Comparison Contrast of Death of a Salesman and Glengarry Ross

Sasha Schmidt Midterm Essay Question 4 Jeannine Russell 10/28/12 The True Criminal Being a salesman has always carried a negative stigma since the early 1900s. Being seen as pushy, high pressure, deceitful people; the dreaded activity of purchasing some car or new appliance has haunted everyone at some point or another. Many words have come to describe salesman such as â€Å"sharks†, â€Å"cons†, â€Å"thieves† etc. , and these words have stuck with the profession throughout the century. Two very realistic depictions of such phonies can be seen in Death of A Salesman by Arthur Miller and Glengarry Glen Ross by David Mamet.They depict the styles of two salesmen who have very similar selling techniques, but at the same time can be contrastingly different. Willy Loman, the protagonist of Death of a Salesman, is often regarded as a tragic figure with whom the audience feels sympathetic. At the same time, his deceitful, dishonest, adulterous ways are despised. In addi tion to this, his over confident attitude seems supercilious and creates more of a disdain for the character as can be seen when he says â€Å"Goddammit, I could sell them! † (Miller 1071). The same can be said as Mamet’s character, Shelly Levene, starts declaring how great of a seller he was.Basking in his own light he boldly exclaims that his success as a salesman is due not to his luck but his skill†( Mamet 1419). Both characters often times talk about how back in the day they were great assets of the company â€Å"averaging a hundred and seventy dollars a week in commissions† (p. 1089) and â€Å"Cold calling. Nothing. Sixty-five, when we were there†¦Ã¢â‚¬  (Mamet 1419). Both characters meet their tragic ends as they realize that their deceitful and deceptive nature, the facade of great selling they lived behind, is a shattered reality. All both of them want is a chance and to live like they did in the old days and both are denied the chance.Whil e their characters mimic each other, the selling techniques of these two are completely different. Willy’s approach is to go in making natural conversation and the client feel as if they are human. Much to his chagrin is the new reality he is facing, where â€Å"it’s all cut and dried, and there’s no chance for bringing friendship to bear†(Miller 1089). In contrast, Levene takes on the role of â€Å"cut and dried† sales techniques, often using his other associates as pretend clients in order to just make the sell, whether or not he’s tricking extorting money out of his clients.Right from the beginning, he is trying to con â€Å"leads† out of Williamson, his supervisor. â€Å"†¦ I need the leads†¦Ã¢â‚¬ , he boldly tells Williamson who reluctantly begins to make him a deal (Mamet 1418). Right from the get go, Leven is already using the manipulation techniques he uses day in and day out on his co-workers even. Loman pushes hi s honest, integrity, and personality traits as the key to selling success, though we see an obvious decline in his selling abilities compared to the others. That being said, both characters are still very flawed with illusions of owning their own companies and waiting for the right client to come along.They both still have some nasty personality traits and are still putting on a facade to trick people; however, Willy Loman is tricking his family while Shelly Levene is tricking his consumers. Hard selling is a selling technique in which the salesman manipulates the psychological state of the consumer in order to achieve a sale, whether or not the sale is good (Baron & Branscombe). There is little concern for the consumer at all, in fact, often times the seller knows that the consumer is going to be placed into a bad situation, but they specifically rely on the ego-depletion of these buyers.They use a variation of techniques such as door-in-the-face and foot-in-the door just to name a few (Baron & Branscombe). Miller and Mamet depict this from the salesman’s side. They place this psychologically demanding technique at fault of the company, who requires them to sell a goal amount or face termination from the job. Such fear could incite higher pressure selling techniques, which actually make the consumer and the seller feel uncomfortable.Mamet and Miller criticize such deceptive techniques through their plays, highlighting the negative effects (the destruction of the central unit) and exacerbating the flaws of the technique. The role of a salesman has been part of America since the very beginning. With its recent revolution in the 1900s, it has now been associated with a negative stereotype often depicted by movies, literature, and plays. While there might be individual differences in the selling techniques, sellers are all perceived the same: dishonest, deceitful, and as con artists.Such a stigma created by their lack of concern after the sell has been mad e often reconfirms this stereotype. These prejudices notwithstanding, society often places a high demand on consumerism to help the economy and pushing the achievement of the American dream. Miller and Mamet uncover the treacheries of the salesman industry leaving the question as to whom the true criminal is : society or the salesman. Works Cited Jacobus, Lee A. The Bedford Introduction to Drama. Boston: Bedford/St. Martin's, 2009. Print. Baron, Robert A. , and Nyla R. Branscombe. Social Psychology. Boston: Pearson, 2012. Print.

