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I need help with some questions and responding to people

I need help with some questions and responding to people.

November 11: 1. Responding with Difference in Mind Options Menu: Forum”Interpretation is perhaps best understood as a response,” Nealon and Giroux state. They suggest such such response should be aware of the contexts surrounding that response: “race, gender, class positions.” Rather than judging, we should pay “attention to differences” that dictate “the negotiation of contextual differences” (177). That, Nealon and Giroux claim, is what interpretation is: a negotiation of differences, whether one is producing culture or consuming culture. But what does it mean to “respond” rather than “judge?” Why are contexts of race, gender and class so integral in and to that response? How do those differences alter the production of culture? How do those differences alter the consumption of culture? Explain, and please make use of the concepts prepared for this week’s reading!0 0 0 0November 11: 2. Constructing and Performing Gender Options Menu: Forum Gender has, unquestionably, undergone a huge cultural shift in your generation and thanks to your generation. That shift in the perception of gender, though, dates back to the late 1980s and critics such as Eve Kosofsky Sedgwick and Judith Butler. These two individuals, Nealon & Giroux declare, “argue that gender and sexuality are ‘performative’ discourses: They are all about acts and secondarily about states of being” (188). These “acts” are in opposition to constructed notions of gender, or as Butler claims, the task of “responding to already existing categories by disentangling them from determining notions of essence” (184). How, though, does one “perform” gender, rather than gender being essential? How does this disrupt notions of a gendered “self?” Does “performing” gender open up possibilities for gender difference, or does it dilute the belief of “being who you are?” Why or why not? 0 0 0 0November 11: 3. The Socio-Politics of Race Options Menu: Forum Great care is taken by Nealon & Giroux to demonstrate the historical dynamics that have led to perceived race difference. That difference is far from insignificant: “Race structures American society,” Nealon & Giroux claim. “…[T]he concept of race remains a powerful and ongoing force in social life” (192). Systemic racism remains prevalent in our country; what, however, do Nealon & Giroux mean specifically by the “deeply antidemocratic policies that are clearly race-specific and yet are deployed under the banner of race-neutrality” (193)? How have concepts such as double consciousness (Du Bois), double voiced (Gates), and American Africanism (Gates) addressed such difference, and how might such concepts help us moving forward? How might we apply concepts from postcolonial theory to the “colonization” of peoples of color in this country? Explain!0 0 0 0November 11: 4. The Privilege of Class Status Options Menu: Forum Paul Fussell, a critic of the American class system, finds that most people “believe class is defined by the amount of money you have” (194). Whether it’s a fancy car or gold chains, an Armani suit or a Kate Spade purse, we’ve already discovered how conspicuous consumption and sign-exchange value affect our understanding of “difference” between people. But not only is it cold, hard cash that distinguishes the rich from the poor, the exorbitance of the wealthy from the needs of the impoverished; it’s also the power that comes with that distinction of being “upper class.” Pierre Bourdieu considers the cultural access of the wealthy to be as crucial as their money. What does he mean by cultural capital, and how does such power not only set apart these people from others, but also dictate the manner in which our culture and society proceeds? Provide specific examples! the reading once someone will help me. Also I will need you to respond to people once I have theres. DIFFERENCEAmerican Africanism: stereotypical concepts and constructs placed by white writers on black characters and culture in their works. [Toni Morrison, Playing in the Dark (1992)] ‘Angel in the House’: Victorian phrase (poem by Coventry Patmore, 1854) in which the woman typifies the values of patriarchal femininity and domesticity; Virginia Woolf made famous the term in an essay. [(Virginia Woolf, “Professions for Women” (1931)]Compulsory Heterosexuality: heterosexuality perceived as a violent political institution making way for the “male right of physical, economical, and emotional access” to women. [Adrienne Rich, “Compulsory Heterosexuality and Lesbian Existence” (1980)]Cultural Capital: