Inspector Goole Essay Example for Free

Inspector Goole Essay I believe such cliff-hangers put the characters in a defensive and confused mood and they left wanting to know what is to happen next. Who thought the inspector knew a lot therefore they have to co-operate by telling the truth and this makes the jig-saw puzzle of the mysteries easily soluble. That is the scenes with each Act are easily identifiable as the initial atmosphere is established, as the focus moves from one character to the next and as the family seeks to explain the evenings events. At the end of the play, the audience are shocked and surprised that inspector Goole, who has acted professionally, so it seems, has turned out to be a fraud and a fake. Afterwards, the audience, I presume, becomes more confused and bewildered. The plan was a type of whos done it (by Agatha Christie) which progressively builds up and heightens the supernatural nature of the mystery surrounding the inspector. However, the inspector has successfully made Sheila and Eric confessed their guilt and irresponsible behaviour towards Eva Smith yet the inspector leaves the audience guessing who actually is responsible for the death of Eva Smith, and the audience having learnt that the inspector is a fake, makes them more surprised at his professional manner and style of his interrogation and enquiries. Initially, the role of the fake Inspector Goole, who visits the Birling family residence and to interrogate them about the supposed suicidal death of Eva Smith, tries to make the characters aware of the broader view of responsibility because before the entry of Inspector Goole in Act one, Mr Birling tells the two young lads Gerald and Eric that,  A man has to mind his own business and look after himself and his own After the inspector has given his speech of Love, the three; Mr and Mrs Birling and Gerald are adamant and refuse to accept any responsibility on their part, which contributed to the death of Eva Smith. Before the end of the play, Gerald Croft rings the infirmary to confirm the death of Eva Smith and the falsehood of his cocked up story of the death of a young woman now on a slab at the infirmary. Mr and Mrs Birling and Gerald are in jubilant and triumphant mood that they have been vindicated that no girl has died and the infirmary hasnt had a suicide for months. Just then, the phone rings. This time, it is a real inspector who confirms that indeed a young girl has died drinking disinfectant and is on the way to the infirmary. Then inspector wishes to visit the Birlings (second time round) for a fresh investigation. I therefore believe that this is proof of Priestleys use of time as element of his play. Now the audience are left in no doubt that the events of the play are going to start all over again because according to theory of nature of time, the cycle of identical lives will be repeated if people involved change nothing of significance. J.B Priestley wants to convey a moral and social message that we all should think, feel and act like responsible people in the community helping one another. I believe that the sort of audience who went to the theatre in 1945 were, naà ¯Ã‚ ¿Ã‚ ½ve and ignorant but rich and powerful. Despite the ignorance of the audience, they were wealthy and powerful people of the society at that time after the Second World War. Therefore, they could easily identify with the Birlings. These people are selfish, uncompromising and thought of themselves and their families and disregarded the plight of the poor and disadvantaged members of society. This is vividly in Mr Birlings advice to Eric and Gerald;   but I care. I was almost certain for a knighthood in the next Honours List-  Having identified themselves with the Birlings, I feel that the audience will feel guilty for being irresponsible and selfish towards the poor and disadvantaged in the society. Therefore I believe if injustice and inequality are allowed to flourish in the society, mistakes of the old generation will repeat itself in generations to come. The play encourages the audience to learn from the mistakes of the past and to recognize that selfish pursuit of riches and power can be destructive. J.B Priestley encourages his modern audience to see that capitalism has many victims. He also makes them aware that our lives are linked and that our behaviour affects one another to see the need to create a better society. Nevertheless, the modern society reacts to the characters in the same way in the sense that the rich are becoming richer and the poor becoming poorer, due to the selfishness and inward looking of the wealthy and powerful over the less advantaged members of society. I feel Priestleys use of surprise interrogations and inquiries do not work in modern times. This is because before an inspector of the police visits a residence to interrogate, he first makes himself known by producing his identity card. I believe the end is a surprise because after inspector Gooles speech, the real inspector of the police rings announcing the death of a girl who has drank a strong disinfectant and that the police inspector is on his way to ask questions. Despite the present of socio-political conditions, I believe Priestleys moral and social message is still relevant. For instance, inequality and class systems are prevalent in modern societies. For example, the labour party which is socialist inclined seems to stress the idea of interdependent community but fail to practice what they preach. The original audience are different from the present day audience, whereas the audience in 1945 were aristocrats, wealthy and powerful, the present audience have different social status therefore I think one should expect diverse reactions. Thus, the play does not affect them in the same way. However, I feel that the play is still worth performing because modern audience are still committing the old mistakes that the original audience committed. Morden society is still irresponsible and class system is also operative. Again the elite and affluent exercise power over the less advantaged and the poor, and they are business conscious more than being charitable. In this play, Priestley writes about social message, love and responsibility. Socially, the writer makes me feel and accept that people share a common humanity and that we are all interdependent.  Again Priestleys writing about love through charity which is faked by Mrs Birling encourages me as an audience to express true love.  I believe this play has encouraged me to look back to the mistake of our fore-fathers in all circumstances and live as a member of a community contributing and helping to build a society devoid of wickedness, irresponsibility and selfishness.  In conclusion, I must admit I have been overwhelmed by Priestleys use of time as an element of his plays ( The dessert Highway-1944 and The Linder Tree-1945), to demonstrate how in general; the behaviour of each member of a community can affect others.

