The Loman Sons in Death of a Salesman

The Loman Sons in Death of a Salesman There is no such thing as a perfect life; everyone has conflicts that they must contend with. The ways in which people deal with these personal conflicts can differ as much as the people themselves. Some insist on ignoring the problem or live in denial for as long as possible, while others face up to the problem to get it out of the way. Arthur Miller' play "Death of a Salesman," centers around the Loman family's inability to perceive between reality and illusion. This is evident in the two Loman sons, Biff and Happy. Although Biff and Happy are at first unable to distinguish between reality and illusion, they end up going in different directions, with Happy still living in his world of lies whereas Biff is being set free by the truth. This will be shown through an analysis of the attitudes the Loman sons have about success in the workplace, achieving their father's standards, and the truth within one's self.Biff HendersonArthur Miller contrasts the views that Biff and Happy have wit h regards to their success, their father's expectations, and the truth. Over shadowed by his older brother, Willy's youngest son, Happy, is continually ignored by his parents. In the play, it is prevalent to see Happy striving for Willy's attention. In Willy's flashbacks, young Happy is always telling his father, "I'm losing weight, you notice, Pop?" (Death of a Salesman, 30). Even as an adult Happy announces to his mother, Linda, that he is going to get married. However, she brushes him off the same way they did when he was younger. As a shadow to his older brother, Happy is nothing but a stunted version of Willy's dream-that a "well-liked" and "personally attractive" man in business will acquire the material comforts of a modern American life.

An introduction to the Delphi Language

An introduction to the Delphi Language Welcome to the sixth chapter of the FREE online programming course:A Beginners Guide to Delphi Programming.Before you start developing more sophisticated applications by using the RAD features of Delphi, you should learn the basics of the Delphi Pascal language. Delphi Language: tutorials Delphi language, a set of object-oriented extensions to standard Pascal, is the language of Delphi. Delphi Pascal is a high-level, compiled, strongly typed language that supports structured and object-oriented design. Its benefits include easy-to-read code, quick compilation, and the use of multiple unit files for modular programming. Heres a list of tutorials, an introduction to Delphi Pascal, that will help you learn Delphi Pascal. Each tutorial will help you to understand a particular feature of Delphi Pascal language, with practical and easy to understand code snippets. Object Pascal Variable Scope: now you see me, now you dont. Typed constantsHow to implement persistent values between function calls. LoopsRepeating operations in Object Pascal in Object Pascal in Object Pascal in Object Pascal. DecisionsMaking decisions in Object Pascal or NOT. Functions and ProceduresCreating user defined subroutines in Object Pascal. Routines in Delphi: Beyond the BasicsExtending Object Pascal functions and procedures with default parameters and method overloading. The basic layout of a Pascal/Delphi program. String Types in DelphiUnderstanding and managing string data types in Delphis Object Pascal. Learn about differences between Short, Long, Wide and null-terminated strings. Ordinal and Enumerated Data TypesExtend Delphis built-in types by constructing your own types. Arrays in Object PascalUnderstanding and using array data types in Delphi. Records in DelphiLearn about records, Delphis Pascal data structure that can mix any of Delphis built in types including any types you have created. Variant Records in DelphiWhy and when to use variant records, plus creating an array of records. Pointers in DelphiAn introduction to pointer data type in Delphi. What are pointers, why, when and how to use them. Writing and using recursive functions in Object Pascal.   Ã‚  Ã‚  Some exercises for you...Since this Course is an online course, there is much you can do to prepare for the next chapter. At the end of each chapter Ill try to provide several tasks for you to get more familiar with Delphi and the topics we discuss in the current chapter.   Ã‚  Ã‚  To the next chapter: A Beginners Guide to Delphi ProgrammingThis is the end of the sixth chapter, in the next chapter, well deal with more sophisticated articles on the Delphi language. A Beginners Guide to Delphi Programming: Next Chapter Sophisticated Delphi Pascal techniques for Beginners

