Social Inequality and Exclusion Knowledge in Social Care

Social Inequality and Exclusion Knowledge in Social Care How can a knowledge of social inequalities and social exclusion assist social workers in their practice? In some respects the topic of this essay reflects both the heart and core of the philosophy behind social work. There are some who would argue that it is the recognition and appreciation of the inequalities of society that are the driving force behind most of the social legislation in this country today. (Powell, J et al 1996). The definition of social inequality can be made on many different levels – philosophical, intellectual, socio-economic, cultural and health related, to cite but a few and a complete discussion is clearly beyond the scope of an essay such as this. In the same way social exclusion can be due to a myriad of causes – cultural, religious, behavioural, criminal, socio-economic, age, immobility and illness are a few of the more common factors. The fact of the matter is that in practical terms, both social inequality and social exclusion tend to overlap a great deal and in many cases, one is the cause of the other. (Lovelock, R et al 2004) Because it is completely impractical to consider all of the possible causes of both social inequality and social exclusion we shall approach the issue by considering a number of different examples and discuss them in the context of the question. In general terms, disability (both physical and mental) is a major cause of both these phenomena. We shall begin by considering the impact that disability has on both social inequality and social exclusion. To it’s credit, the Government has recently taken a number of steps to try to combat the inequality and the exclusion elements that are inextricably linked with disability. In order to be technically correct on the matter, we should note that the World Health Organisation actually subdivides the term â€Å"disability† into three different elements Problems in bodily function or structure, which they used to call impairment; problems relating to activities, or disability; and problems related to social participation, which they called handicap. (Ramcharan P et al 1997) For our purposes however, such a definition is hardly helpful in terms of examining the problems of the disabled. We would suggest that a definition in social terms is probably far more practical. Some commentators (Clasen J 1999), have observed that: The treatment of disability as if it was a single problem may mean that disabled people receive insufficient or inappropriate assistance. The problems that disabled people have in common are not so much their physical capacities, which are often very different, but limitations on their life style. In the context of this essay Goodin (et al 2000) adds the observation that: Their income tends to be low, while disabled people may have special needs to be met which require increased expenditure. Socially, disabled people may well become isolated, particularly as their health declines and they struggle progressively to manage on the resources they have, and they may be socially excluded. For our purposes in this essay we shall use the word â€Å"disability† in its English grammatical sense (a la Clasen and Goodin) rather than in the narrower WHO definition above. Perhaps the first observation that we should make, is that disability, or the perception of disability, is very culturally dependent and to some extent is culturally determined. The cynic might suggest that the stereotype caucasian British white male might consider that a disabled person is the responsibility of the social services and the state, who can look after him, provide him with carers and organise a regular income in the form of some type of protected benefit. Equally, the stereotypical Asian family might consider the disabled family member to be the responsibility of the family itself and would only look to the state for advice and resources. Clearly both of these stereotypes are cartoon exaggerations of the reality of the situation, but we use this to illustrate the cultural elements of the expectations of both the disabled person and their families or carers. In the context of our considerations here, we need to consider how a knowledge of the social inequalities and social exclusion can assist the social worker in their practice. In order to do this in the specific area of disability, we should examine The Disability and Discrimination Act (1995). Many would argue that this has been a piece of legislation that was long overdue as it addressed a