family as a product of the Environment :: essays research papers

What is family? Family can be described in several ways, a group of persons of common ancestry, or by a person’s perceived view of what a family actually is. Everyone has their own beliefs on what actually makes and defines a family. We will compare the views on family based on Karl Marx’s â€Å"Communist manifesto† and Jose Saramago’s â€Å"The Cave† to see the differences and similarities that take place, and then we will come to a general conclusion that family is a product of our environment Marx felt that history of man is the history of class struggles; these class struggles generally exist between the oppressed and the oppressors. As for the modern class struggle, the authors of the Manifesto blame industrialization, the discovery of the New World and other foreign markets, and the amount of capital available to the businessmen and the bourgeoisie as reasons for the abuse of the working class. The working class is described as being nearly impossible to make better; they have only the bare minimum to survive and the growth of capitalism is making the proletarian class even bigger. This is why they are fit to rise up, together, in open revolution to change the current social structure, to overthrow the rule of the bourgeoisie. Because of the drive to make money, Marx felt the ties between men had been reduced to â€Å"naked self-interest† and â€Å"cash payment†. (Marx 11) To Marx families were seen as nothing more than a business relationship. For this reason, Marx advocated for the abolishment of families and supported free love to end the exploitation of wives. Instead of having many family units, the plan was to break these down to give way for the eventual birth of one large family of proletarians.   Ã‚  Ã‚  Ã‚  Ã‚  In â€Å"The Cave† the view of family is represented by Cipriano Algor, his daughter Marta, her husband Marcal and even the family dog Found. Family is very important to the Algor‘s as it can be found in the constant crying and discussions by the family. There are many arguments that end up with one or more of the people in the discussion crying. For instance when Marta finally tells he father that they are having a child, Cipriano is upset that they didn’t tell him sooner, Marta begins to cry and it all ends up ok. Crying is a key way to show someone that you care for them.