ISSUE DEVELOPMENT(Cutting Academic Programs in Higher Education) Research Paper

ISSUE DEVELOPMENT(Cutting Academic Programs in Higher Education) - Research Paper Example Therefore, professionals have an array of viable remedies such as decreasing the expenses of the institutions while promoting performance accountability, raising tuition and the most adequate one (in terms of fund management) cutting academic programs (Goldstein, 2005). Cutting academic programs focuses on fronts such as reducing the amount spent on paying faculty and other personal (Keppler, 2010). Another area is merging or total annihilation of departments (Keppler, 2010). According to Ohio Board of Regents (2010), cutting academic programs is necessary especially when one considers the performance of a given program against their financial viability. Various states have seen the effects of cutting of academic programs due to budget cuts. With the projection that Missouri by the fiscal year 2012 would suffer a budget deficiency of up to $500 million, cutting education programs was no longer an option. Given statistics on student enrollment, number of graduates and the value of rel ated research, over 70 programs were in the line up for possible cuts (Chapman et al, 2010). The scenario was more somber in states such as Louisiana where whole colleges were at the risk of extinction. Chapman et al report that in New York and Illinois, administrations were more specific to the point of exuding some form of bias (2010). In the University of Illinois, it was the institution of aviation. The director of this institution cites unfairness given that the institution is small and remote. Meanwhile, in New York State University, the department of Language, Literature and Cultures took the hardest blow with an estimated four programs targeted for budget cuts (Chapman et al, 2010). There are a number of factors that cause states and institutions of higher learning to favor cutting of academic programs even with the public outcries. Currently, increase in cost of living makes it difficult for parents to afford hiked tuition fees hence parents may support cutting academic pro grams to increasing tuition fee (Goldstein, 2005). On the other hand, the institutions’ administration would rather loose a few programs than loose graduate enrollments because of insufficient funds to run the entire institution (Gold, 1995). After all, students can always move away from a cut program and limit themselves to those available. Finally, there is a great shift in educational stratification in view of changing world economics (Jung & Milton, 2007). The current employment market favors professions in fields such as business (Jung & Milton, 2007) while other programs such as history and arts take a back seat. As such, students prefer engineering and scientific courses at the expense of arts making these programs more susceptible to budget cuts (Jung & Milton, 2007). All these factors contribute to the popularity of cutting academic programs in higher education. Current and Future Prospects: The first issue that comes to mind is the redundancy of some of the academic programs not because of reduced enrollment in their respective departments but because of budget cuts (Chapman et al, 2010). For instance, in New York, foreign languages, classics and theatre are at the verge of â€Å"death† according to the article by Chapman et al (2010). It seems the state administrations current shift in budget allocation will become permanent. Most states now favor performance based funding (Harnisch, 2011). The outcome of this is that institutions

Conflict in the school Systems Essay Example | Topics and Well Written Essays - 500 words

Conflict in the school Systems - Essay Example It is possible that parents will be ready to accept the democratic model of school education, but at the same time they will express dissatisfaction with different concrete things (Robinson, 2000). Or, on the contrary, parents may consider the main task of school education to be the development of children’s love for freedom, in the development of their personal potential, realization of their creative abilities, but the school offers the system of tough routine study. The conflict of values can occur between a teacher and school administration or between children, especially in the high school (Richmon, 2005). The conflict of values is the conflict, which can’t be resolved by any psychological means. The conflict of values is the controversy which can’t be resolved in open confrontation as every person has a right for his/her own hierarchy of values. In resolution of conflicts of values much depends on the school leaders. Some researches find the way out in values based leadership model â€Å"values and conflict will continue to remain contentious issues of challenge for administrators but the adoption of a values based leadership model could assist school leaders to succinctly define the realities of their very complex role despite the challenges. The values-based model has tremendous potential and possibilities to transform the existing face of educational administration provided it is seamlessly integrated within educational organizations to become the new standard of successful and meaningful leadership practice† (Zupan, 2012, p. 184). Certainly, the discussion of various values is necessary, but if it is impossible, the only way out is to organize the collaboration of people with the same values. It is necessary the parents should have the opportunity to appear in school where there are teachers with the same values. Teachers’ staff should also consist of people

