New Business Proposal Research Paper Example | Topics and Well Written Essays - 1250 words

New Business Proposal - Research Paper Example The needs of the customer are vital because they help in making changes for the product such that it conforms to their needs (Stark, 2011). Providing a product that suits customer’s needs in terms of size, price and other characteristics will enhance revenue generation due to increased sales (Stark, 2011). The revenue will increase by creating a new product line extension. This process entails bundling the new product with the existing products by using a similar brand name. Apart from improving the name of the brand, the process will act as criteria for marketing the new product (Stark, 2011). As the product gains customers, it is possible to perform an analysis of the market in terms of demand and elasticity. This determines how customers will respond to any changes in price. If demand appears to be inelastic, it will be convenient to increase the prices of the commodity in order to generate sufficient revenue. When demand is inelastic, the amount of sales remains unaltered, meaning that a slight increase in price will result in high revenue (Stark, 2011). Determination of the profit-maximizing quantity requires understanding of basic concepts of total revenue and total cost (Stark, 2011). After performing the sales of the new product, there will be a need to determine the gain at each sales level. This computation shall involve a consideration of all costs including labor plus other variable costs. It is possible to determine the profit maximizing quantity by first computing the marginal profits after the sale and finding where the marginal revenue becomes identical to the marginal cost (Stark, 2011). In this case, the formula: marginal profit= marginal revenue – marginal cost, will apply. If the marginal revenue is higher than marginal cost, it means that there will be a marginal gain (Taylor & Weerapana, 2012). In order to maximize profits, the business shall ensure reduction of marginal costs and improvements in

Mother Tongue Essay Example for Free

Mother Tongue Essay Today we live in a society that is often called a salad bowl. It is called a salad bowl because it consists of various different people from various different backgrounds. We all live together in a society, but we still retain our own distinct flavors which helps to contribute to the richness and diversity of society. Unfortunately, today we also live in a society in which some of these groups are marginalized and looked down upon by others. Hence, often times as individuals we feel the need to compromise the way in which we communicate our ideas so that we can appeal to the views of the majority. Two authors explore how their attempt to compromise almost caused them to become detached from their roots. In Mother Tongue, by Amy Tan, Tan talks about growing up as a young child in America and learning the English language. She speaks about growing up as a writer and her mothers imperfect diction which had a major influence on her. On the other hand, In her essay, Censoring Myself, Betty Shamieh talks about being an American playwright and having to censor herself because of how her work was viewed. Both authors explore the influence that their background had on their ability to express themselves. As individuals we should not be afraid to express ourselves because of our differences, rather we should use our differences and show how our distinctions make us very unique. Firstly, In Mother Tongue, Tan talks about how her mothers limited English diction skewered her perception of her mother. Tan mentions how, Like others, I have described it to people as broken or fractured English (Tan 273). This shows how Tan viewed her mothers English speaking abilities. She describes it as if her mother spoke damaged English, which needed to be mended or repaired. For Tan it was imperative that she spoke proper English and used proper diction, thus she was ashamed of her mothers English. Tan fell under the impression that her mothers English speaking abilities reflected the quality of what she had to say. Since her mother expressed her words in an imperfect manner, tan believed that her thoughts were also imperfect (Tan 274). Her perception was also supported by how people in society responded to her mother. Tan states that people in  department stores, banks, and restaurants would not take her mother seriously. They would provide her bad service, pretend not to understand her, or act as if they were mute (Tan 274). This further contributed to Tans feeling of embarrassment and shame towards her mother. Tan also describes an incident in which her mother went to the hospital and was told that the hospital had misplaced her CAT scan. The hospital did not show any remorse for losing the scan, nor did they assure her that they would locate it, that is until her mother had Tan speak to the hospital (Tan 275). As a reader this shows us how language is perceived and the role that it plays in the lives of individuals. For Tan it was imperative that she was able to blend in and be like others, so that she wouldnt be ridiculed. Luckily, she was able to realize the positive influence that her mothers diction bought her. Furthermore, Tans mother teaches her to think in a different manner than the other children in her school. Tan states that her developing language skills were influenced by her family and in this case her mother, hence it affected her results on achievement tests. Since her mother taught her to think differently she was unable to perform as well in English as she did in math and science. Later Tan realizes the value of this different systematic way of thinking and it contributes to her rebellious nature towards her teachers who suggested shed be much better in engineering, accounting, or anything else than English, since she was of Asian descent. She decided to challenge this stereotype, and thanks to her mother became a writer, who didnt write using challenging diction that required a lot of thought, but rather diction that could be read and understood by audiences such as her mother. This is the reason she starts writing about her mother: â€Å"I wanted to capture what language ability tests can never reveal: her intent, her passion, her imagery, the rhythms of her speech, and the nature of her thoughts† (Tan 277). She acknowledged the richness that her mothers heritage provided her and then she decided her first reader and critic should be her mother. Overall this taught Tan that she didnt need to compromise to the high caliber and complexity of the English language, but rather she could express her thoughts in a simplistic, yet effective way which could be understood by everyone. In her essay, Censoring Myself, Betty Shamieh talks about being an American playwright and having to censor herself because of how her work was viewed by others. She states: I have been censored in many ways. But I think the most overt example of censorship I have yet faced is my experience with a project called the Brave New World Festival (Shamieh 294). For the Festival she wrote a monologue about being the sister of a suicide bomber in mourning because she was unable to prevent his vicious act of terrorism. Her approach towards writing this play was to promote anti-terrorism, but due to the harsh tragedy of 9/11 she felt that there would be some potential backlash. When she was asked to perform her monologue at the Brave New World Festival, she was very skeptical of being criticized, thus she asked a famous actress named Marisa Tomei to act in the play (Shamieh 295). Post 9/11, president Bush let it be known on national television that he thinks citizens better watch what they say (Shamieh 294). This shows the amount of tolerance that was granted towards individual expression post 9/11, where anything that was said could be viewed in light of terrorism. As an Arab American Shamieh acknowledged that her work would be a source of criticism, but she felt the need to express her view and in doing so had to compromise so that she could get her play preformed. Moreover, Shamiehs play was ridiculed for its content, so being afraid of losing her spot in the festival she produced another piece that could be preformed. This shows the censorship she faced with her work and her need to compromise her writing so that it would appeal to the majority. Shamieh states that: Arab American artist are largely faceless in this country and I felt that, by dropping out, I would be helping those who are trying to keep it that way (Shamieh 295). This portrays Shamiehs want to express her views and to represent the Arab community, whos voices were neglected. Essentially she was trying to give a voice to the voice less. She later presents a story about an Arab-American girl who ends up on a hijacked plane and talks the hijackers out of their plans. Once again her intent was to promote anti-racism, but in a humorous way, yet her new play was not only censored, but this time completely taken out of the festival. This shows the ability individuals had in being ab le to express their ideas. Being an  Arab American, Shamieh had the right to express her views, yet despite this, her work was viewed under a wrong light and taken out of the play. This taught Shamieh that as individuals we will often face censorship for many reasons, whether it may because of our race, ethnicity, gender, sex, etc. For Shamieh, this experience taught her to write about the things she cared about, the things that represented who she was. She acknowledged that she was censoring herself by not producing a play about the Palestinian experience, which was a huge part of who she was (Shamieh 296). As individuals we will often face criticism from others, but the important thing is to express our voices so that we can communicate our ideas and portray ourselves under a proper light. Hence, often times as individuals we feel the need to compromise the way in which we communicate our ideas so that we can appeal to the views of the majority. Authors Betty Shamieh and Amy Tan were both subjected to trying appeal to others. They both explore how they found themselves and attempt to tell readers to express their individuality. As American citizens, majority of us come from different backgrounds which gives us a broader perspective. We should try not to forget our roots and neither should we become entrenched in trying to appeal to others who see us under a different light. We as individual bring about diversity and cultural richness to America, hence we should not be afraid to communicate our ideas in a manner that represents who we are. When we constantly feel the need to compromise we often lose our identities and our own unique individuality. We are discrete individuals and we should utilize our differences, rather than trying to hide or forget them. If we do not s tand up and express our perspectives then others will express them for us. So, thus we need to communicate our ideas in an effective manner, while still retaining our original flavors in the salad bowl. Works Cited 1) Neweib, Janice. Mother Tongue by Amy Tan. The Mercury Reader: A Custom Publication. New York: Pearson Learning Solutions, 2011. 271-277. Print. 2) Silverman, Jonathan, and Dean Rader. Censoring Myself by Betty Shamieh. The World Is a Text: Writing, Reading, and Thinking about Visual and Popular Culture. Upper Saddle River, NJ: Pearson/Prentice Hall, 2011. 294-296. Print.