need that has been demonstrably present from time immemorial (Baldock J et al 1999). The fact of the matter is that the ability to discriminate on the sole grounds of race has been illegal in the UK for a considerable time. As Spicker (P 1995) has observed: The ability to discriminate on other, arguably more fundamental features of existence, still remained an option that did not have the sanction of the law. In this respect, the Act has proved to be a valuable piece of legislation as it has helped to directly tackle many of the areas of social inequality and social exclusion. Many consider the Act to be simply aimed at the discrimination practices that were rife in the workplace, but the reality of the situation is that it is, in real terms, a far reaching piece of legislation which has implications for most areas of society and social interaction (Alcock P, 2003). The social worker will clearly need to have a working knowledge of the provisions of this Act if they are to be able to function effectively in this particular area. The social worker, in their daily practice, may very well come across clients with disabilities of various types, and these clients may look to them for help, support and guidance if they have an appreciable element of social exclusion in their lives. We can point to research which shows that the disabled have a substantial burden of discrimination when it comes to employment. (Chapman P et al 2004). Jowell (R et al 1998) demonstrated a 7 fold increased incidence of unemployment when compared to their able bodied counterparts. It generally follows that greater levels of unemployment are associated with lower levels of income and this, in turn, is associated with greater levels of social exclusion (McKernan SM et al 2005), The professional approach of the social worker will be to assess all of the possible factors that may contribute to their isolation and consider practical ways of breaking down the barriers to inclusion, whether they may be in the workplace, on the social front or even in terms of simple physical mobility. (Haralambos M et al 2000) Another major area of social inequality, which again has repercussions on social exclusion, is the area of health in general. In this context the (then) Health Secretary, Frank Dobson, made the very pertinent comment : Inequality in health is the worst inequality of all. There is no more serious inequality than knowing that you’ll die sooner because you’re badly off (Dobson 1997) There is a direct and demonstrable link between social depravation and ill health. It follows from this that social inequalities have a direct effect on both morbidity and mortality. This is most marked in the children from deprived backgrounds. (Black 1980) The Black report (cited above) was largely adopted and expanded in the publication of â€Å"The Health Divide† (Townsend Davidson 1988), which further quantified the areas of social inequalities as manifested in morbidity rates in the population and correlated them to social stratification. The Report came to the conclusion that these social inequalities were not being adequately addressed either by the Health Authorities or the Social Services. These identified inequalities later emerged, further modified, in a document â€Å"Independent Inquiry into Inequalities in Health† ( IIIH 1998), and were associated with 39 separate recommendations. These were subsequently criticised for a lack of prioritisation, (McKernan SM et al 2005), where† the fundamental role of poverty was lost in a sea of (albeit worthy) recommendations ranging from traffic curbing to fluoridation of the water supply.† Obviously, the findings of this succession of reports does not only impact upon the Social Services, it equally impacts upon other providers such as the Health Service and indeed the Government itself. We have examined two specific areas of the whole picture of social inequality, and it is prudent to also consider an overview before leaving this area. The trend to socio-economic inequality can be considered to be either rising or falling depending on which criteria of assessment one takes. If we consider the number of people who are living in low income households, there has been a measurable downward trend in the last decade, this is partly due to the fact that there are progressively fewer people in workless households (Chapman P et al 2005) Equally, if one considers the number of families on out-of-work benefits, this has risen by 30% in the last 6 years (JRF 2005) If one considers the impact of the association of low income and increased morbidity, then