Ben. â€Å"A Dark New Production Illuminates Salesman.† New York Times 3 Nov. 1998: E1. Burke, Kenneth. The Philosophy of Literary Form. 2d ed. Baton Rouge: Louisiana State UP, 1967. Couchman, Gordon W. â€Å"Arthur Miller’s Tragedy of Babbit.† Educational Theatre Journal 7 (1955): 206-11. Curtis, Penelope. â€Å"Setting, Language, and the Force of Evil in The Crucible.† Twentieth Century Interpretations of â€Å"The Crucible.† Ed. John H. Ferres. Englewood Cliffs, NJ: Prentice-Hall, 1972. Engle, John D. â€Å"The Metaphor of Law in After the Fall.† Notes on Contemporary Literature 9 (1979): 11-12. Gilman, Richard. â€Å"Getting It Off His Chest, But Is It Art?† Chicago Sun Book Week 8 Mar. 1964: 6, 13. Kaplan, Justin, and Anne Bernays. The Language of Names. New York: Simon & Schuster, 1997. Krutch, Joseph Wood. â€Å"Drama.† Nation 163 (1949): 283-84. Marino, Stephen. â€Å"Arthur Miller’s `Weight of Truth’ in The Crucible.† Modern Drama 38 (1995): 488-95. ____________. A Language Study of Arthur Miller’s Plays: The Poetic in the Colloquial. New York: Edwin Mellen Press, 2002. ____________. â€Å"Religious Language in Arthur Miller’s All My Sons.† Journal of Imagism 3 (1998): 9-28. Miller, Arthur. â€Å"About Theatre Language.† The Last Yankee. New York: Penguin, 1993. ____________. â€Å"The American Writer: The American Theater.† The Theatre Essays of Arthur Miller. Ed. Robert A. Martin and Steven R. Centola. New York: Da Capo Press, 1996. ____________. â€Å"Arthur Miller: An Interview.† Interview with Olga Carlisle and Rose Styron. 1966. Conversations with Arthur Miller. Ed. Matthew C. Roudanà ©. Jackson: UP of Mississippi, 1987. 85-111. ____________. â€Å"Death of a Salesman†: Text and Criticism. Ed. Gerald Weales. New York: Penguin Books, 1967. ____________. â€Å"The Family in Modern Drama.† The Theatre Essays of Arthur Miller. Ed. Robert A. Martin. New York: Viking Press, 1978. ____________. â€Å"Introduction to the Collected Plays.† The Theatre Essays of Arthur Miller. Ed. Robert A. Martin. New York: Viking Press, 1978. ____________. â€Å"On Broadway: Notes on the Past and Future of American Theater.† Harper’s Mar. 1999: 37-47. ____________. â€Å"On Screenwriting and Language: Introduction to Everybody Wins.† The Theatre Essays of Arthur Miller. Ed. Robert A. Martin and Steven R. Centola. New York: Da Capo Press, 1996. ____________. â€Å"On Social Plays.† The Theatre Essays of Arthur Miller. Ed. Robert A. Martin. New York: Viking Press, 1978. ____________. Timebends: A Life. New York: Grove Press, 1987. Moss, Leonard. Arthur Miller. New Haven, CT: College and University Press, 1967. ____________. â€Å"Arthur Miller and the Common Man’s Language.† Modern Drama 7 (1964): 52-59. Murray, Edward. Arthur Miller, Dramatist. New York: Frederick Ungar, 1967. Oberg, Arthur K. â€Å"Death of a Salesman and Arthur Miller’s Search for Style.† Criticism 9 (1967): 303-11. Otten, Terry. The Temptation of Innocence in the Dramas of Arthur Miller. Columbia: U of Missouri P, 2002. Richards, I. A. Richards on Rhetoric: I. A. Richards–Selected Essays, 1929-1974. Ed. Ann E. Berthoff. New York: Oxford UP, 1991. Rosinger, Lawrence. â€Å"Miller’s Death of a Salesman.† Explicator 45.2 (Winter 1987): 55-56. Simon, John. â€Å"Whose Paralysis Is It, Anyway?† New York 9 May 1994. Smith, Will. â€Å"Figuring Our Past and Present in Wood: Wood Imagery in Arthur Miller’s Death of a Salesman and The Crucible.† Miller and Middle America: Essays on Arthur Miller and the American Experience. Ed. Paula T. Langteau. Lanham, MD: University Press of America, 2007. Spurgeon, Caroline F. E. Leading Motives in the Imagery of Shakespeare’s Tragedies. 1930. New York: Haskell House, 1970. Tammaro, Thomas M. â€Å"Introduction.† Arthur Miller and Tennessee Williams: Research Opportunities and Dissertation Abstracts. Ed. Tetsumaro Hayashi. Jefferson, NC: McFarland, 1983. Teachout, Terry. â€Å"Concurring with Arthur Miller.† Commentary 127.6 (June 2009): 71-73.