Identity Impacts Medical Ethics and Genocide - Free Essay Example

Sample details Pages: 5 Words: 1438 Downloads: 7 Date added: 2019/02/20 Category Medicine Essay Level High school Tags: Medical Ethics Essay Did you like this example? In The Underground Railroad by Colson Whitehead, he depicts the idea of slavery and racism through the creation of Cora’s journey to freedom. Whitehead expresses the importance of ones’ identity with the use of imagery in order to describe the impact an identity can have. Ones character and physical traits uniqueness can be a determining factor of how an individual is treated by the majority. Don’t waste time! Our writers will create an original "Identity Impacts Medical Ethics and Genocide" essay for you Create order Whitehead is able to utilize his skill of imagery to create scenes in the reader’s mind to describe the hardships a slave has to go through. To show the struggles of a slave, in this case the point of view of Cora, Whitehead takes the audience on an adventure using The Underground Railroad as a metaphor to make it seem as a literal form of transportation showing Cora’s gradual progress towards freedom. Each state represents a new chapter filled with oppressing obstacles that she has to overcome. Some of the many discriminating barriers Whitehead describes are the experiences of medical unfairness and genocide due to the uncontrollable identity Cora has as a black woman. Although the Underground Railroad’s concept itself was real, the physical train was nonexistent. The idea behind secret codes, rendezvous, and private organizations was used in the process of helping the slaves, as a unique twist, Colson Whitehead decided to have a different take on the aid of the escapees and implement the additional representation of an operating train. Respectively, the horizontal journey Cora chose between train routes allowed her to get to her goal and pave her pathway to where Cora finally arrives, freedom. The Underground Railroad was successful and helped approximately 100,000 slaves escape, â€Å"The tunnel, the tracks, the desperate souls who found salvation in the coordination of its stations and timetables this was a marvel to be proud of.† (Whitehead, 68). The slaves would not have been able to escape if it wasn’t for the help of the morally good people who stood up for what they believed in and participated in the operation of the Underground Railroad. People who aided the slaves were also heavily at risk with punishment identical to what slaves would have received if caught, which includes torture and death. This was because â€Å"The Fugitive Slave Law of 1850 also outlawed the abetting of fugitive slaves.† (Eastern Illinois University). If a slave were able to escape to a different state, but was eventually caught, slave catchers would have the right to be able to bring them back to their master’s plantation, backtracking and halting a complete stop to their getaway. The uncertain destiny of the slaves taking each train route represented the risk the slaves took being dependant on a line that was unsure of their outcomes. In South Carolina, Whitehead is able to express a homey feeling and sense of settling for Cora that she may have found her forever home. â€Å"they had gained a few pounds, earned wages, and begun to forget the daily sting of the plantation.† (Whitehead 104). The image of her having a daily monotonous life of going to work and having a home to go back to gives us a sense that Cora has warmed up to and found comfort in South Carolina. Whitehead proceeds to illustrate the continuous separation between whites and blacks, but specifically in the medical aspect of society. With the daily medical checkups Cora receives, she proceeds cautiously and questions some of the doctor’s recommendations. Later, Whitehead reveals the real intentions of the doctor’s, which is to gain research and knowledge to use against black people; â€Å"What if we tempered those bloodlines carefully overtime? The data collected on the colored pilgrims†¦ will prove one of the boldest scie ntific enterprises in history†¦ the perfection of new surgical techniques on the socially unfit.† (Whitehead, 122.) It shows that the whites can never wholeheartedly trust the blacks and feels the need to keep an eye on them, let alone change and mold them into something they aren’t. Whitehead’s concept of medical ethics such as beneficence is out the window when it’s regarding black people, the whites intend to use the blacks as a practice subject for their own malicious reasons. In addition to whites wanting to change blacks, they wanted to ensure that the black population stops growing. Cora is specifically targeted for â€Å"strategic sterilization† (Whitehead, 122.) because she is a woman minority, capable of reproducing and adding to the continuous â€Å"overflowing† of blacks. Whitehead illustrates the strength doctors have over patients because of the ethical trust placed upon them. The Tuskegee syphilis experiment is a prime example of how past doctors had an ulterior motive and selectively choose who they wanted to help, â€Å"The subjects were not informed about their disease and were denied treatment even though proven cure in the form of penicillin was available by the 1950s.† (Thiele). Although whites were treated, low-income African Americans were denied in order to be monitored and used as â€Å"human experimental subjects† by the doctors reasoning to â€Å"to observe the ‘natural’ course of the disease.† (Thiele). People tend to believe that doctors have a high standard to live up to and to have professionalism when doing their jobs which is why they seek guidance, but instead, the reliability upon doctors can actually backfire as they take advantage of the opportunities that the uninformed patients give them in order to be in control and do what is beneficial for themselves. The ending of each chapter has a cliffhanger that keeps you on your toes wondering what will happen next. The buildup Whitehead produces gives the audience a suspenseful reading, he again creates a thriving environment, but this time on the Valentine farm in Tennessee. Instead of the medical aspect of society, this chapter focuses more on the revenge and hatred of blacks that leads to genocide. Uniting as one, blacks can become extremely powerful, and when they do work together, they can overpower the slave catchers. Escaping the threshold of Ridgeway, a notorious slave catcher, through the help of fellow escapees, Cora retries to build a life on the farm. Overtime, she becomes more hopeful towards the Valentine community, â€Å"She’d been adamant about staying ever since the talk of resettling started.† (Whitehead, 281). As she lowers her guard, she can actually see herself living a life there. Just when Cora is slowly able to ease in, Whitehead inserts the plot twist downfall of it all, the annihilation of the farm community. The slave catchers sought revenge and barged into the farm shooting and killing everyone on sight, â€Å"No one knew where best to run, and no reasonable voice could be heard above the clamor. Each person on their own, as they ever had been.† (Whitehead, 288). The rescued slaves grew comfortable on the farm and had their guards down, allowing the slave catchers to seize this moment and kill anyone they got their hands on. Genocide occurs when perpetrators go to an extreme extent to get rid of their problems, in this case the conflict between the slave catchers and escapees. Slaves offered an economic system for their masters and when they did not provide or hindered the product of money, they were punished; â€Å" the â€Å"inferior† races were associated with unwaged labor, while the â€Å"superior† race, and indeed whiteness itself, was linked with wage as well as with institutional power within colonial administration.† (Nemser, 6). The use of blacks as labor to work for whites shows the impact of ones identity, inferior groups are categorized because of the differences from the main population. The conflicting beliefs or morals contribute to hierarchy and positioning in society; it is due to the identity of a pers on, in those times, focused on race as the determining factor. Colson Whitehead’s characterization of Cora allowed the train to come through as a a progressing adventure of her goal to freedom. Often times, he builds a pleasant community by the use of imagery in order to get his point across that not everything is what it seems on the surface. This was proven in both South Carolina and Tennessee showing Cora’s struggles regarding medical ethics and genocide. Cora is experiencing these barriers due to her identity as a black woman. The majority, white people, focuses on the discrimination of people who are different. It gives them a sense of superiority to put down minorities and gives them an opportunity to selfishly do what is beneficial for them. Overall, Whitehead’s take on the Underground Railroad allows the audience to get a sense of troubles such as medical and social discrimination a woman slave had to go through.