we can cite studies that show that there has not been any significant reduction in these health related inequalities in the last 9 years. (McKernan SM et al 2005). There is also the geographical factor. We can show that virtually all the indicators of both social socio-economic inequality and social exclusion are more prevalent in the north-east of the UK and they tend to progressively reduce as one moves towards the south-west. The only notable geographical anomaly in this respect is London which has a peak of low income and unemployment problems and Scotland which has a peak in health-related issues. (JRF 2005) In conclusion, although it is accepted that we have only examined a few small facets of the whole potential area related to both social inequalities and social exclusion, we would suggest that we have presented sufficient evidence to be able to suggest that the social worker cannot reasonably be expected to practice in the modern environment without a thorough knowledge and appreciation of these factors. It is not so much a case of â€Å"Does this knowledge assist the social worker in their practice?† but â€Å"This knowledge is essential to be able to practice effectively.† References Alcock P, 2003,  Social policy in Britain,  Macmillan 2003. Baldock J et al 1999,  Social Policy,  Oxford University Press 1999 Black report (The) 1980,  DHSS,  HMSO: London 1980 Chapman P, Euan Phimister, Mark Shucksmith, Richard Upward and Esperanza Vera-Toscano, 2004,  Poverty and exclusion in rural Britain: The dynamics of low income and employment,  Joseph Rowntree Foundation, Prentice Hall : ISBN1 899987 67 3, Clasen J (ed) 1999,  Comparative social policy: concepts, theories and methods,  Blackwell 1999   Dobson F 1997,  Department of Health: The NHS Plan. A Plan for Investment. A Plan for Reform. Cm 4818.  London: The Stationery Office 1997 Goodin R, B Headey, R Muffels, H-J Dirven, 2000,  The real worlds of welfare capitalism,  Cambridge University Press 2000. Haralambos M, M Holborn 2000,  Sociology: themes and perspectives,  Harper Collins 2000. IIIH 1998,  Independent Inquiry into Inequalities in Health (1998),  Department of Health,  HMSO: London 1998 Jowell R, J. Curtice, A. Park, L. Brook, K. Thomson C. Bryson (eds.) 1998,  British and European Social Attitudes: how Britain differs. The 15th BSA Report,  Ashgate Publishing, Aldershot. (1998) JRF 2005,  Low pay, and poverty,  Joseph Rowntree Foundation, Prentice Hall: 2005 McKernan SM, Ratcliffe, C 2005,  Events that trigger poverty,  Social Sceince Quarterly Vol. 86, Number 5, December 2005, pp. 1146-1169 (24),  JRF 2005 Millar J and Karen Gardiner 2005,  Low pay, household resources and poverty,  Joseph Rowntree Foundation, Prentice Hall: ISBN 1 85935 257 X Townsend Davidson 1988,  The Health Divide,  London: Penguin Books 1988 Ramcharan P et al 1997,  In: Empowerment in Everyday Life: learning disability, Jessica Kingsley (EDS),  Oxford University Press 1997 Lovelock, R. and Powell, J. (forthcoming, April 2004), ‘Habermas/Foucault for social work: practices of critical reflection’, in Lovelock, R., Lyons, K. and Powell, J. (eds), Reflecting on Social Work – Discipline and Profession, Aldershot, Ashgate, pp. 183–225. Powell, J. and Lovelock, R. (1996), Reason and commitment: is communication possible in contested areas of social work theory and practice?, in Ford, P. and Hayes, P. (eds), Educating for Social Work: Arguments for Optimism, Aldershot, Avebury, pp. 76–94. JRF 2005,  Joseph Rowntree Foundation 2005 April 1998 Ref 418 Poverty and exclusion in rural Britain: the dynamics of low income and employment

Balcony and monument scenes Essay

Write about the effectiveness of Shakespeare’s imagery in The Banquet, Balcony and Monument Scenes of â€Å"Romeo and Juliet† â€Å"That which we call a rose by any other word would smell as sweet. † Shakespeare uses imagery and metaphors throughout â€Å"Romeo and Juliet† to great effect. By using language, instead of props or backdrops to produce a vivid picture, he is engaging the audience more and making them think for themselves. This dramatic technique is used to the best effect in the Banquet, Balcony and Monument scenes, when portraying Romeo and Juliet’s love. The Banquet scene is the first time Romeo sees Juliet, so the language used has to make a big impact so as to convey to the Elizabethan audience that this is true love, in contrast with Romeo’s infatuation with Rosaline. â€Å"O she doth teach the torches to burn bright†. Shakespeare uses alliteration on â€Å"teach the torches† and â€Å"burn bright† to make Romeo’s words sound