The Travellers: Ireland’s Ethnic Minority :: Essays Papers

The Travellers: Ireland’s Ethnic Minority Who are the Travellers? The Travellers, a minority community indigenous to Ireland, have existed on the margins of Irish society for centuries. They share common descent, and have distinct cultural practices - early marriage, desire to be mobile, a tradition of self-employment, and so on. They have distinct rituals of death and cleansing, and a language they only speak among their own. Travellers are not overtly conscious of a sense of group history. Concern with ancestry is an obsession of those who value permanence of place. Rather, the individual is defined by his/her place within the relationship network. They live in extended patriarchal families, prefer trailers, tend to nomadism interspersed with occasional house dwelling, and maintain a nomadic mindset even when settled; a house is considered only a stopping place between journeys, whether the stop lasts 20 days or 20 years! There are an estimated 21,000 Travellers currently living in the Republic of Ireland, over half of whom have no access to toil et facilities, electricity, refuse collection or piped water. In the past they invariably travelled, but misguided government policy from the 1960s onward ensured that many were persuaded to settle in houses – a policy that, in undermining traditional values and lifestyle, is increasingly questioned, if not actively altered. Traditionally, they were metal workers, hawkers, traders in horses and used goods of all description, and provided services where and when there were gaps in the market. This resistance to wage labour and alternative cultural definition of work led to charges of idleness by the uncomprehending. The necessity of living on their wits led to a stereotype of Travellers as shrewd, even cunning, dealers. Having been persuaded to settle in houses, and consequently, having lost the mobility necessary to their traditional trades, many Travellers today rely on state welfare assistance. This could be construed as a sinister government plot, but for the fact that government policy on Travellers has never been well planned enough to effect any successful strategy! Ironically, Traveller representative Michael McDonagh believes that â€Å"Travellers that are the most nomadic are also the most economically successful, and also have far less difficulty with their identity than people forced into settlement† (quoted in â€Å"Nomadism in Irish Travellers’ Identity†. From Irish Travellers: Culture and Ethnicity.Eds. McCann et al. Belfast: Institute of Irish Studies, 1994, 95-109). Their position is akin to that of the gypsy of Europe in some respects.

Famous Women Pilot: Amelia Earhart Essay -- Female Pilot, Biography

Amelia Earhart is one of the most famous women pilots in our history. Her childhood wasn’t the best out of everyone’s, but she used flying as a distraction. Amelia attempted to do things that no one else would attempt and she was the first women to break many records and fly to different places. Amelia was the first woman to attempt to fly around the world even though if it meant risking her life. She changed what women pilots could do and she encouraged them to fly and become pilots. It is still a mystery till today about her disappearance. Amelia Earhart impacted women in aviation even before she disappeared on her journey around the world. Amelia’s childhood didn’t start off or end up as great as it could have been. Amelia Mary Earhart was born in Atchison, Kansas on July 24, 1897. Her parents struggled financially when she was young. It was tough for them to pay for things and that impacted their family life (â€Å"Amelia Earhart†). Amelia spent a lot of time at her grandparents house. At that time her dad, Edwin wasn’t doing well with his job and he had a bad drinking problem. Amy, Amelia’s mom and the two girls left her father. Her parents got together and tried to work things out, but it eventually didn’t (Fleming 9). While Amelia was still young, she worked as an American Red Cross nurse during World War I in Toronto, Canada. Once the war ended, Amelia went to New York to attend Columbus University and got a degree in nursing. Her nursing job was one of the many jobs Amelia had to help pay for the daily needs of the family. She paid for all the things that were r equired for her plane since her family couldn’t afford these expenses (â€Å"Amelia Earhart†). Overall, she used flying as her distraction to all of the d... ...ng the Social Significance of Scientific Discovery. Ed. Josh Lauer and Neil Schlager. Vol. 6. Detroit: Gale, 2000. 57-58. Global Issues In Context. Web. 6 Nov. 2013. Parr, Jan. Amelia Earhart: First Lady of Flight. New York: Franklin Watts, 1997. Print. Pelt, Lori Vori. Amelia Earhart: The Sky's No Limit. New York: Forge, 2005. Print. American Heroes Ser. Stone, Tanya Lee. Amelia Earhart. London: DK Pub., 2007. Print. Wagner, Heather Lehr. "'A New Career'." Amelia Earhart, Famous Flyers. Philadelphia: Chelsea House Publishers, 2003. American History Online. Facts on File, Inc. Web. 26 Novem ber 2013 Waldman, Carl, and Jon Cunningham. "Aviation and Exploration." Encyclopedia of Exploration: Places, Technologies, and Cultural Trends, Volume 2. New York: Facts On File, Inc., 2004. Modern World History Online. Facts On File, Inc. Web 6 Nov. 2013.