What Makes A True Hero - 1546 Words

What inspires writers to create unique heroic figures in their fantasy stories and action movies? Is it from their own imagination or is from what they see in real life, and an addition of their own imagination? Well it is certainly what they see in real life and their imagination. However, it is reasonable to say those writers have used too much of their imagination, to communicate through a piece of writing or film, of who a true hero is and what a true hero does. The excessive usage of imagination gets to a point where many of us are deceived by those well-developed stories into thinking that people who deserve status as heroes are only brave and save lives, even though there is definitely more to a hero than just that. In fact, true heroes are aware of how they impact others, strives to persevere through challenges, and rarely make decisions that they would later regret. A true hero is aware of how their actions influence others. In other words, before a hero acts, he or she considers how a person’s outcome is determined by them, whether it is minor or major influence. This heroic trait is displayed in the poem â€Å"A Man† by Nina Cassian through an anonymous veteran, who had lost one of his arms in the war. The poem details the things he can partially do as well as the things he is totally incapable of doing. As can be seen in the text, his tone was discouraged and gave others a sorrowful feeling. However, suddenly the tone made an unanticipated transition to motivatedShow MoreRelatedWhat Makes A True Epic Hero?1313 Words   |  6 Pages What makes a true Epic hero? According to â€Å"From Legend to History† the main characteristics of an Epic hero would be that they would be fearless, larger than life, willing to defeat any evil creature and so much more. 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The Crime Of Police Brutality - 983 Words