more beautiful and poetic, ideally like a sonnet. The words are coincidently very much like one of Shakespeare’s sonnets, Sonnet 21, where he contrasts light with dark. Shakespeare uses this same comparison throughout the play to convey emotions, foreshadow tragedy and express the stages of the young love to the audience. In a way, Romeo and Juliet’s devotion is like light against the dark background of feuding families. By claiming that Juliet is brighter than any other torch, Romeo is directly comparing her to other girls, in particular Rosaline. When Romeo speaks of Rosaline, he uses the language of Elizabethan courtly love. All his feelings are quite contained in comparison to the poetic imagery he uses upon seeing Juliet for the first time. He says about Rosaline â€Å"She’s fair I love†, which in Shakespeare’s time was the sort of language one would use when describing their love. However, Romeo describes Juliet’s beauty as â€Å"too rich for use† and later claims that he â€Å"ne’er saw true beauty till this night†. The audience knows straight away that this is true love. But the audience is also aware of the fact that this love is doomed, and there is some irony in a number of Romeo’s lines. â€Å"Beauty too rich for use, for earth too dear†. This suggests that Juliet is out of Romeo’s reach, which, being a Capulet, she is. He is also comparing her to an angel or heavenly creature, which he does throughout the play. This is Shakespeare’s way of showing that although these are young lovers, they are very spiritual too. The idea that she belongs to heaven because she is too good for earth builds up a feeling of unease and sadness in the audience, as they know she is going to die and therefore will not belong to the Earth anymore. This spiritual imagery is used when the lovers exchange their first words. Romeo tries to entice Juliet by referring to her as his â€Å"holy shrine† and to his lips as â€Å"two blushing pilgrims†. This shows Romeo to be a more sensitive and poetic character, which makes the audience, and Juliet, fall in love with him. By referring to her as his â€Å"holy shrine† he is showing the audience that he idolises her, and sees himself as lowly compared to her beauty. This speech between them is laid out in sonnet form. Sonnets are generally about love, which emphasises to the audience that Romeo and Juliet are in love. It also contributes to Romeo’s poetic image. Upon walking home later that evening, Romeo decides he has to see Juliet again. He finds his way into her garden and stands by the balcony. Romeo sees Juliet at her window. He exaggerates the pale flicker of the candlelight to describe it as the East. â€Å"But soft, what light through yonder window breaks? It is the east and Juliet is the sun. † Shakespeare is using Romeo’s dialogue to â€Å"light† the stage. He puts a clear image into the audience’s minds. Again Romeo is comparing Juliet to light; this time the sun, the brightest light of all. This is his poetic way of declaring that she is the brightest and most beautiful of girls. It also signifies how very important she is to him, as the sun is imperative to everyday life. The light from Juliet’s window is said to â€Å"break† through. This could imply a breakthrough in Romeo’s love life; he has found his soul mate. In the Balcony scene Shakespeare uses language about the moon to help create a scene in the audience member’s mind. This means they are more involved in the play, and can imagine themselves there in the moonlight. â€Å"Arise fair sun and kill the envious moon, Who is already sick and pale with grief That thou her maid art far more fair than she. † It is interesting that Romeo compares Juliet’s beauty to the moon here, as he has just described her as his sun. In mythology, Diana, the Goddess of the moon, is served by virgin maids. Being a virgin, Juliet is depicted as one of these maids, but Romeo believes that Diana is jealous of Juliet’s beauty. He asks her to stop serving the moon, and therefore stop being a virgin and become his lover instead. This shows Romeo is passionate in a sexual way about Juliet, which would be quite exciting to an Elizabethan audience member, as sex was not as commonly talked about as it is now. The fact that the moon is â€Å"sick and pale with grief† could be foreshadowing future grief for the couple. By asking the sun to arise, Romeo is wishing the day to come, therefore reminding the audience that it is night. When Romeo decides to reveal himself to Juliet she, feeling embarrassed and shocked, asks him who he is. Of course he has recently discovered she is the daughter