Dressed All in Pink Essay Example for Free

Dressed All in Pink Essay Literary Ballad A literary ballad is a poem written by a specific author. These ballads are not set to music. An example of a literary ballad would be Dudley Randalls ballad Dressed All In Pink Dressed All In Pink by Dudley Randall It was a wet and cloudy day when the prince took his last ride. The prince rode with the gonernor, and his princess rode beside. And would you like to ride inside for shelter from the rain? No Ill ride outside, where I can wave and speak to my friends again. They ride among the cheering crowds, he young prince and his mate. The governor says, See how they smile and cheer you where they wait. The prince rides with the governor, his princess rides beside, dressed all in pink as delicate as roses of a bride. Pink as a rose the princess rides, but bullets from a gun turn that pink to as deep a red as red, red blood can run, for she bends to where the prince lies still and cradles his shattered head, and there that pink so delicate is stained a deep, deep red. the princess rides beside, and her dress of pink so delicate deep, deep red is dyed. Jackie Kennedy is the princess -iambic tetrameter -rhyming scheme: abcb -the dress symbolizes the country itself falling from grace -colour imagery of pink as roses and red as blood -princess is described in colour -dyed at the end has a double meaning -dress is said to be as pink as roses but roses are also a deep shade of red, but the dress is not referred to a rose when it is covered in blood -Pink is the colour of innocence and it turning red is significant in dis playing the loss of innocence

A True Patriot: Walt Whitman Essay -- essays research papers fc

A True Patriot: Walt Whitman When one talks of great American Poets, if the person has any since of intelligence, then they can in now way fail to mention Walt Whitman. Whitman is unmistakingly a great American poet, So great, that Ralph Waldo Emerson said that he was an â€Å"American Shakespeare† (Tucker 247). While the debate still goes on about that comment, there is no debate about the greatness of Whitman. Walt Whitman was born in West Hills, NY on May 31, 1819 on Long Island. He was the second of nine children. He never developed a close relationship with his father, but he was very close to his mother. When he was four, he moved to Brooklyn where he went to school for six years and, when he was eleven, dropped out and began work as a clerk in a Law Office. Shortly thereafter, he became a typesetter’s apprentice. He then began to teach school on Long Island. Bored by this, he began to edit and publish the Long Islander, an area newspaper (Funk 293). But this attempt at a steady job was unsuccessful as well, he then began to write political essays and started to write what would become his life's work Leaves of Grass. He would write various books of poems, most of which would be added to Leaves of Grass, which he re-published nine times. Whitman spent his last days as the sage of Camden, New Jersey, where he died on March 36, 1892 (Magill 406). Walt Whitman, through his admiration for a fallen President, condemnation of war, and his theme of camaraderie, illustrates a definition of patriotism. Walt Whitman was an American, and he loved President Abraham Lincoln. He had the upmost respect for the sixteenth President of the United States. His admiration was shown in his most famous work, O’ Captain, My Captain. This is without a doubt the most popular poem of Whitman’s career. In it, he repeats the word Captain; this word refers to Abraham Lincoln, the fallen President. He uses phrases like â€Å"fallen cold and dead† to tell of the mournful death of Lincoln. Whitman mentions a â€Å"ship†, which is the Union in the Civil War. He also uses the â€Å"voyage† to symbolize the Civil War. The overall mood of this elegy to Lincoln is grievance for the lost loved one of Whitman. He had a deep reverence for the President and it was a great pain for him when Lincoln was assassinated (Whitman 63). Another poem that Whitman wrote, that is famous for its grievance of the fallen Presi... ...d have to be close with those around you. The only way to counteract the horrors of war is the camaraderie of the soldiers, if they developed friendships then they could look past the horrible thing that is war (Magill 406). A patriot is defined as a person who loves his or her country. If there is anyone that has ever lived in this great country that can be called that, then it should be Walt Whitman. Whitman showed his love for his country and his allegiance to his president. One can deny that he is the greatest American poet, but no one can deny that he is a great American patriot. Works Cited Magill, Frank N. ed. Magill’s Critical Survey of Poetry. 7 vols. Englewood Cliffs, 1987. Tucker, Martin ed. Moulton’s Library of Literary Criticism of English and American Authors. The Mid-Nineteenth Century to Edwardianism. Englewood Cliffs, 1975. Unger, Leonard ed. American Writers: A Collection of Literary Biographies. 7 vols. New York: Charles Scribner’s Sons, 1974. Whitman, Walt. Drum Taps. Grosset & Dunlap New York: NODATE   Ã‚  Ã‚  Ã‚  Ã‚   Whitman, Walt. â€Å"Leaves of Grass.† Timeless, Timeless, Themes: The American Experience. Upper Saddle River: Prentice, 2000.