Last year, there were 1,207 criminals killed by police officers alone, as in 2013, there were only 461 criminals killed by officers, this is a 261% increase in only two years. Many of these cases has been very controversial to if the criminal was rightly killed or if this is a case of police brutality. Some of the more well known cases include what happened at Ferguson or in Baltimore with Freddie Gray. These cases have not been videotaped and therefore was hard to collect evidence for a case when it went to trial, this limits the amount of trials that incorrectly sentenced. The only judicious resolution is to have body cameras on the officers, this could solve many controversial occurrences. This can also go beyond just police brutality, but with the high appearance of police officers everywhere, they could be available to see other incidents, that would also be seen by the cameras that the police officer may be wearing. Police officers should have body cameras attached to them to aid in preventing the grievous issue of police brutality. On August 9, 2014, Darren Wilson shot and killed Michael Brown. This topic has caused a multitude of controversy and caused for riots around the country because the officers actions were seen by some to be unjust, and unjustifiable. In 2015, 1,207 people were reported dead. By the cause of the police officers. As some of these deaths are seen as justifiable, some of the deaths were seen as unjustifiable by the police officer, when theShow MoreRelatedPolice Brutality And Crime Brutality833 Words   |  4 PagesPolice Brutality Police brutality is defined as the use of excessive or unnecessary force by police when dealing with civilians (What Is Police Brutality?). Recently, there have been a surplus of incidents involving police brutality. Cases like Michael Brown, Eric Garner, and Tamir Rice are examples of police brutality. 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Business Ethic Free Essays

MGT3201 / 3231: ASSESSMENT CRITERIA AND GRADING STRUCTURE Individual Case Study (20%) This assessment criteria and grading structure is used as the: 1. general guidelines for marking written coursework, and 2. feedback to the students for future improvement. We will write a custom essay sample on Business Ethic or any similar topic only for you Order Now |Content |Analysis |Evidence of Reflection |Achievement of Learning | | | | | |Outcomes | |20 |Excellent quality of |Extremely through analysis|Describes and evaluates all |Full synthesis of the | | |content; very wide range |of material given; high |events from multiple |module through the | | |of options considered, |level of self-awareness |perspectives; transfers |achievement learning | | |imaginative and creative |and aspirations; |concepts beyond that |outcomes and full | |17 |approach. Excellent range |convincing and lucid |particular setting; |understanding of the | | |of appropriate resources |justification of choices |recognizing and justifying |process. | | |used. |made. |the impact of a specific | | | | | |situation on learning. | | |16. |Very good quality content,|Very through analysis; |Describes ad evaluates some |Some evaluation of the | | |wide range of options |very good level of |events from different |Learning Outcomes. | | |considered, through |self-awareness an d |perspectives; transfers some | | | |approach. Very good use of|aspirations; through |concepts; can recognize | | |14 |resources available. |justification of choices |impact of specific situations| | | | |made. |on learning. | | |13. 9 |Good quality content, |Good analysis; good level |Describes and evaluates |Evidence of application of| | reasonable range of |of self-awareness; some |events but stays in one |the learning outcomes. | | |options considered. Good |justification of choices |domain. | | | |use of resources. |made. | | | |10 | | | | | |9. 9 |Satisfactory content with |Some analysis; some levels|Uses practical and simplistic|Evidence of understanding | | |few options considered. |of self-awareness, little |statements to describe |the Learning Outcomes. | | |May be less through |justification. Limited |events; some sense of cause | | | |approach. Some evidence of|explanation of choices |and effect; some sense of | | |6 |use of resources. |made. |transfer. | | |5. 9 |Meager quality of content,|Adequate analysis; little |Descries personal experience |Acknowledgement of the | | |only one or two options |level of self-awareness; |only; little sense of cause |Learning Outcomes. | | |considered. Very basic, |limited justification; |and effect; little sense of | | | |limited approach. Poor use|poor explanation of |transfer. | | |3 |of resources. |choices made. | | | |2. 9 |Very poor quality of |No evidence of analysis. |Describes personal experience|Few Learning Outcomes | | |content, no detail. No | |in a simplistic manner only. |achieved. | | |evidence’s of use of | | | | |0 |resources. | | | | ? 1500 word Report (excluding appendices) Content, relevancy to the topic title, authenticity of material provided and etc. ? Literature Review (Resources) ? Emphasis on Referencing (Harvard Referencing System) ? The Assignment should be of an analysis, evaluative, argumentative, synthesis of moral justifications, reasoning , concise lucid and excellent range of appropriate resources used rather than purely descriptive and should include a number of appendices, containing Supporting evidence for findings, analysis, conclusions and Recommendations Assessment Class:MGT3201 / MGT3231 Business Ethics Case Study: Group Members:1. 2. 3. 4. 5. 6. 1) Define the Issue ____ ______________________________________________________________ ) Analysis / Arguments __________________________________________________________________ 3) Evidence of reflection / Justification __________________________________________________________________ 4) Moral Reasoning / Achievement of Learning Outcome __________________________________________________________________ 5) Resources __________________________________________________________________ Total Score:_____ / 100 marks Final Percentage:_____ / 20% Guidelines for the Individual Report (20%) In order to facilitate processing of the Academic standard of report, please follow the general guidelines for the format and preparation of the individual report. Must have the following formatting: | |Spacing – double line paragraphs | |Font – Tahoma 10 or 11 point or Times New Roman 12 point | |Bolds – emphasis of paragraph titles or headings | |Margins set at 1† (top, bottom, left and right sides) | |Justification – left | |Page numbering: beginning on first page of report (not cover page) | |Headers or footers: name of student ID, programme of study, academic session | |Spelling and grammar checked | |Programs – Microsoft Word or Excel if you have tables is preferred. | How to cite Business Ethic, Papers