Lord of the Flies and Psychology Essay

William Golding’s Lord of the Flies, narrates the story of a group of English boys as they struggle to survive on an uncharted, uninhabited island. The boy’s airplane crashes into the island and kills any adults on board — leaving the boys to fend for themselves. Ralph and Piggy meet each other first and, upon Piggy’s counsel, Ralph decides to call a meeting of all the boys by blowing on a conch shell. The boys quickly begin to form a society in which they elect Ralph as their leader. A boy called Jack quietly disagrees and believes that he should lead the group. As times passes, Jack and his choir become hunters for the rest of the boys and they begin to enjoy the ways of a predator. As Jack grows more savage, he becomes unhappy with the way that Ralph leads the boys and decides that he will go to the other side of the island and start his own tribe. Boys slowly begin to leave Ralph to join Jack. The boys become so savage that they kill two boys and they plan to kill Ralph. Just as Jack has cornered Ralph, a naval officer appears and rescues them all. Golding depicts not only the struggle of the boys to survive, but also the psychological reasoning that leads the boys to abandon the civilized nature that they know. Through characterization and setting Golding creates in his novel, an ideal forum for validating psychological principles introduced by Sigmund Freud, Alfred Adler, and Carl Jung. Sigmund Freud was a psychologist who pioneered the thought that the mind contains three different levels, the id, the ego, and the superego. The id bases itself on the pleasure principle; it meets basic needs. The id wants a quick satiation of needs and has no consideration for the reality of a situation. The ego bases itself on the reality principle, it understands that other people have needs and desires and that impulsiveness or selfishness can cause harm in the future. The ego meets the needs of the id, while taking the reality of the situation into consideration. The Superego develops due to the moral and ethical restraints placed on a child by influential adults in their lives. One could compare the superego to the conscience, as it dictates belief of right and wrong. Golding acknowledges these different states of consciousness within his novel by using characters to represent each one. For instance, Jack represents the id. Jack never takes into consideration the best thing for the group or himself in the long run and he holds himself accountable to no set of rules or any code of ethics. â€Å"Bollocks to the rules! We’re strong – we hunt! If there’s a beast, we’ll hunt it down! We’ll close in and beat and beat and beat† (91). Jack addresses the issue of a beast believed to inhabit the island by filling his thirst for violence and neglecting to take into consideration that confronting a beast will most likely lead to danger. Jack’s reasoning involves selfish motives; he wants to get rid of the beast, he wants to kill, he does not care that he has potentially placed the others in a dangerous situation, nor does he realize the ludicrousness of the beast, Jack has neglected reality entirely. Piggy represents the ego. He constantly tries to reason with the other boys, when he and Ralph first meet, Piggy understands that the other boys also landed on the island and someone needs to find and help them. â€Å"We got to find the others. We got to do something† (14). Piggy also realizes that the boys will most likely stay on the island for a while before someone rescues them — if someone ever rescues them at all. Piggy understands the boys while staying in touch with reality and he knows that if he does not find the smaller boys and take care of them, they will die. Piggy comprehends the seriousness of their predicament and realizes what it will take to keep everyone in order and alive. Simon represents the superego because he adheres to the principles instilled in him by society and civilization. After Jack has killed a pig for the first time, he and his clan approach while chanting, Piggy whimpers and â€Å"Simon hushed him quickly as though he had spoken too loudly in church† (69). Simon’s conscience keeps Piggy in line even when dealing with savage Jack. Towards the end of the novel, the other boys savagely murder Simon; when the boys kill Simon they also kill their conscience, they kill the rules and implications set upon them in order to keep society civilized and from this point until the boys get rescued their savage nature completely takes over and nothing holds them back any longer. Alfred Adler believed that personality difficulties are rooted in a feeling of inferiority. He also believed that people focus on maintaining control over their lives. Golding shows these ideas in his novel. Piggy, Ralph, and Jack all have issues with inferiority and control, in some way each of them feels inferior and each them strives for control. The other boys consider Piggy substandard to them because physically he is not their equal, Piggy realizes that the other boys perceive him this way and tries to make up for it with his intellect and emphasis on the rules, which leads into Piggy’s control issue he tries to use control to counter act the feeling of being out-classed. Jack always strives for superiority, from the very beginning Jack feels that he should be chief instead of Ralph. Jack crumbles underneath his need to become more superior than Ralph and decides to takes control of his situation and forms his own tribe. Jack tries to control his life by getting his way and convincing other boys to get his way as well. Ralph fears inferiority, leadership thrusts itself upon Ralph but he holds his position in very high regard. As Ralph loses support from his tribe, he loses his superiority and he begins to lose faith in himself and become more nervous. Ralph does not like the loss of control in his tribe or in his life, the signal fire and getting the boys to help him make shelters was so important to him for this reason. Adler studied various types of people and he came to the conclusion that there are the four main types of people: The ruling type that tries to control others, the getting type that tends to go along with others ideas, the avoiding type that tries to isolate themselves to avoid defeat, the socially useful type that values having control over their lives and strive to do good things for the sake of society. Jack represents the ruling type with his demand that the boys do as he says â€Å"‘go on’ the two savages looked at each other, raised their spears together and spoke in time. ‘The chief has spoken’ â€Å"(141). Jack thrives off of ruling and absolute power. Sam and Eric fit into the category of the getting type, they tend to go along with and do what others tell them to do. Whenever Ralph is their chief they listen to him and go along with what he says, and then when Jack captures them and takes them to his tribe they adhere to his code and do what he says. Sam and Eric follow — they do not contribute to creative thought but they willingly take part in its aftermath. Simon represents the avoiding type, he largely keeps to himself, and he goes and finds a secret place where he can sit alone in the quiet with his thoughts. Ralph represents the socially useful type, he likes to have control of the boys but, unlike Jack he wants them to do things for the betterment of the group. Adler’s ideas come to life in Golding’s Lord of the Flies. Psychologist Carl Jung believed that symbol creation was a key in understanding human nature. Symbols express something essentially unknown in the best way possible. The boys in Lord of the Flies create a symbol for their fear, at times the boys feel afraid and they cannot exactly express why. The boys create the symbol of the beast because they cannot touch or see their fear and so they imagine a beast that they could touch and see. Whenever Simon recognizes that the thing to fear lies within the boys he also creates a symbol, the Lord of the flies. Jung also believed that the introvert and the extrovert make up the main components of personality. The introvert, like Simon, tends to keep to themselves, and find more interest in ideas than in people. â€Å"Simon paused. He looked over his shoulder as jack had done at the close ways behind him and glanced quickly around to confirm that he was utterly alone† (56). The extrovert however, is outgoing and socially oriented. Both Jack and Piggy fit the description of extroverts because, they both freely express their ideas and long for others to hear and admire them. According to Jung a person that has a healthy personality can realize these opposite tendencies and can express each. Ralph most closely adheres to Jung’s theory about healthy personality. Ralph has a need for socialization but, he also knows when he needs time for reflection and thought, many times Ralph wishes that he had time to gather his thoughts before he had to go and present them in front of the rest of the tribe. When reading Lord of the Flies some readers may miss the latent meaning and only focus on the manifest. Readers who do not take in deeper psychological nature of the novel would attribute the boy’s different reaction to the island, to differences in personality and background instead of the boys taking on the image of the different levels of consciousness. This reader might think that they could not keep order simply because they are just young boys when their real motives were their subconscious need for superiority. The entire novel deals with the psychological principles set forth by Freud, Adler, and Jung; it could be considered a case study that verifies the very things that these psychologists believed.