of his family’s enemy, and feels his name is hurtful to her. â€Å"By a name I know not how to tell thee who I am. My name, dear saint, is hateful to myself,Because it is an enemy to thee. † Romeo and Juliet strongly believe in their names being a now unwanted allegiance to their family. Despite the fact that their names are just words, both of the star crossed lovers feel they are chains, locking them to their families, and keeping them away from each other. Again he refers to Juliet as a â€Å"saint†. This would seem high praise to an audience of very religious Elizabethans. In Shakespearean times, exploring was very popular and a lot of new lands were being found. Because travel was not as easy then as it is now, and the knowledge of the world was not as advanced, exploring new lands was very exciting and appealing to the Elizabethans, which was why it was a popular subject matter and why Shakespeare used it throughout the play. â€Å"I am no pilot, yet wert thou as far, As that vast shore washed with the farthest sea, I should adventure for such merchandise. † The word â€Å"adventure† is used here because in the Elizabethan times, international traders were known as Merchant adventurers. It also suggests that Romeo finds his and Juliet’s love very exciting, as adventure is usually associated with new and exciting things. Shakespeare’s use of imagery to convey Romeo’s love as a new found land helps to set a picture in the audience’s minds of a far off tropical shore. In Shakespeare’s time there would not have been a lot of back drops and flats setting the stage, so it would be up to the audience to imagine their own scenery, and up to the playwright to use the correct language to stimulate these thoughts. Romeo describes himself being hidden from the eyes of Juliet’s guards and family. â€Å"I have night’s cloak to hide me from their eyes. † Again Shakespeare is using light and dark to set a scene for the audience. His actors would not have had the electrical lighting actors have now, so he would have to create moods and light by using words. Romeo is telling the audience it is dark, so it is easier to imagine. This contrast is used a lot in the monument scene too. When Romeo hears that Juliet is dead he goes to the tomb where she is said to be. After killing Paris he looks at Juliet for the last time. He describes the days they spent together as â€Å"A lightning before death†, because it was believed in those days that before somebody died, they would seem very well and happy temporarily. This is the contrast between light and dark again, which adds mood to the scene; the audience knows Romeo is deeply saddened by the sudden death of Juliet and, because of this, so are they. The word â€Å"lightning† makes you think of lightning as in a quick flash. Their romance was very sudden and over quickly, but very enlightening all the same. Romeo mentions Juliet’s beauty despite her death too, especially concentrating on her lips and cheeks. â€Å"Beauty’s ensign yet Is crimson in thy lips and in thy cheeks† Romeo talks about Juliet’s beauty a lot throughout the play. In the balcony scene he says â€Å"The brightness of her cheek would shame those stars† and then proclaims â€Å"O that I were a cheek upon that hand†. It is interesting how Romeo talks of Juliet’s cheeks so much. Perhaps Shakespeare is trying to link the two scenes together to show that Romeo’s love for Juliet was present from the beginning to the end of their relationship. He still felt the same for her when she was dead as he did when their love was blooming. â€Å"I will raise her statue in pure gold† Montague says this of Juliet in the last scene. Gold was a very expensive and prized material to the Elizabethan audience and so proves that Montague means well. It is a bit ironic that he is comparing her to a statue, because in the first scene Romeo and Juliet meet, the banquet scene, he describes her as a holy shrine. It is a very sad moment as the audience are reminded how happy the lovers used to be. The audience really benefits from Shakespeare’s imagery as it brings the play to life. It makes the words far more beautiful and the character’s easier to relate to. Romeo seems more poetic and easier to fall in love with. Juliet appears to be intelligent and loving. Without the imagery the audience would not feel as involved with the plot, and would therefore not sympathise with the characters. The imagery heightens the emotions of the audience and confirms â€Å"Romeo and Juliet† as one a Shakespeare’s greatest tragedies.

Topics for a Causal Analysis Essay: the Ultimate Convenience!