Cultural Adaptation and Career

How cultural adaptation influence professional belief and career development of Chinese students in UMN?Introduction The influence of cultural diversity is some of the most critical issues facing the United States today. Census data show that the non-white population is rapidly increasing – this is a huge reserve of human potential, which makes the multicultural focus a top priority for vocational education and development. These diverse cultural groups include some international students coming to the United States to take advantage of higher education opportunities. After completing their studies, many of these students choose to stay in the United States in order to pursue work and build family. The career development and consulting needs of this multicultural workforce are very different from the established norms. It is important to understand and solve their needs for the country's cultural and psychological adjustment. Therefore, counselors and professional professionals in universities and workplaces need to have specific cultural information and skills that contribute to effective vocational education/consulting. Most of the differences between cultures come from various worldviews that people hold. Lee and Rice (2007) and Dee and Henkin (1999) point out that in this society, the worldview of racial and ethnic minorities is different from that of European Americans. The worldview contains all cultural norms, customs, folk cultures and cultural adaptation behaviors that are passed on to future generations in an identifiable group. Values, interests, family and interpersonal relationships largely depend on these worldviews, and these worldviews are assumed to influence career choices. The worldview of ethnic minority customers will influence their career decisions in ways that may differ from most people. In order to provide culturally appropriate services, professional professionals in universities and workplaces must have a keen understanding of the team's worldview. In order to understand more about the concept of worldview related to career development, Marsella and Leong (1995) suggest positioning individual clients in the continuum of national cultural identity and determining the relative importance of individual or cultural characteristics to individuals. For example, when a person is fully integrated into society, interest/preference may be more relevant to career development. However, for a more traditional individual, cultural influence may play a more important role in career development. Marsella and Leong (1995) suggest that career counseling for different customers should consider three factors: cross-cultural similarities, and culturally unique aspects that influence members and personal characteristics. Another way to better understand the worldview is to study the individual's level of cultural adaptation. Marsella and Leong (1995) pointed out that cultural adaptation has become an important variable in psychological research because it helps to highlight and explain the huge heterogeneity existing in ethnic/ethnic immigrant groups. Cultural adaptation levels have been found to influence psychological and physical health variables, including work values, career orientation, and career choices (Kubat ; Kuruuzum, 2009).In short, with the increase in the multicultural nature of the U.S. labor force, it has become imperative to appropriately address the unique career development needs of customers from different ethnicities. Marasella and Leong (1995) indicate that by understanding the customer's worldview, unique career development needs can be met. Research on ethnic identity and cultural adaptation can help to learn a worldview.Many international students are looking for jobs in the United States, which is a factor in increasing the multicultural workforce. For this reason, using this population for world outlook (cultural adaptation and ethnic identity) and career development studies will be particularly useful. Therefore, this study examines the relationship between professional beliefs and cultural adaptation levels of international students from China. It has been found that cultural adaptation and career development may be related to several other important factors, for example,People's specific nationality: Even if they come from the same continent, the cultural adaptability of people from different countries is also different (Jacob ; Greggo, 2001);People's age: Age is positively related to professional identity (ie older people may have stronger professional identity). The negative correlation between age and cultural adaptation indicates that it is difficult for older people to adhere to the norms of the new culture (Suinn, Ahuna ; Khoo, 1992, 1995; Shufen ; Brown, 2001);Level of education: Interestingly, studies by Shu Fen and Brown (2001) show that education levels are negatively correlated with cultural adaptation. This suggests that better-educated individuals may not be comfortable, and vice versa.Term of residence in the United States: There is a negative correlation between the length of residence in the United States and cultural adaptability, indicating that people with shorter residence periods tend to have less culture. There is a positive correlation between living time and professional identity, which means that people who live longer in the United States have stronger professional identities (Suinn, Ahuna ; Khoo, 1992, 1995; Shu-fen ; Brown, 2001);Gender: There seems to be a conflict regarding the influence of gender on cultural adaptation. Although there was no significant relationship between gender and cultural adaptation and professional identity and gender, the study (Lopez ; Ann-Yi, 2006) also showed that the process of cultural adaptation was affected by