New Zealand Births, Deaths Marriages Available Online

New Zealand Births, Deaths Marriages Available Online For individuals researching their New Zealand whakapapa (genealogy), the  New Zealand Ministry of Internal Affairs offers  online access to New Zealands historical birth, death and marriage records. To protect the privacy of living people, the following historic data is available: Births that occurred at least 100 years ago Stillbirths that occurred at least 50 years ago (officially recorded since 1912) Marriages that occurred at least 80 years ago Deaths that occurred at least 50 years ago, or the deceaseds date of birth was at least 80 years ago Information Available Via Free Search Searches are free and generally provide enough information to help you ascertain that you have the correct individual, although information collected prior to 1875 is fairly minimal. Search results typically provide: Births - registration number, given name(s), family name, mothers given name (not maiden name), fathers given name, and whether a the birth was a stillbirth. Expect to find a large number of births with no given name recorded for the child. Births were required to be registered within 42 days, yet children were often not named until they were baptized.   Deaths - registration number, given name(s), family name, date of birth (since 1972) or age at death Marriages - registration number, brides given name(s) and family name, and grooms given name(s) and family name. Parents for the bride and groom can often be found after late 1880/early 1881. You can sort search results by clicking on any of the headings.   What to Expect from a Purchased Printout or Certificate Once you find a search result of interest, you can either purchase a printout to be sent via email,  or an official paper certificate sent through postal mail. The printout is recommended for non-official research purposes (especially for registrations after 1875) because there is room for  more information on a printout than can be included on a certificate. The printout is typically a  scanned image of the original record, so will contain all the information that was provided at the time the event was registered. Older records which have been since updated or corrected may be sent as a typed printout instead. A printout will include additional information that is not available through search: Births 1847–1875:  when and where born; given name (if provided); sex; name and surname of father; name and maiden surname of mother; rank or profession of father; signature, description and residence of the informant; date registered; and signature of the deputy registrar   Births post 1875:  when and where born; given name (if provided); whether child was present at the time of registration; sex; name and surname of father; rank or profession of father; age and birthplace of father; name and maiden surname of mother; age and birthplace of mother; when and where parents were married;  signature, description and residence of the informant; date registered; and signature of the deputy registrar.  Information available for births recorded in the MÄ ori Registers (1913 – 1961)  may be slightly different. Deaths 1847–1875: when and were died; name and surname; sex; age; rank or profession; cause of death;  signature, description and residence of th e informant; date registered; and signature of the deputy registrar   Deaths post 1875:  when and were died; name and surname; sex; age; rank or profession; cause of death; duration of last illness; medical attendant who certified the cause of death and when they last saw the deceased; name and surname of father; name and maiden name (if known) of the mother; rank or occupation of the father; when and where buried; name and religion of minister or name of witness to the burial; where born; how long in New Zealand; where married; age at marriage; name of spouse; children (including number, age and sex of living children); signature, description and residence of the informant; date registered; and signature of the deputy registrar. Information available for deaths recorded in the MÄ ori Registers (1913 – 1961) and War Deaths from WWI and WWII may be slightly different. Marriages 1854–1880: when and where married; name, surname, age, rank or profession, and marital condition of the groom;  name, surname, age, rank or profession, and m arital condition of the bride; name and signature of officiating minister (or Registrar); date of registration; signatures of bride and groom; and signatures of the witnesses. Marriages post 1880: when and where married; name, surname, age, rank or profession, and marital condition of the groom;  name, surname, age, rank or profession, and marital condition of the bride; if widow/widower, the name of former wife or husband; birthplace of bride and groom, residence (present and usual) of the bride and groom; fathers name and surname; fathers rank or profession; mothers name and maiden surname; name and signature of officiating minister (or Registrar); date of registration; signatures of bride and groom; and signatures of the witnesses.  Information available for marriages recorded in the MÄ ori Registers (1911 – 1952)  may be slightly different. How Far Back are New Zealand Births, Marriages and Deaths Available? Official registrations of births and deaths began in New Zealand in 1848, while marriage registration began in 1856. The website also has some earlier records, such as church and place registers, dating back as early as 1840. Dates for some of these early registrations may be misleading  (e.g marriages from 1840–1854 may appear with a registration year of 1840).   How Can I Access More Recent Birth, Death or Marriage Records? Non-historical (recent) records of New Zealand births, deaths and marriages can be ordered by individuals with a verified RealMe identity, a verification service available to New Zealand citizens and immigrants. They can also be ordered by members of  organizations approved by the New Zealand Registrar-General.   For a fascinating historical overview of the keeping of New Zealands registers of births, deaths and marriages, see the free PDF version of Little Histories, by  Megan Hutching of the New Zealand Ministry for Culture and Heritage.

Nationalism vs. Cosmopolitanism Essays

Nationalism vs. Cosmopolitanism Essays Nationalism vs. Cosmopolitanism Essay Nationalism vs. Cosmopolitanism Essay The continuing phenomenon of globalization has caused scholars to recognize distinctions and ultimately relationships between the global and local in the context of social, political and cultural affairs. â€Å"Cosmopolitans and Locals in World Culture† by Ulf Hannerz approaches an understanding of the relationship between cosmopolitanism and locality in the world through the lens of the individual, while Mary Kaldor’s â€Å"Cosmopolitanism Versus Nationalism: The New Divide? addresses the conflict between the application of cosmopolitanism in the political arena and notions of new nationalism. Together these articles suggest the seemingly oppositional forces of global and local are interdependent and recognize the declining influence of the nation-state and territorial boundaries as means for identity. Hannerz asserts cosmopolitanism as a perspective or approach to grappling with meaning, and addresses the views assumed by cosmopolitan individuals. Cosmopolitans seek to engage and participate with other cultures, for â€Å"the perspective of the cosmopolitan must entail relationships to a plurality of cultures understood as distinctive entities† (Hannerz 239). Hannerz claims cosmopolitanism as an orientation towards diversity, such that the individual experience can be characteristic of several different cultures. In experiencing different cultures, the cosmopolitan seeks contrast not uniformity. This mind-set, as Hannerz suggests, requires a kind of competence in which the individual attains the â€Å"personal ability to make one’s way into other cultures, through listening, looking, intuiting and reflecting† (Hannerz 239). This cultural competence is required for integrating oneself into a foreign system of affairs and engaging in a particular culture. In addressing the cosmopolitan’s competence with regard to foreign cultures, Hannerz points out a paradoxical relation between notions of mastery and surrender. While a cosmopolitan may piece together separate cultural experiences to shape his own perspective, Hannerz affirms a cosmopolitan must surrender to all the elements of an alien culture in order to truly experience it. Thus a sense of mastery comes from surrendering cultural origins, for â€Å"cosmopolitan’s surrender to the alien culture implies personal autonomy vis-a-vis the culture where he originated† (Hannerz 240). This implies that the cosmopolitan may disengage from his culture of origin to engage in alien cultures and vice-versa. This engagement differentiates from that of a tourist. While tourists act as spectators to a culture, cosmopolitans refute the notions of tourism and seek participation. Hannerz asserts a cosmopolitan’s dependence on locals. He introduces the concern that the emergence of a world culture will result in the homogenization of the global resulting in the loss of local culture. However, Hannerz contends that cosmopolitans, like locals, carry a shared interest in cultural diversity and the preservation of local culture. Yet, in order for cosmopolitans to engage themselves in alien cultures, these cultures must be willing to accommodate them. An interdependent relationship exists, therefore, between cosmopolitanism and locality, in which locals must accommodate cosmopolitans and cosmopolitans seek to preserve cultural diversity. Mary Kaldor characterizes globalization as a reorganization of power, which places emphasis on the global and local while undermining the influence of the nation-state. Kaldor points out the shift from vertically organized cultures, which were determined by territory and religion, to horizontally organized cultures that emerged from transnational networks. This process of globalization creates inclusive transnational networks of people and, in doing so, it leaves out the expansive majority. In terms of economic effects, globalization has caused the supply of products to be based on demand and not territorially based mass production. Kaldor asserts this economic shift has caused â€Å"global and local levels of organization [to] have grown in importance while national levels of organization, associated with an emphasis on production, have correspondingly declined† (Kaldor 44). Globalization has caused a transition from emphasis on nation-state level collaboration to global and local levels of collaboration. Kaldor asserts the growth of transnational institutions has promoted direct links between local and global efforts. Local and regional politics have influenced formal and informal forms of cooperation between separate countries, such as eco-friendly initiatives to recycle and control waste. Also, Kaldor notes that nongovernmental organizations have played a role in bypassing national governance to promote humanitarian efforts. These NGOs â€Å"are most active at the local and transnational levels partly because these are the sites of the problems they are concerned with and partly because the formulation of national policy remains the closely guarded province of nationally organized political parties† (Kaldor 45). Despite NGOs having little influence over national governments, national forms of government are increasing transnational links and, as a result, government organizations are decentralizing and becoming more horizontally organized. Kaldor addresses the notion of new nationalism as a response to globalization, which affirms the weakening influence of nation-states. This notion of new nationalism presupposes â€Å"a renewed commitment to existing nation-states and a rediscovery or reinvention of past greatness and past injustices† (Kaldor 48). Kaldor asserts a â€Å"we-them† distinction in which â€Å"we† identifies a common culture and â€Å"them† identifies a foreign enemy on the basis of military threat or separate ethnicity. This new nationalism comes from a reaction to the weakening legitimacy of political classes and a reaction to globalization by virtue of the â€Å"new legal and illegal ways of making a living that have sprung up among the excluded parts of society† (Kaldor 49). This new nationalism is used as a form of political mobilization, yet historically the use of nationalism as a source of political mobility has proven to be a cause of corruption. Kaldor explains that since globalization generates efficiency and high productivity through technology and concern of local demand, the unemployment rate among factory workers has risen. This creates resentment to notions of globalization by the unemployed and, thus, the desire for nation-state protection of jobs. Kaldor asserts this is counter-productive and suggests a solution in which a â€Å"transnational layer of governance†¦would co-exist with other layer[s] –national, local, and regional† to protect local communities and help with problems such as pollution, violence and poverty (Kaldor 54). Kaldor claims that resting political power in the forum of nation-states is inefficient since nation-states have become impotent. While Mary Kaldor provides a focused social/political account of cosmopolitanism and Hannerz offers an account centered on individual experiences, both articles affirm the mutual relationship between notions of cosmopolitanism and locality. Kaldor claims â€Å"the divide between cosmopolitanism and nationalism [which] can be interpreted as a contest for the post-nation-state political order –between those who favor a new diversity of transnational, national and local forms of sovereignty and those who want to build fractional territorial fiefdoms† (Kaldor 56). Both authors agree on the merits of promoting international networks and refute the arbitrary drawing of territorial lines to empower nation-states and instead favor the empowerment of transnational processes that place emphasis on relations between the local and global. Bibliography Hannerz, Ulf. 1990. â€Å"Cosmopolitans and Locals in World Culture† Theory, Culture, and Society 7:237-251. Kaldor, Mary. 1996. â€Å"Cosmopolitanism vs. Nationalism, The New Divide? † from Richard Caplan and John Feffer, eds. Europe’s New Nationalisms: Stats and Minorities in Conflict. Oxford University Press. 42-57.