not simply economic advantages gained through wealth, but also access to ways of speaking, behavior, taste, and discrimination that distinguish individuals of this class. [Pierre Bourdieu, “The Forms of Capital” (1985)]Double Bind: marginalization, oppression, discrimination and disenfranchisement of an individual for more than a single socio-cultural reason.Double Consciousness: the awareness that blacks are caught between two cultures, the African culture and its evolution in America and the dominant white culture. [W. E. B. Du Bois, The Souls of Black Folk (1903)]Double-Voiced: the warring ideals of white culture and black culture represented in African-American literary writing—a quality which makes it unique and seeks to revise Western literary tradition. [Henry Louis Gates, The Signifying Monkey: A Theory of Afro-American Literary Criticism (1988)]Gender: refers to the socially-constructed identities man, woman, masculine, feminine;. gender is held to be a product of the prevailing mores, expectations, and stereotypes of a particular culture and so is arbitrary.L’Ecriture Feminine: wholeness of selfhood in women’s writing—fluid, melodic language that is the natural result of feminine thought processes—that is separate and distinguishable from the analytical style of writing typical of male-dominated culture. [Hélène Cixous, “Laugh of the Medusa” (1975)]Lesbian Continuum: broad spectrum of intimate relations between women, from those involving sexual desire to mother-daughter relationships and female friendships, to ties of political solidarity. [Adrienne Rich, “Compulsory Heterosexuality and Lesbian Existence” (1980)]Performative Acts: position that gender identity is compelled by social sanction and taboo, repeatedly constructed through time, and always constructed through the body: 1) speech;2) attire; 3) behavior. [Judith Butler, “Performative Acts and Gender Constitution” (1988)]Psychological Wage: the ‘bonus’ of white privilege through unifying, racist political actions and ideology that subjugate people of color, justify violence, and legitimize injustice [W. E. B. Du Bois, Black Reconstruction (1935)]. Sex: the biological designation of male or female, based on anatomy.Sisterhood: psychological/political bonding of women based upon recognition of common experiences and goals.Woman’s Sentence: belief that women writers should develop their own characteristic styles of expression rather than employing styles developed in the course of literary tradition by men. [Virginia Woolf, A Room of One’s Own (1929)]we need these question done in one day or soonest can and then responding to people between tommrow and wed night please once I send to you.
I need help with some questions and responding to people

Carly Fiorina’s Leadership at Hewlett-Packard Company Essay

Introduction This paper will provide a critical review of the article on the rise and fall of Carly Fiorina. The review will focus on the leadership style of Carly during her tenure as the CEO of HP in the US. In this respect, the first part of the paper will compare the traits of Carly to the characteristics described in various leadership theories. The second part will contrast Carly’s traits and motives with various theoretical perspectives. The last part will provide explanations concerning the way leadership has been displayed in the article. Conclusions will be made based on the assessment of Carly’s leadership style. Carly’s Traits and Motives Comparison In the article, Carly has been portrayed as a leader whose characteristics are mainly inconsistent with the conventional theoretical perspectives on leadership. Carly was hired because the board believed that she was a charismatic leader. An effective charismatic leader is expected to have a clear vision for her organization. The vision enables the leader to inspire her followers to embrace change in order to achieve predetermined targets or objectives (Bell 2013, pp. 66-74). Carly was described as a leader who was good at creating and selling her vision. This trait enabled her to take challenging assignments at AT

Overview of American Trypanosomiasis (Chagas Disease)