Ground Rules Essay

â€Å"Ground Rules are boundaries, rules and conditions within which learners can safely work and learns†. (Gravells A, 2010). This above definition explains that all learners require boundaries and rules within which to work. These must be made very clear and early on in the course; these terms could be set by organisation and/or produced by the tutor himself. In fact setting ground rules will help everyone know their limits. Learners like routine and will expect tutor to be organised and professional. â€Å"Ground rules articulate a set of expected behaviours for classroom conduct. They can be set by the instructor or created by the students themselves (some people believe that students adhere more to ground rules they have played a role in creating)†. (Carnegie Mellon, 2005). These rules must be shaped as soon as possible to help maintain order, underpin behaviour and promote respect. They should lead to a set of guidelines regarding acceptable and unacceptable behaviour and set clear boundaries within which to work. If they are not set, problems may occur which could disrupt the session and lead to misunderstandings. The instructor should explain the purpose to ensure that discussions are spirited and passionate without descending into argumentation, to ensure that everyone is heard, to ensure that participants work together toward greater understanding rather than contribute disjointed pieces. Some instructors ask students to sign a contract based on the ground rules; others simply discuss and agree to the ground rules informally. It is important for instructors to remind students of these ground rules periodically, particularly if problems occur (for example, students cutting one another off in discussion or making inappropriate personal comments). Instructors should also be sure to hold students accountable to these rules, for example, by exacting a small penalty for infractions (this can be done in a lighthearted way, perhaps by asking students who violate the rules to contribute a quid to a class party fund), by factoring conduct during discussions into a participation grade for the course, or by pulling aside and talking to students whose conduct violates the agreed-upon rules. 2. Establish Ground Rules: Classroom management and discipline can make or break a teacher. Even the most knowledgeable teachers can struggle with maintaining an effective and orderly learning environment.   Setting ground rules and consequences early, practicing procedures and enforcing rules consistently can contribute to a teacher’s educational success. Often problems arise with students because of unclear expectations about your role as a tutor and about their role as a student and a member of the class. Establishing expectations or ground-rules at the beginning of semester can help clarify these expectations and help in maintaining a good working relationship between you and the group, individual students, and among the students themselves. 2.1 Setting up the Rules: To set ground rules for student activities a behaviour code which all the class will agree with it. This helps to create feelings of trust when beginning to address the feelings the students may have when thinking and talking about the emotive problem. Getting the students to generate the ground rules themselves can also help to establish rules that will be more likely to be kept by the group, as students will feel like tutor trusted and valued their perspectives. A set of ground rules can be a helpful tool when having to deal with difficult situations at a later date. For example, if some students are dominating discussion or behaving inappropriately, being able to refer back to the ground rules that the students themselves negotiated can be quite powerful in getting back control of the class. It’s also quite useful to review the ground rules during the semester, to get feedback from students on how they think things are going, if there are any rules that aren’t working or any rules that should be added. Some possible ways to generate a set of ground rules with the learners include the following: (1) Use pyramiding to get students thinking about their expectations and what they would like as ground rules. First, ask students to think about (and write down) what kind of expectations they would like set for the group on their own, then after a couple of minutes, they turn to their partner and share their ideas, and then each pair joins with another pair and this group of 4 shares ideas and negotiates a common set of ideas. After a few minutes (say 5 – 10 minutes), ask one member of each group to report back to the whole class and you write each idea on the board. Once a set of expectations/rules has been generated, discuss the list with the class, clarifying if needed and making changes (if appropriate). (2) Start with a short list of rules and expectations that you have created, project this on an overhead projector (OHP) or write on the board, and ask the learners to form small groups (around 4 students) and discuss the list, do they agree, is anything missing, etc? Then ask each group to feed back to whole learners their comments. This then works in a similar way to the last part of pyramiding. (3) Ground rules can also be set up by having a group discussion. It is best to have the ground rules mutually agreed so that both tutor and learner has an opportunity to put their views forward and they must be doable. Once everyone’s views are considered, a set of rules that suit everyone can be designed. Learners are more likely to be committed and adherent to these rules and less likely to be broken, since they were designed by the group itself. After ground rules are agreed, they will have to be written down and distributed to every member of the classroom, and a copy will be displayed in a visible place in the classroom, all through the length of the course. Also it has to be agreed among in the learners how the tutor will react if rules are broken. Learners have to be warned, as to what actions will be taken and disciplinary procedures made aware which will be different for each institution. This will create a safe and respectful environment in which all participants will have the opportunity to benefit from the learning experience. 3. Appropriate Examples of Ground Rules: 3.1 Examples: Each and every learner is different when it comes to behaviours and respect for others. So agreements have to be made about expected behaviour in the classroom. Ground rules are mutually agreed arrangements between the tutors and the learners, which ensure that the views and needs of all learners are valued and appreciated. It helps learning, easy in the classroom. Learners need to know what the teacher expects from them and what they can expect from the teacher during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries. These rules have to be established by thinking carefully, expressing clearly and enforcing consistently. Ground rules can be set either by the tutor, or by the learner or by the tutor and learners together. Here are some examples of Ground rules: * Listen actively and attentively. * Ask for clarification if you are confused. * Do not interrupt one another. * Challenge one another, but do so respectfully. * Critics ideas, not people. * Do not offer opinions without supporting evidence. * Avoid put-downs (even humorous ones). * Take responsibility for the quality of the discussion. * Build on one another’s comments; work toward shared understanding. * Always have your book/readings in front of you. * Do not monopolize discussion. * Speak from your own experience, without generalizing. * If you are offended by anything said during discussion, acknowledge it immediately. * Consider anything that is said in class strictly confidential. * Everyone will be on time. * Respect each other’s point of view. * Listen to each other, and don’t interrupt when another person is speaking. * Don’t criticise or ‘put down’ another person. * Come prepared for each class. * Turn off mobile phones. * Behave Seriously. * No Violence. * Helps other so everybody can enjoy the lesson. 4. Setting Ground Rules to promote respect for others: Well-defined rules in the classroom can prevent many behavioural difficulties. When learners are involved in the development of the rules, they are more likely to adhere to them and understand why they have been put into place. â€Å"Ground rules are boundaries, rules, and conditions within which learners can safely work and learn. If they are followed, they should promote respect for others and ensure the sessions run smoothly†. (A.Gravells, 2008) So agreements have to be made about expected behaviour in the session. Ground rules are mutually agreed arrangements between the tutors and the learners, which ensure that the views and needs of all learners are valued and appreciated. It helps learning, easy in the session. Learners need to know what the tutor expects from them and what they can expect from the tutor during the course. They need to know where the boundaries lie and what will happen if they step over the boundaries. These rules have to be established by thinking carefully, expressing clearly and enforcing consistently. Ground rules can be set either by the tutor, or by the learner or by the tutors and learners together. Ground rules can be set up by having a group discussion. It is best to have the ground rules mutually agreed so that both tutor and students have an opportunity to put their views forward and they must be doable. Once everyone’s views are considered, a set of rules that suit everyone can be designed. Learners are more likely to be committed and adherent to these rules and less likely to be broken, since they were designed by the group itself. It will instil positive discipline and maximise learning since the rules were set up with them and not enforced. As a tutor, ground rules will be to ensure that tutor will be fully prepared for the session, be punctual with start and finishing times for each session and make sure markings are completed in time. Tutor must make sure not to put down anyone, encourage the learners, assist in team work, help with course completion, be professional and honest, be non-judgemental and will have interactive teaching and no politics. Learners must have to decide on their ground rules like, respect for others, punctuality, confidentiality, honesty, equality of opportunity, learn and listen, no interruption, mobile phones off, no abusive language, self-control, no politics. After ground rules are agreed, they will have to be written down and distributed to every member of the classroom, and a copy will be displayed in a visible place in the classroom, all through the length of the course. Also it has to be agreed in the class how the tutor will react if rules are broken. Learners have to be warned, as to what actions will be taken and disciplinary procedures made aware which will be different for each institution. This will create a safe and respectful environment in which all participants will have the opportunity to benefit from the learning experience. Conclusion: This assignment focus on the ground rules between the tutor and learner. It defines some general ground rules between them, ways to establish and setting up in that way so it could promote respect for other learners. As I have already defined that Ground rules are the boundaries and conditions in which a learner can work and learn safely so these rules should be be established at the beginning of a course, and the tutor should explain the purpose they serve to ensure that discussions are spirited and passionate without descending into argumentation. It is vitally important point behind the ground rules that we could provide safe learning environment which promote respect for among the learner. At the end of this assignment, I conclude that these ground rules are the basic rules which create harmonious and safe environment during session, avoid the disaster situations and create a respective feelings for each other.