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Assessment test Essay Example for Free

Assessment test Essay Assessment is a vast topic that is a continuing process that educators use to observe, gather, and evaluate evidence to determine what students have learned, as well as, making informed, and dependable decisions to enhance student learning. It encompasses a broad range of testing from nationwide accountability tests to everyday classroom observation and quizzes. In order to take control of what appears to be an excess use of testing, assessment should be looked upon as a tool for information. The more information we have about students, the more closely we can look at  instructional strategies that are effective and which ones need to be modified. There are two main types of assessments that I will be discussing, formal and informal. Informal assessments or in other words â€Å"assessment of learning†, are used to evaluate students during the learning process. Formal assessments are conducted as a tool to evaluate student’s completion of work or the final product. 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Advantage #1 It ensures that no child—regardless of race, ethnicity, gender or status is trapped in a consistently low-performing school. If a school does not make adequate progress towards set standards, parents have the option of sending their children to a better performing school or are provided free tutoring. This assessment helps determine if the student is receiving high-quality education at different grade levels. Advantage #2 Teachers are held accountable. If a student is not advancing with one  method of teaching, the teacher must use a different technique for a more favorable outcome. They must use research-based methods of teaching. This high-stakes test determines how to use assessment results to plan effective instruction. Disadvantage #1 This statewide-standardized test does not recognize student growth. It does not offer a realistic picture of how a student or school is performing as a whole. The extent of what a student actually learned is not known. Students that start out at a disadvantage are not given recognition for progress in achievement. Disadvantage #2 Teaching to the test. The growing concern with this high-stakes test is that it has become the curriculum and instruction has been narrowed to focus on results. Disadvantage #3 States set their own standards and can make tests unusually easy to compensate for inadequate student performance. The second type of formal assessment I would like to discuss is the aptitude test. It is a norm-reference test and is administered under timed testing conditions. It measures a student’s overall performance across a wide range of intellectual capabilities. These test are useful to determine the current level students are at and to adjust classroom curriculum  accordingly. Advantage #1 Aptitude tests are excellent predictors of future learning or performance. Advantage #2 Aptitude tests help students understand their own strengths and weaknesses. Advantage #3 Aptitude tests are useful tools for working with students with special needs because it can help teachers form realistic expectations of the student. Disadvantage #1 Since this is a multiple-choice type test, it does not allow for creativity or an alternative way of thinking. Disadvantage #2 Since this is a norm-reference test, students do not know how well they individually mastered the material. They only know how well they did compared to other students. Informal assessments is an important tool for teachers to use to monitor students’ progress throughout the learning process. The first type of informal assessment I feel is crucial in monitoring student performance is observation. I feel this method would be valuable to use in my classroom because I can observe students immediate reaction to my instruction especially during a pair-share or group setting. As I walk around the classroom, I would document my assessment of students’ performance and then provide feedback. Advantage #1 As I observe and listen, it will allow me to know how many students remembered and processed the information given, as well as using it to solve problems. Advantage #2 As I observe and listen, it can help me to immediately clarify any confusion and address the problem. Disadvantage #1 Not all students may be verbally participating at the time of observation. Disadvantage #2 Some students become nervous when being observed, and their performance may suffer. A second type of informal assessment that I would use in the classroom would be student portfolios. Through the portfolio process,  students develop goal-setting and self-directed learning techniques. It helps students value themselves as learners. It also allows students to compete with themselves rather than with other students. Advantage #1 Students can plan and manage their own time to complete their work. This can benefit the students by teaching them responsibility for their own learning goals. Advantage #2 Students know their own strengths and weaknesses as they assess and analyze their progress. Disadvantage #1 Portfolios take a lot of planning and organization. Gathering all the information can make it difficult to manage. Disadvantage #2 Evaluating and scoring a student’s portfolio evolves a wide range of subjective evaluation procedures, which can limit reliability. A third method of informal assessment is through student oral presentation. This technique provides the student an opportunity to present information through verbal means in lieu of a written form. It allows the student to show their knowledge on a particular subject. To assess this type of method I would use a rating scale to grade student performance. It is very important to use a detailed rating scale for students to know the  aspects of the presentation that are to be considered in the assessment. Advantage #1 This method of assessment is instant and immediate in the transmission of information. Feedback can be given instantly. Advantage #2 Oral presentations provide maximum preparation. This can allow the students to practice to achieve perfection. Disadvantage #1 Some students are timid and more introverted than others. Oral presentations can be very intimidating and nerve-racking. Disadvantage #2 English language learners or those students who have a disability might affect their ability to speak fluently. Disadvantage #3  Students might find it easier to organize information through written communication. The final informal assessment method I would use would be pop quizzes. This type of assessment is usually quick, given without prior warning and can be completed in 15 minutes or less. Teachers can use this method to determine if students have grasped recent information. Advantage #1 Allow students to build on previous information and strengthens concepts which may have been unclear to them. Advantage #2 It is a great way to reinforce material that may be covered on a standardized type assessment test. Disadvantage #1 It does not allow for accommodation for those students who need extended time on examinations, tests and quizzes. It can cause undo stress for those students. Disadvantage #2 It doesn’t really tell the true picture of a student’s level of knowledge. Some students may be lucky enough to guess the majority of the questions correctly. Having a mixture of written and oral types of informal assessments services a wide range of students. It allows the teacher to evaluate and recognize student’s learning needs and determine the appropriate level and pace of workflow. It offers the students the best chance to excel in one or more formats.