assignment writing services Overview of American Trypanosomiasis (Chagas Disease) Emerging infectious diseases, such as Chagas disease, are diseases that are difficult to control. They have caused an outbreak in the past two decades or they are a threat in the near future. These diseases are unpredictable and spread where they can, putting human and animal safety at risk (CDC, 2014a). Over time, the epidemiology of these diseases changes due to migration to different areas of the world. Education and prevention strategies are important in stopping the spread of disease. History of American Trypanosomiasis Over 100 million years ago, American Trypanosomiasis (Chagas disease), was thought to have traveled to South America by mammals. The earliest human case of this disease was found within a 9000 year old Chinchorro mummy. As the years passed, there were other human cases that went undiagnosed as Chagas disease, until 1909 when the disease was first discovered. Carlos Justiniano Chagas, a Brazilian hygienist and bacteriologist, conducted research which resulted in the first diagnosed human, a two-year old female who presented with fever, splenomegaly, hepatomegaly and inflamed lymph nodes (Steverding, 2014). Description of Disease Like most diseases, Chagas disease begins with an acute phase and can progress to chronic. The acute phase of the disease can last days, weeks or even months. Initially, the symptoms of the disease are mild or asymptomatic. These symptoms include fever, swelling of site, fatigue, headache, nausea or vomiting. Trypanosoma cruzi can be found within in the blood during the acute phase. After the acute phase, the indeterminate period occurs and the infected person will typically become asymptomatic. Many people are unsuspecting of this asymptomatic period and believe they are without infection. If untreated, this disease becomes chronic and can cause life-threatening complications in 20-30% of infected individuals. (CDC, 2013). The chronically infected person can experience dysrhythmias, cardiomyopathy, or dilated esophagus or colon leading to difficulties with the GI system (CDC, 2013). To diagnosis acute Chagas disease, a sample of blood is tested for the T. cruzi parasite. If the disease is chronic, a serological test is run for antibodies (CDC, 2014b). The morbidity rate of Chagas disease is 63-315 infections per year in the United States (CDC, 2018). Worldwide, there is an estimated eight million infected people and more than 10,000 die per year (WHO, n.d). Transmission Chagas disease is a vector-borne disease. The disease is transmitted through contact by the feces of an infected triatomine bug. The triatomine bug inherited the name “the kissing bug” because of its blood-sucking ability. This bug preys on humans and animals. Commonly infected animals include domestic dogs and wild mammals. During the day, these bugs prefer to live in the walls or cracks of rural homes. At night, the bugs hunt and feed on human blood. Once they bite their host, they empty their bowels near the bite. The host becomes infected when the feces enters into the bloodstream via the bite. This route of transmission is the most common but, it is not the only route the infection can spread. These other routes include mother-to-baby during pregnancy or birth, contaminated blood products, organ transplant from infected donor, laboratory accidents or, rarely, contaminated food or drink (WHO, 2018). Distribution Patterns of Disease With the estimated eight million people infected worldwide, the United States has approximately 300,000 infected individuals (Manne-Goehler et al., 2016). According to Manne-Goehler et al., Oklahoma had an estimated 1,407 cases and 17 confirmed cases from infected donated blood in 2013 (Manne-Goehler et al., 2016). As of 2018, seven counties in Oklahoma had a minimum of one infected bug test positive for T. cruzi (Oklahoma State University, 2018). Texas, Arkansas, Arizona, Louisiana, Mississippi and Tennessee, Oklahoma’s neighboring states, have all started closely observing for Chagas disease since 2012 (CDC, 2018). Populations Primarily Affected Chagas disease can infect people of all ages. The populations that are primarily affected live in Mexico, Central American and South American countries. These countries provide a suitable living environment for the T. cruzi bug. The contributing factors include living in rural areas within poorly constructed homes and lack of prevention strategies due to low income or lack of supplies (CDC, 2018). In these countries, there are many locations that exist in low income, rural areas. This is particularly why the rates of Chagas disease are so high. Prevention Strategies Currently there is no immunization for Chagas disease. According to the Oklahoma State Department of Health, the prevention strategies are to sleep inside screened, air-conditioned rooms when traveling, use bug spray to avoid insect bites, wash and cook all food, avoid sleeping in mud homes and be aware that not all blood transfusions are screened for Chagas disease (OSDH, 2019). The best method of prevention, is to control the spread with early detection and treatment for infected patients. The World Health Organization (WHO) recommends