Topics for a Causal Analysis Essay: the Ultimate Convenience! Introducing Topics for a Causal Analysis Essay Once you have selected the subject, you must make sure your causal analysis essay follows a particular pattern, like the thesis statement, introduction, body paragraphs, and conclusion. You don't understand what the essay is about depending on the title, and you may appreciate the title only after reading the essay. When you make a causal argument essay you choose a topic which often begins with the word why. An analytical essay isn't a summary! Actually many a causal argument essay that doesn't produce a definitive answer can still obtain a fantastic evaluation. Once you get your subject, you want to set your ideas in the appropriate format. Thus, there's not any reason to incorporate a dictionary definition. You ought to be mindful that sometimes you can't offer a definitive answer. Writing quality essays is the principal purpose of our services. As soon as you've decided on the topic question, it would be recommended to browse through the web to discover some plausible responses. A number of the leading websites offer you affordable support and premium-level quality. Besides, for each kind of writing, you can come across a lot of examples in our database. Ruthless Topics for a Causal Analysis Essay Strategies Exploited You might also be requested to incorporate a conventional conclusion at the end. You will possibly fail the training course. Take your time to thoroughly examine our cause and effect topics list till you locate a prompt that you're excited to write about. For example, you may write about the source of global warming or the reasons that cause an outcome of a personal choice. The Ugly Secret of Topics for a Causal Analysis Essay Cause and effect essay have many sub-types. To get essay online, you merely will need to fill in the application form and you'll get excellent work on the desired topic. At times it can be very tough to consider analysis essay topics, let alone compose the essay. Topics for a cause and effect essay can be found on the internet, or you could brainstorm with a friend and see what you could work out but naturally, you can even find online strategies on writing papers for college. There are quite a lot of tactics to compose an essay so you'll hardly locate an all-included recipe for a great many essay occasions. Essay topics on watergate The questions appear to be simple, but they're difficult fantastic techniques to begin a paper to successfully compose a thematic essay response, an individual must concentrate on the undertaking. Try out another topic and do the exact 5-minute writing test till you locate a topic you know it is simple to write on. This brief guide comprises everything essential to learn to compose an analysis essay. The Debate Over Topics for a Causal Analysis Essay 1 school of thought believes that children who aren't occupied are more inclined to get into trouble. There are lots of topics to choose at and dissect. Not only will receive all of the interest of your colleagues and your teacher, but you're going to find the best grades. Spend some time on studying a variety of forms of literary terms and attempt to memorize a number of them to enrich the content. Start looking For Long-Term Contracts Establishing fruitful contracts The quickest approach to control freelance writing jobs is to set up a crystal clear schedule. On-line shopping entices you to purchase. Find two or three topic questions you want or know a lot about. As a teacher, odds are pretty strong you will encounter a good deal of students who love sports. You must be quite diligent in your approach so you can find with an excellent work. Make a decision as to what YOU think is vital, and you'll likely find yourself better attached to your project than if you simply choose at random. The main reason for the start of the feminist movement. A root causeis the simple reason something happens and can be rather distant from the original effect. The others that are attracted to that specific individual since they feel connected, happy, and comfortable around that individual. When there are certainly lots of health-related causes of insomnia, you may also discuss how pressures at school, on the job or in your social life might let you get rid of sleep. Individuals that have a smoking authority figure in their lives (for example, a parent) are a lot more likely to begin smoking later in life.

Character Of Willy Loman And His Behavior - Free Essay Example

Sample details Pages: 4 Words: 1088 Downloads: 1 Date added: 2019/05/27 Category Literature Essay Level High school Tags: Death Of A Salesman Essay Did you like this example? Death of a Salesman written by Arthur Miller, was a play written in the early 1900s. The play focuses on Willy Loman, a loving husband and father who cannot seem to catch his big break and is frustrated with the way his life ended up. He wants to pursue the American Dream but is having a hard time making his mark on the world. Don’t waste time! Our writers will create an original "Character Of Willy Loman And His Behavior" essay for you Create order Willy is focused on being well liked in attempt to become a successful salesman. It is this mentality that he attempts to instill in his two sons Happy and Biff who are unsuccessful in their careers as well. A successful life is not solely based upon financial gain, how people are liked in the public, but its based upon a whole complete life that is