Analyse The Poem The Suicide From Duffys English Literature Essay

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It is important that it takes place in the small dark hours because generally, this is the time at which most suicide attempts transpire time itself is suppressive, but cannot be suppressed. This links to the poem Mean Time, within the phrase darkening sky and in particular in the conclusive stanza of the poem, But we will be dead, as we know, beyond all light/These are shortened days and endless nights. These lines allow for the emotive, darkened mood of the persona to be expressed, and relate somewhat to the feelings enunciated in The Suicide. The fact that the moon is described as bitter presents the mood of the persona themselves, immediately clarifying that something desperate Despair laced with a little glee is going to oc cur. The phrase I lie back under the lightbulb allows for the understanding of the loneliness of the situation; she is taking her life in a place of isolation, away from other beings. The lightbulb and the light that it emits emphasise the extreme nature of the act she is going to execute, as well as referring to the metaphorical light that you can see when nearing death. The use of the personification of the moon, till it gleams with resentment, contrasts with the girls desire to be recognised the moon does not want to be noticed it is resentful of this- but the subject does and is using suicide as a means of getting this attention. The single word Famous is used as a means of expressing the thoughts of the persona- if she was to commit suicide, then she would be remembered for it, and would get the recognition that she craves; just as the popularity of Kurt Cobain, and Marilyn Monroe, for example, increased after their suicides. Despite all of this, the persona is most certainly in control of the situation leave it to me. In the play Macbeth, by William Shakespeare, Lady Macbeth, upon planning a murder herself, comments Leave all the rest to me. In stanza five, Duffy again relates her poem to Lady Macbeths use of interrogative in the line give me the daggers. The persona states I get out the knives; knives being plural, almost representing ritualistic behaviour, preparing for death in a specific manner. The persons desire for control extends to the metaphor, My body is a blank page I will write on, implying that the death will be both physical and visual. The persona is frequently referred to as being unusual Duffy writes Nobody drinks with their whole face, implying that nobody is altogether one being- but the persona is- I do. This links to the poem Stealing and the final line, You dont understand a word I am saying, do you? It links in the sense that despite everything she has said, the reasoning behind her desire to end her life is still a blur to the audience. We do not understand; nobody does Nobodys ears are confessionals. It enunciates the complexity of the emotions that the speaker endures. Duffy uses a paradox in describing eyes in the glass, like squids as being sexy it is as if the persona is speaking in reverse. In the fifth stanza, Duffy Duffy uses caesura in the poem frequently to emphasise particular words and phrases- in stanza two, the use of the minor sentence Lies. Blood. is an example of syntax lies are presented before blood, with the intended implication that lies lead to blood. Throughout the poem, Duffy presents the speaker as being vindictive, using the interrogative get out the knives, and who wants a bloody valentine. The latter is quite ambiguous; a literal reference to a blood covered valentine, or figuratively meant in a colloquial, dismissive sense. The use of language and bitterness contrasts with the soft, optimistic attitudes of characters from numerous other poems from Duffys Mean Time collection, and also links closely with the romanticized, unique representation of love in Valentine where an onion, representing love, clings to your knife, but meant in an entirely different concept to The Suicide, where the only thing clinging to her knives would be blood. In the penultimate stanza, two different, contrasting extremes of emotion are presented; a dismissive nature, and one typically self-regarding. The use of the curse Fuck off is aggressive and vindictive, and clearly expresses the emotions that the persona is experiencing. In contrast to this, Worship allows for the feelings that the speaker wishes to experience to be recognised; she wants to be worshipped, she wants to at least gain some recognition. She states that This will kill my folks, which, linking back to stanza five, contrasts with her saying Utterly selfless. She sees the act as being unselfish, however recognises the pain that it is going to cause her parents. It also represents the irony of the situation; her blunt statement shows that she knows that her parents will be broken by her suicide, but regardless of this, she appears to proceed with the act; she has no will to live, and sees suicide as the easy way out, conveying the damage that the persona feels. The act will literally kill her, and figuratively kill her parents. In stanza two, Duffy uses repetition of the words Never never never never enough, a phrase that is somewhat echoing of the mood- it shows the hysteria behind the situation, and how, no matter what happens, she will never be satisfied with her life the way things are going. In conclusion, Duffy uses the poem The Suicide as a means of

Utopia Essays -- Utopic Society Social Issues Essays

Utopia In the year 1515, a book in Latin text was published which became the most significant and controversial text ever written in the field of political science. Entitled, ‘DE OPTIMO REIPUBLICATE STATU DEQUE NOVA INSULA UTOPIA, clarissimi disertissimique viri THOMAE MORI inclutae civitatis Londinensis civis et Vicecomitis’, translated into English would read, ‘ON THE BEST STATE OF A COMMONWEALTH AND ON THE NEW ISLAND OF UTOPIA, by the Most Distinguished and Eloquent Author THOMAS MORE Citizen and Undersheriff of the Famous City of London.’. Utopia (Latin: no-place) is a society of great planning and capability. A community where individuals compromised their rights for the good of the collective and focused on a communal goal. These ideals of an infinitely capable and cooperative. Utopic society have captured the imagination of the greatest minds throughout the centuries. One may find the origin of Utopian thoughts in the Republic and Law conceived by Plato and in The Nicomachean Ethics and Politics created by Aristotle. The two individuals are the founding fathers of western philosophy, and their works are the basis of the western political science. Despite the thoughts on a planned society that preceded More in the field of Utopic philosophy, the first complete Utopia was credited to More and it became the pinnacle of Renaissance humanist thought. In the book, Utopia, More employed the fictional character Ralpheal Hythloday to bring a practical Utopia to the readers. The travelogue of the Island of Utopia from Hythlod ay would act as the model of many Eutopias (Latin: happy-place) and dystopias (Latin: opposite-place) created from a variety of interpretations by authors such as Karl Marx, revolutionist, and H.G We... ...niversity Library Online. Nov 1996. Eurich, Nell. Science in Utopia: A Might Design. Massachusetts: Harvard University Press, 1967 Fox, Alistair. Utopia: An Elusive Vision. New York: Twayne Publishers, 1993 Hertzler, Joyce Oramel Ph.D. The History of Utopian Thought. New York: The MacMillan Copany, 1926 Kateb, George. Utopia and its Enemies. London: The Free Press of Glencoe, 1963 Logan, George M., Adams, Robert M., Miller, Clarence H. Utopia: Thomas More: Latin Text and English Translation. New York: Cambridge University Press, 1995 Logan, George M., Adams, Robert M. Utopia: More. Cambridge: Cambridge University Press, 1988 Olin, John C. Interpreting Thomas More’s Utopia. New York: Fordham university Press, 1989 Russell, Frances Theresa. Touring Utopia: The Realm of Constructive Humanism. New York: The Vail-ballou Press, 1932

Misguided Gothic Authors :: gothic

Misguided Gothic Authors      Ã‚  Ã‚  Ã‚  Ã‚   In many ways the fascination with the gothic style of art, represented by music, literature, film, and others, is nothing more than a way for the observer to escape from real life and its many responsibilities. Gothic art claims to be profound and contain great esoteric meaning with life changing impact, yet the characters and the message are more often weak, unproductive, crippled, or even mad. Examples of this flaw in the argument in favor of the gothic imagination are given in the works by Beethoven, Goethe, Rice, and Gilman. It will be revealed that these authors have been misguided often by their own escapist nature to create a false reality and promote it as meaningful. In truth, the gothic imagination is the imagination of those who are looking for an excuse for their laziness and purpose behind their protective depression.      Ã‚   There is no question that the work of Beethoven are tremendous and phenomenal. His talent as a composer has rarely been closely met. The maturation of his compositions show a growth of important musical literature that admitted have changed the world within and without the realm of music. This fact has been a powerful tool carried by those promoting the gothic imagination for far too long. It is true that Beethoven was deaf and that he had difficult relations with his family as well as various women in his life. This gives no call for belief that he was any different than any of the other millions of people in the world that have been in the same situation. It is suggested that his great works were due to his suffering and gothic mind. It is suggested that he struggled and transcended because he was a gothic hero. The abuse of the contributions of such a remarkable musician is almost in excusable. In attempts to justify their own suffering and to give excuse for their inabil ity to operate within normal human society, the gothics will say that Beethoven was misunderstood, suffered, and died miserably, and so will they. They have given up to the world and now feel justified in doing so.      Ã‚   Beethoven was a man with a great amount of talent and influence in his world which does set him apart somewhat from others. He also had a great deal of pain in his life which sets him apart from very few others in this world.