Negative Effects Of Globalization - 1552 Words

Globalization has negative and positive effects that impact all levels of everyday operations from the international community through regions to individuals. Some oppose the changes it brings, some turn it to their benefit. The latest globalization wave carrying American values hit the Arab Spring particularly hard. The fight against conformation to American values intensified Jihad movements through terrorism against the Western world. Terrorist groups were able to utilize the same communication advances that caused the latest globalization wave, trying to resist all the social changes it brought upon conservative Muslims, at the same time driving away moderates who want to pursue a better life elsewhere. Networks were built on new†¦show more content†¦Social backlash of those who are effected negatively by globalization are common forcing some groups of people turn to extreme measures such as terrorism or the obtainment of nuclear capabilities. In this literature review s ection we will look at the findings of other scholars on their quest for answers how these negatives such as the cultural and ideological clashes between societies will shape the future of globalization and take a look at their projection. One of the best captures of the ongoing global trends can be found in Stephen J. Korbin’s work from The Warton School at the University of Pennsylvania. His understanding of past global driving forces allow an accurate application of what we already learned from previous globalization waves to the current. (Kobrin, 2017) His thoughts of the of global social consequences due to the intertwined global connections of our world are very similar to Thomas L. Friedman’s, describing the world as shrinking and flat. (Friedman, 2005) Kobrin suggests that globalization is just as cyclical as history. His assertion aligns with Friedman’s that the underlying basic economic structure is resistance to the change necessary for globalization to proceed beyond this inflection point. The fear of protectionism in trade and in the workforce worry many globalists. Neville Laurence expresses the same fear ofShow MoreRelatedThe Negative Effects Of Globalization762 Words   |  4 Pagesworld. From what I have read, I have noticed, to a large extent, the positive aspects of globalization. Even Samir himself speaks about this that they greatly influenced him â€Å"Globalization has had a very strong effect on me. It has allowed me to live with my friends and extended families that live in very different cultures and settings.† He also talks about the moments that globalization gave him, â€Å"Globalization has also allowed me to be exposed to several languages. 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Cultural globalization refers to the processRead MoreEvaluate the Positive and Negative Effects of Globalization in China894 Words   |  4 PagesEvaluate the positive and negative effects of globalization in China Globalization, which is the process of enabling financial and investment markets to be operated widely and internationally, usually refers to the increasing global relationships of culture, people, and economic activities (Simon. J, 2002). It is generally used to represent economic globalization including the global distribution of the production of goods and services, through reduction of barriers to international trade such