spraying homes with insecticides, proper house renovations, maintaining a clean home, good hygiene, screening of blood and organ donors and testing children with infected mothers (2018). Studies were conducted and the results found that the United States had 28 documented cases of Chagas disease from 1955-2015 (Montgomery et al., 2016). Throughout these studies, it was found that many of the infected individuals were immigrants who acquired the infection outside of the United States. In 2007, the United States began routine screening for all blood donors for T. cruzi infection after individuals had tested positive (Montgomery et al., 2016). Additional prevention strategies include raising awareness of Chagas disease to the public, providing screenings, lab testing, early detection and treatment of the disease (Montgomery et al., 2016). Applying bug spray when outdoors, researching information about countries before traveling and getting screened upon arriving into the United States are three personal prevention methods. Internet Site The WHO website listed information about Chagas disease, the epidemiology, prevention strategies and additional informational resources. The information was updated, reliable and comparable with other resources. The data is clear and concise which allows for a better understanding of the information about Chagas disease. This website would be beneficial to other healthcare workers, as well as to the public. Conclusion Chagas disease is on the neglected parasitic infections list. This is based on infected individuals, severity of disease, ability of prevention and effectice treatment methods (CDC, 2017). Additionally, the lack of awareness committed to this disease increases the risk of an outbreak to occur. Chagas disease has been around for many years and is easily spread between hosts. The infected and noninfected populations must become educated about prevention strategies to stop the growth of Chagas disease. This could decrease the number of cases each year and worldwide as well as save a life. References Center for Disease Control and Prevention (CDC). (2014a). EID journal background and goals. Retrieved from https://wwwnc.cdc.gov/eid/page/background-goals Center for Disease Control and Prevention (CDC). (2013). American trypanosomiasis: disease. Retrieved from https://www.cdc.gov/parasites/chagas/disease.html Center for Disease Control and Prevention (CDC). (2014b). American trypanosomiasis: diagnosis. Retrieved from https://www.cdc.gov/parasites/chagas/diagnosis.html Center for Disease Control and Prevention (CDC). (2018). Chagas disease surveillance activities-seven states, 2017. Retrieved from https://www.cdc.gov/mmwr/volumes/67/wr/mm6726a2.htm Center for Disease Control and Prevention (CDC). (2017). Parasites-neglected parasitic infections. Retrieved from https://www.cdc.gov/parasites/npi/index.html Manne-Goehler, J., Umeh, C. A., Montgomery, S. P., Wirtz, V. J. (2016). Estimating the burden of Chagas disease in the United States. PLOS Neglected Tropical Diseases. 10(11) doi: 10.1371/journal.pntd.0005033 Montgomery, S. P., Parise, M. E., Dotson, E. M., Bialek, S. R. (2016). What do we know about Chagas disease in the United States? The American Society of Tropical Medicine and Hygiene. 95(6), 2016, pp. 1225–1227. doi:10.4269/ajtmh.16-0213 Oklahoma State Department of Health (OSDH). (2019). Chagas disease/American trypanosomiasis. Retrieved from https://www.ok.gov/health/Disease,_Prevention,_Preparedness/Acute_Disease_Service/Disease_Information/Chagas_Disease__American_Trypanosomiasis.html Oklahoma State University. (2018). Kissing bug research. Center for Veterinary Health Sciences. Retrieved from https://cvhs.okstate.edu/labs/vector-borne-parasitic-infections/kissing-bug.html Steverding, D. (2014). The history of Chagas disease. Parasites

J B Priestleys An Inspector Calls English Literature Essay

In this essay will present an analysis of the play “An Inspector Calls” written by J.B Priestley and discuss the function of the Inspector within the play. I shall in detail look at key themes utilized by the author and suggest key points the author connotes to the readers. “An Inspector Calls” is a play with a varied, both social and political significance. Priestley was a Fabian socialist who believed a lot in socialism and community based views of morality; this is shown heavily through out the play. Priestley’s intention for the play could have possibly have been to educate the immoral, in order to prevent a reoccurrence of such situations. This form of satirizing relates both to the Dunne’s and Ouspensky’s theory, which I will refer to further into this essay. In addition both