Taco Bell

â€Å"For us, the process of reengineering is like a sailing adventure which has been going on for more than ten years, and we know that as long as the Taco Bell still engaged in service to the customer's business, the sail will continue to persist. † –chief executive and chairman of Taco Bell. John Martin The Taco Bell's CEO and chairman John Martin is one of the most influential man in the fast food industry, he has a reason proud for his achievements over the past few decades in Taco Bell company.He's guidance on the value – oriented reengineering to Taco Bell company marks an era of the fast food industry. He set off a revolution in the fast food industry, each Taco for 59 cents and still profitable. Starting in 1983, John Martin began a series of changes in the Taco Bell organization designed to alter the company’s mind-set, as well as its capabilities for pursuing a strategy to compete with the major fast-food chains. The first thing he did was to mo dernize Taco Bell’s physical units.These changes included remodeling the restaurants, increasing seating capacity, adding drive-through windows, installing new signs, and outfitting employees in more contemporary uniforms. The company also added new menu items, including Nachos, Taco Salad, Mexican Pizza, Double Beef Burrito Supreme, Seafood Salad, and Soft-Shell Tacos. 2In addition, Martin accelerated the company’s growth, averaging 249 new stores per year from1983 to 1988, an increase from less than 100 units per year that had been added in the late 1970s.This expansion also extended Taco Bell’s geographic presence into the Midwest, Southeast, and Northeast. In the process, the company replaced its old 1,600-square-foot mission-style restaurants with more modern2,000-square-footunits. 2 Dean Takahashi: â€Å"Taco Bell†¦,† The Orange County Register, August 13, 1989. The first four products mentioned are trade marked products of Taco Bell Corp Taco Bell â€Å"For us, the process of reengineering is like a sailing adventure which has been going on for more than ten years, and we know that as long as the Taco Bell still engaged in service to the customer's business, the sail will continue to persist. † –chief executive and chairman of Taco Bell. John Martin The Taco Bell's CEO and chairman John Martin is one of the most influential man in the fast food industry, he has a reason proud for his achievements over the past few decades in Taco Bell company.He's guidance on the value – oriented reengineering to Taco Bell company marks an era of the fast food industry. He set off a revolution in the fast food industry, each Taco for 59 cents and still profitable. Starting in 1983, John Martin began a series of changes in the Taco Bell organization designed to alter the company’s mind-set, as well as its capabilities for pursuing a strategy to compete with the major fast-food chains. The first thing he did was to mo dernize Taco Bell’s physical units.These changes included remodeling the restaurants, increasing seating capacity, adding drive-through windows, installing new signs, and outfitting employees in more contemporary uniforms. The company also added new menu items, including Nachos, Taco Salad, Mexican Pizza, Double Beef Burrito Supreme, Seafood Salad, and Soft-Shell Tacos. 2In addition, Martin accelerated the company’s growth, averaging 249 new stores per year from1983 to 1988, an increase from less than 100 units per year that had been added in the late 1970s.This expansion also extended Taco Bell’s geographic presence into the Midwest, Southeast, and Northeast. In the process, the company replaced its old 1,600-square-foot mission-style restaurants with more modern2,000-square-footunits. 2 Dean Takahashi: â€Å"Taco Bell†¦,† The Orange County Register, August 13, 1989. The first four products mentioned are trade marked products of Taco Bell Corp