All Corners of the World free essay sample

Can one person unite the world? Is it possible for the short-term actions of one individual to make a lasting impression on the global community? Like every other human being, President Dwight D. Eisenhower had a dream. A dream in which opened the door to many strong and personal beliefs that would soon lead to a world of healing and peace. His dream was born from the horror of WWII, wanting people to realize that while we are all very different, our values, goals, and desire for life are very much the same. In order to fulfill this dream, President Eisenhower, in January of 1956, started an organization called People to People. Simply, Eisenhower hoped the people of different nations would come together for cultural exchange. His mission was to give ordinary citizens the opportunity to talk face to face, share activities, and learn about each other’s cultures. As a young person who knew nothing about Eisenhower or his mission, but who is always looking to make a difference in the lives of others, I found the People to People Program to be a natural fit for me. We will write a custom essay sample on All Corners of the World or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page I joined this program looking to not only share the extraordinary experience of creating life-long bonds with my fellow ambassadors, but also with the families who would host me abroad. In summer of 2009, I made my first trip to Asia with a group of forty-three other delegates from different states throughout New England. In two weeks, we visited five cities in Japan, starting in Tokyo and ending our journey in Osaka. I had the pleasure of climbing Mount Fiji, despite the pouring rain (and no umbrellas allowed), visiting the Golden Pavilion in Kyoto, and watching a Geisha girl perform a live, traditional dance. Towards the end of my trip, I spent three days with a local host family being treated as if I was one of them. On the first day, I carved my very own pair of chopsticks, using them at every meal throughout my stay. It was certainly challenging, but rewarding to be immersed in their everyday life. The impact of this trip was so great, I did it again the following summer, but t his time as a Junior Leader traveling to five different countries in Europe. Here’s the difference between myself and the forty-three other delegates that I traveled with. They come home with stories and souvenirs and new friends, while I came home with a completely new and exciting future ambition of wanting to be a global journalist. Looking back, this trip had a profound impact on me as it helped me shape what I want to do for the rest of my life. This personal ambition of mine consists of seeing and accepting all that the world has to then writing about those experiences and sharing them with whoever is willing to listen. This ambition was developed through the people I met, places I visited and events and activities I participated in. With wide eyes, I plan to travel to all the corners of the world, immersing myself in many cultures with the hope of creating intrigue and satisfying cultural curiosity. I want to make a positive impact both on my reads and on the personal relationships I will develop. It would be an honor and a privilege to play a role in helping President Eisenhower fulfill his vision of cultural unity in the world.

10 Ways to Challenge Your Brain

10 Ways to Challenge Your Brain Exercising your brain is arguably just as important as exercising the rest of your body. If you’re looking for ways that you can give your brain a nice little work out session, here are 10 ways you can challenge your brain to do more. Â  Source: [finotto.org]