gender.In this study, information on nationality, age, US resident status and gender will be collected. It also will study the influence of the above factors on cultural adaptation and professional beliefs, with particular emphasis on the influence of gender.Propose of the studyThe main purpose of this study is to explore the relationship between cultural adaptation and factors that influence the professional beliefs of international students from China. The adaptation of a cultural group to another cultural group can be demonstrated by changing language preferences, adopting common attitudes and values, joining common social groups and institutions, and losing individual political or ethnic identity. Professional beliefs are people's assumptions about themselves and what they must do to succeed in the world of work. Specifically, this study will examine whether these international student's cultural adaptation will affect current employment status, career planning, acceptance of uncertainty, openness, university education, sense of control, sense of responsibility, career path flexibility, after training. The attitude of transition, relocation and other occupational beliefs are perseverance and hard work.The study will examine whether the relationship between cultural adaptation and professional beliefs is influenced or mitigated by gender. Research questions Are there any influence from cultural adaption on professional beliefs and career development of Chinese students in UMN? How cultural adaption influence professional beliefs and career development of Chinese students in UMN?MethodsParticipants are Chinese students in UMN. The questionnaire will be delivered through university email. There are also potential follow-up interview.Two scales will be used in this study:First one is Suinn-Lew Asian Self-Identity Acculturation Scale (SL-ASIA). Suinn, et al have developed SL-ASIA as a self-reported measurement of cultural adaption (Suinn, et al, 1987). There are 26 options including language, behavior, generation/geography history and attitude in this scale. In the score, the total value is obtained by summing the answers to all items. The final cultural fitness score is then calculated by dividing the total by 26. The conservation level on SL-ASIA ranged from 1 to 5, the low range was 1 to 2.33 (Asian mark), the medium range was 2.34 In order to obtain a structural validity assessment, Suinn, Ahuna and Khoo (1992) used 324 Asian students from Colorado (137 first generation, 76 second generation, 31 third generation, 26 fourth generation and 14 fifth generation participants who performed factor analysis on SL-ASIA. Their results showed that five interpretable factors accounted for 69.7% of the variance between different variables. The other one is Career Beliefs Inventory (CBI). The Occupational Belief Scale (CBI) (Krumboltz ; Jackson,1993) is built based on data collected from 7,500 people, ranging in age from 12 to 75 years. The original 122 items has been separated into 25 scales consisting of 96 projects. Grades. These projects were written in the eighth grade. Participants stated their agreement to a statement based on the 5-point Likert scale, strongly agreeing that the active wording project scored 5 points, and strongly disagreed with a score of 1 point. The negative wording items are reverse scores, so strong opposition will get scores of 5 points, and strong opposition scores of 1. These scores are then converted into proportional scores ranging from 10 to 50. The difference factor between them and the project score is 10, so the proportional score is ten times that of the time average score.(After collecting data, I will use SPSS or R to build a model and do some simple analysis between SL-ASIA factors – language, behavior, generation/geography history and attitude – and professional beliefs. Based on this conclusion, I will give some recommendations about career development of Chinese students in US.)Reference:Dee, J., ; Henkin, A. (1999). Challenges to Adjustment to College Life in the United States: Experiences of Korean Students. International Education, 29(1), 54-70.Jacob, E. J, ; Greggo, J.W., (2001). Using counselor training and collaborative programming strategies in working with international students. Journal of Multicultural Counseling and Development, 29 (l),73-88.Kubat, U., ; Kuruuzum, A. (2009) . An Examination of the Relationship between Work Values and Personality Traits in Manufacturing Industry. International Journal of Business and Management Studies, 1(1), 37-48.Krumboltz, J. D., ; Jackson, M. A. (1993). Career assessment as a learning tool. Journal of Career Assessment, I, 393-409.Lee, J., ; Rice, J. (2007). Welcome to America? International student perceptions of discrimination. Higher Education, 53(3), 381-409.Lopez, F. G., ; Ann-Yi, S. (2006). Predictors of Career Indecision in Three Racial/Ethnic Groups of College Women. Journal of Career Development, 33(1), 29-46.Marsella, A., ; Leong, F. (1995). Cross-Cultural Issues in Personality and Career Assessment. Journal of Career Assessment, 3(2), 202-218.Suinn, R., Rickard-Figueroa, K., Lew, S., ; Vigil, P. (1987). The Suinn-Lew Asian Self-Identity Acculturation Scale: An Initial Report. Educational and Psychological Measurement, 47(2), 401-407.Suinn, R. M. Ahuna, C, ; Khoo, G. (1992). The Suinn-Lew Asian Self-Identity Acculturation Scale: Concurrent and factorial validation. Educational and Psychological Measurement, 52, 1041-1046.Suinn, R. M., Ahuna, C, ; Khoo, G. (1995). The Suinn-Lew Asian Self-Identify Acculturation Scale: Cross-cultural information. Journal of Multicultural Counseling and Development, 23, 139-148.Shih, S., ; Brown, C. (2000). Taiwanese International Students: Acculturation Level and Vocational Identity. Journal of Career Development, 27(1), 35-47.