filled with many experiences. The purpose of this paper is to examine what motivates Willy Loman to do what he does as it pertains to willingness to become a successful salesman. The paper will analyze the analytical purpose of the character which gives the audience new insight on the play. Loman is motivated to do what he does because he is in the pursuit of finding the American Dream. He is working tirelessly for a company that could care less about his wellbeing and the countless hours he puts in from driving around the country. If old man Wagner was alive Id a been in charge of New York now! That man was a prince, he was a masterful man. But that boy of his, that Howard, he dont appreciate (Miller, 6-7). He is motivated to keep on working even if that means killing himself. Willy Loman expects this same work ethic out of his sons especially Biff. Biff is the main reason Willy Loman lashes out the way he does and takes out most of his anger and frustration on his wife Linda. Linda is the peacemaker of the family, but it is becoming obvious that this role is becoming too much to handle. His pursuit for greatness will soon be his ultimate demise. Instead of rolling over and dying Loman fakes his happiness for the sake of his wife for the pursuit of becoming the successful salesman he has always dreamt of being. It is when he is at lowest point that he realizes that he must keeping pushing before it is too late. Unknowingly to those around him (Loman) puts out the facade that he has it all together and his dreams are just around the corner. He is no longer motivated but a defeated man who refuses to give up on what he thinks a successful man should be. The unspooling protagonist who, after decades of hard work, realizes (and is destroyed by the realization) that he has built his life on sand; how much strain and disappointment (Harvey,3). Loman was so busy chasing being a successful man that he forgot how to live. Everything was about work and why his sons did not have the same outlook as he did on life. Willy did not understand the definition of a successful person. In life you will encounter those who are deemed successful because they have money but, they are not successfully they are wealthy. Success comes from within. Success comes as the by-product of a life lived from the inside out. The key to living a successful life is grasping the awareness that you are enough. Once you understand you are enough, you create the space within your consciousness that allows you to realign harmoniously with your essential self or highest good (Herriott, 4). Success is having a loving and nurturing family, a roof over your head and food in your mouth. Success cannot always be measure by finances or by the number of people who like you. Money and fame are here one day and gone the next. It is all about the journey we take to beco me successful. Taking shortcuts may be good in the beginning but detrimental in the end. Anything worth having is worth waiting for. Willys issue was his stubbornness and his will to become successful. He failed to realize that his way of living and thinking is not the way of the world especially as it pertains to family. He expected too much from his sons and when they failed it only further angered him because of the potential he assumed they possessed. Individuals from individualistic cultures may put greater emphasis on their unique traits and personal attributes (King Chi, 1). This is the main reason why he continued to work and not realizing that there was more to life than work. How can one expect others to want more in life when they do not realize their own self-worth? It is because of Willys narrow mindedness that he failed not only himself but his family. First, he failed his wife in so much as he was not receptive to her feelings on how she trying to manage relationship between he and his children. He failed his children by not being receptive to what their personal needs and goals were. And lastly, he failed himself and that he did not realize that it was time to take a different journey. He did not listen to that inner voice that we all have, that changing a goal does not delineate failure. Changing a course because your passion and abilities dont match does not mean you are not a successful person. When this occurs, we must reevaluate what we want for ourselves and what we want for our family. Evaluating personal objectives and trying to reinvent ourselves that reflect our beliefs and ability that create a more accurate reflection of who we are. Unfortunately for Willy he did not have the endurance or sound mind to understand that practical changes were necessary to sustain his life. As a part of his demise and the hallucinations that he experienced reality was far from his reach and unfortunate self-destruction was his undoing. As a result of his death he left his family and they were unable to see his full potential. Works Cited Du, Hongfei, et al. Self-Esteem and Subjective Well-Being Revisited: The Roles of Personal, Relational, and Collective Self-Esteem. Plos One, vol. 12, no. 8, 2017, doi:10.1371/journal.pone.0183958. Harvey, Giles. ?Death of a Salesman: A Heartbreaking Work of Staggering Mediocrity. The New Yorker, The New Yorker, 14 May 2012, www.newyorker.com/books/page-turner/death-of-a-salesman-a-heartbreaking-work-of-staggering-mediocrity. Herriott, Jessie. The True Meaning of Success. Unity, 10 Nov. 2014, www.unity.org/resources/articles/true-meaning-success. Miller, Arthur. Death of a Salesman. 1948.