An Inspector Calls

Though the girl subject to this as they find out ay not have actually died, this changes some Of the group's views which results in a family backlash. However, if Eva Smith, Daisy Rent and the girl who came to the Brimley women's council were all the same girl, and she subsequently died because of their actions, which character was the least responsible for her death? The first person to experience the effortless wrath of the inspector is Mr. Bribing, who is easily recognizable as the most stubborn of the lot.Instantly he tries to intimidate the inspector by rather cockily stating his past and present positions such as his time as Lord Mayor as well as his continued place on the Bench. Unlike many people Mr. Geol. stays calm and even emerges as the most dominate figure in the room almost immediately with ease. After Bribing notices this he begins to show a bit more intolerance or ‘impatience' as it says in the stage directions. Mr. Burbling part in the death is effectively star ting off a chain reaction.Eva was a worker in his factory at a time when the lower class were beginning to speak out about the cruelties of their lives and their work. The suffragettes were a growing voice since 1903 when they were formed. Trade unions were growing increasingly large with strikes happening thick and fast, with two years before being ebbed as ‘the great unrest'. Thus when the girl came asking for a couple shillings more a week she was instantly rejected along. After ‘a week or two' on strike all the workers on strike were allowed to return apart from a few ringleaders, of course one of these was Miss Smith.I believe this makes him one of the least responsible as he followed the general course of action that almost every other factory owner would have at that time. Although many people would still highlight and abhor his complete lack of remorse he consistently shows throughout the play, showing no consideration to anyone rower down the ladder of class. Th is is proven almost every time he opens his mouth; statements such as ‘a man has to look after himself' and ‘I still can't accept any responsibility, with the latter coming just after he found out his part in it all. Even though it used to be him near the bottom.The next victim of the inspector is the sweet Sheila Bribing. As she only entered the room as Geol. was moving away from Brisling's time in the spotlight she only learned little of the detail that had actually been disclosed. But still she showed great sorrow towards the tragedy. This builds up an image of Sheila that allows the audience to be much more forgiving when her role comes to light. When Mr. Geol. carries on his story telling we find out that Eva very fortunately takes advantage of the spreading influenza to grab a job at a high up the market clothes shop, Milliards.With secrecy he shows Sheila the photo of her and instantly its effect is evident, causing her to give ‘a half stifled sob' and scatt er out of the room. Her father while he may feel her actions are immature, takes this opportunity to have a much wanted dig at the informant. Once again attempting to make him feel uncomfortable and under pressure, this like before is unsuccessful. When Sheila re-enters the room it is explained that how she caused the girl to lose her job in a very UN-necessary manner. Wink very few people would see this as terrible and unforgiving, whereas most, like myself, would view this as provoked bad luck. Meaning we understand her errors but also believe the timing overlooks that. This is because as she puts it she was already in a ‘furious temper beforehand and adding to this it's never pleasing to be proven wrong (especially by your mother). So Eva unluckily faced the brunt of Sheila's own immaturity and momentary selfishness by eyeing fired, leading her to go in search of a new life.Thirdly is Gerald. Though his part is much different to the rest as he didn't affect her life for the worst. The inspector tells us how becoming Daisy Rent is Eve's fresh start, but when hearing this name Gerald is clearly shocked. So much so that his fiancee begins quizzing him on her before he's even admitted to anything. With only a visual answer she finds out how last summer when Mr. Croft was apparently too busy (with work) to spend much time with her, was actually a cover-up.Consequently turning Gerald from charming fiance to the audience's villain. That nickname, however, does not last long. His actions towards her prove he has a lot more respect for the opposite sex then many people of his grade. More evidence is he tells us how it wasn't intentional for her to end up his mistress nonetheless he did gracefully accept that it was inevitable. Most likely because she was young, ‘pretty' and ‘warm-hearted'. Soon his friend was returning home and it had to end, but this time she left in a better place.Even though he was having an affair which enforces that he can't r espect women to a huge extent, it is still clear he did only have good intentions in his heart. Taking this into consideration I still think this makes him the least responsible as he did actually re-instate happiness into her increasingly torrid life. Next in the play but last in the real time events IS Mrs. Bribing. Ever since her introduction to the conversation (and often argument) she has been closed-mined like her husband but this completely opposite to their children.This is much in line with the common perception of the older ages and the younger ages. The older one being how they are Often stubborn, especially if they have been caught out or proven wrong, causing them to effuse themselves the ability to learn from they're mistakes. Whereas Sheila and Eric accept and even exaggerate their responsibility which makes them the subject of patronizing from their parents, such as being told numerous times to ‘keep quiet' and referring Sheila's behavior as ‘like an hyst erical child'.Mrs. Burbling faults were perhaps the most influential as she turned the UN-named girl away at by far the most important time. Eva pretending her name was Mrs. Bribing almost confirmed her fate. As older women of the time's tendency to hold grudges was Omni-present here. The real Mrs. Bribing scribed this as ‘a piece of gross impertinence', impertinence being possibly Sibyl's favorite word to describe people she believes to be beneath her (which is almost everyone).This altogether gives no opportunity for anyone to speak positively about her in any manner. Sybil constantly adds to her already very pessimistic persona by egocentric comments throughout the play. After being proven guilty she comes out with ‘l accept no blame at all', deliberately evading the truth like she continues to do for the rest of the play. She tries to make herself seem more innocent than everyone else – but in fact everything he says is based on her desire to avoid anything wh ich is ‘offensive' to her social sensibility.Her twisted morals and her missing compunction which led to an innocent girl's death makes me believe she is more responsible for Eve's death. Lastly Eric who is not all the man his parents believe him to be. As for 2 years he has been ‘steadily drinking' unbeknown to his parents. Throughout the play he is shown as a weak, foolish, and thoughtless youth with his part in the loss of life coming down to character-flaws. Though at least it is clear he genuinely grief-stricken with the death as when he finds out his mother laded a huge role in the death he almost breaks down.Partly because it was the death of her own grandchild and partly because he is mortified by the fact she could have made a difference but chose not to. With Eric you can so nearly synthesis but his lack of responsibility ruins that. For example when he admits to stealing money to support Eva you can acknowledge the attempted act of kindness but then you have t o condemn the cowardly way in which it was carried out. Regardless of this Rise penitence is to be respected, also his errors were not out of wickedness, but from his own attributes. An Inspector Calls Though the girl subject to this as they find out ay not have actually died, this changes some Of the group's views which results in a family backlash. However, if Eva Smith, Daisy Rent and the girl who came to the Brimley women's council were all the same girl, and she subsequently died because of their actions, which character was the least responsible for her death? The first person to experience the effortless wrath of the inspector is Mr. Bribing, who is easily recognizable as the most stubborn of the lot.Instantly he tries to intimidate the inspector by rather cockily stating his past and present positions such as his time as Lord Mayor as well as his continued place on the Bench. Unlike many people Mr. Geol. stays calm and even emerges as the most dominate figure in the room almost immediately with ease. After Bribing notices this he begins to show a bit more intolerance or ‘impatience' as it says in the stage directions. Mr. Burbling part in the death is effectively star ting off a chain reaction.Eva was a worker in his factory at a time when the lower class were beginning to speak out about the cruelties of their lives and their work. The suffragettes were a growing voice since 1903 when they were formed. Trade unions were growing increasingly large with strikes happening thick and fast, with two years before being ebbed as ‘the great unrest'. Thus when the girl came asking for a couple shillings more a week she was instantly rejected along. After ‘a week or two' on strike all the workers on strike were allowed to return apart from a few ringleaders, of course one of these was Miss Smith.I believe this makes him one of the least responsible as he followed the general course of action that almost every other factory owner would have at that time. Although many people would still highlight and abhor his complete lack of remorse he consistently shows throughout the play, showing no consideration to anyone rower down the ladder of class. Th is is proven almost every time he opens his mouth; statements such as ‘a man has to look after himself' and ‘I still can't accept any responsibility, with the latter coming just after he found out his part in it all. Even though it used to be him near the bottom.The next victim of the inspector is the sweet Sheila Bribing. As she only entered the room as Geol. was moving away from Brisling's time in the spotlight she only learned little of the detail that had actually been disclosed. But still she showed great sorrow towards the tragedy. This builds up an image of Sheila that allows the audience to be much more forgiving when her role comes to light. When Mr. Geol. carries on his story telling we find out that Eva very fortunately takes advantage of the spreading influenza to grab a job at a high up the market clothes shop, Milliards.With secrecy he shows Sheila the photo of her and instantly its effect is evident, causing her to give ‘a half stifled sob' and scatt er out of the room. Her father while he may feel her actions are immature, takes this opportunity to have a much wanted dig at the informant. Once again attempting to make him feel uncomfortable and under pressure, this like before is unsuccessful. When Sheila re-enters the room it is explained that how she caused the girl to lose her job in a very UN-necessary manner. Wink very few people would see this as terrible and unforgiving, whereas most, like myself, would view this as provoked bad luck. Meaning we understand her errors but also believe the timing overlooks that. This is because as she puts it she was already in a ‘furious temper beforehand and adding to this it's never pleasing to be proven wrong (especially by your mother). So Eva unluckily faced the brunt of Sheila's own immaturity and momentary selfishness by eyeing fired, leading her to go in search of a new life.Thirdly is Gerald. Though his part is much different to the rest as he didn't affect her life for the worst. The inspector tells us how becoming Daisy Rent is Eve's fresh start, but when hearing this name Gerald is clearly shocked. So much so that his fiancee begins quizzing him on her before he's even admitted to anything. With only a visual answer she finds out how last summer when Mr. Croft was apparently too busy (with work) to spend much time with her, was actually a cover-up.Consequently turning Gerald from charming fiance to the audience's villain. That nickname, however, does not last long. His actions towards her prove he has a lot more respect for the opposite sex then many people of his grade. More evidence is he tells us how it wasn't intentional for her to end up his mistress nonetheless he did gracefully accept that it was inevitable. Most likely because she was young, ‘pretty' and ‘warm-hearted'. Soon his friend was returning home and it had to end, but this time she left in a better place.Even though he was having an affair which enforces that he can't r espect women to a huge extent, it is still clear he did only have good intentions in his heart. Taking this into consideration I still think this makes him the least responsible as he did actually re-instate happiness into her increasingly torrid life. Next in the play but last in the real time events IS Mrs. Bribing. Ever since her introduction to the conversation (and often argument) she has been closed-mined like her husband but this completely opposite to their children.This is much in line with the common perception of the older ages and the younger ages. The older one being how they are Often stubborn, especially if they have been caught out or proven wrong, causing them to effuse themselves the ability to learn from they're mistakes. Whereas Sheila and Eric accept and even exaggerate their responsibility which makes them the subject of patronizing from their parents, such as being told numerous times to ‘keep quiet' and referring Sheila's behavior as ‘like an hyst erical child'.Mrs. Burbling faults were perhaps the most influential as she turned the UN-named girl away at by far the most important time. Eva pretending her name was Mrs. Bribing almost confirmed her fate. As older women of the time's tendency to hold grudges was Omni-present here. The real Mrs. Bribing scribed this as ‘a piece of gross impertinence', impertinence being possibly Sibyl's favorite word to describe people she believes to be beneath her (which is almost everyone).This altogether gives no opportunity for anyone to speak positively about her in any manner. Sybil constantly adds to her already very pessimistic persona by egocentric comments throughout the play. After being proven guilty she comes out with ‘l accept no blame at all', deliberately evading the truth like she continues to do for the rest of the play. She tries to make herself seem more innocent than everyone else – but in fact everything he says is based on her desire to avoid anything wh ich is ‘offensive' to her social sensibility.Her twisted morals and her missing compunction which led to an innocent girl's death makes me believe she is more responsible for Eve's death. Lastly Eric who is not all the man his parents believe him to be. As for 2 years he has been ‘steadily drinking' unbeknown to his parents. Throughout the play he is shown as a weak, foolish, and thoughtless youth with his part in the loss of life coming down to character-flaws. Though at least it is clear he genuinely grief-stricken with the death as when he finds out his mother laded a huge role in the death he almost breaks down.Partly because it was the death of her own grandchild and partly because he is mortified by the fact she could have made a difference but chose not to. With Eric you can so nearly synthesis but his lack of responsibility ruins that. For example when he admits to stealing money to support Eva you can acknowledge the attempted act of kindness but then you have t o condemn the cowardly way in which it was carried out. Regardless of this Rise penitence is to be respected, also his errors were not out of wickedness, but from his own attributes.