morality and responsibility are fundamental examples of such themes Priestley implements. This essay will argue that the function of the Inspector goes beyond the role of the inquisitor. The play takes place in the wealthy Birling’s family dining room, a room of which has “good solid furniture of the period”, “the general effect is substantial and heavily comfortable but not cosy and homelike”. The Birling family apply their house as a status symbol and have decorated it in a way to emulate their significant wealth. We acknowledge this from the quotation “few imposing but tasteless pictures”. This quotation suggests the intention of purchasing the art work was not predominately for their “exquisite” looks but instead, value. Immediately portraying to the readers a self indulged pompous family of ignorant individuals. Another alternative interpretation could be that these pictures tell us that the Birling’s are arrogant of their wealth and think themselves to be very important but are absent of the taste which is present in those who are socially superior to them. This desire of being associated amongst a higher class is the crucial reason for Mr. Birling’s perspective on life and those socially inferior to him, in this case Eva Smith. This initial portrayal of the Birling family sets out a clear and distinctive layout in which later into the play, the Inspector will hope to correct. During the beginning of the play the family are enjoying their daughter, Sheila’s engagement to Mr Gerald Croft, an upper/middle-class capitalist, as are the Birling’s in the play. A visit from the Inspector Goole becomes a terrifying occurrence for the Birling’s, as they discover their participation in a chain of events which had dehumanised a young working-class girl had finally taken their toll and so one night she decided to swallow disinfectant resulting in her death. Primarily, the inspector is introduced to the play in order to interrogate the Birling Family and Gerald Croft. The Inspector in “An Inspector Calls” is one of the most thought-provoking and inexplicable characters, he could for some is the protagonist of the play due to my interpretation being that the play centres itself on the inspector and his investigations regarding the other characters. It is this mysterious component that contributes deeply to making him an extremely appealing character, the inspectors surname Goole, is also a pun for the word “Ghoul” meaning ghost. The readers do not unearth a vast deal out about the Inspector and nothing is overtly informative about him; we are given hints and indications from his actions and dialogue. With these we are required to recreate our own background about his identity and most of all, his role. The Inspector plays several roles within “An Inspector Calls”, one includes the conscience of the other characters which also relates back to the idea of a morality play, this conscience is operated by Priestley to amend the Birling family’s morals which to the readers, seem to be out dated. Although as we get further into the play, Sheila begins to illustrate a cultivated understanding of people in general, “we really must stop these silly pretences”, regardless of class or fortune and is immediate to accept responsibility for her actions; Sheila accepts that she has no excuse for her doings; she was just “in a bad temper.” Demonstrating that there is optimism for the future, and those ideas are maturing; the younger generation are more appreciative of Socialism and the ideology of helping others and not just oneself. In particular Priestley’s political views are highlighted, the idea of socialism are promoted, as a society in which community and responsibility are central. This is strongly contrasted with the idea of capitalism, in which also strongly relates to self preservation, with no second thought for other people. Sheila’s change in righting her wrongs begins to take over the role of the Inspector. The Inspector recognises early on in the play that Sheila is more morally influenced compared to her father as she states that “these girls aren’t cheap labour – they’re people.” When she says “So I’m really responsible?” Sheila shows that she can admit when at fault. Priestley uses the play as an example of the consequences which can possibly occur if we remain ignorant to the feelings of others, but most off all if we put money over an individual’s welfare. Britain became a welfare state just after the Second World War in 1945. In which Mr. Birling does so with Eva Smith at his work place. “Perhaps we may look forward to a time when Crofts and Birling’s are no longer competing but are working togetdher – for lower costs and high prices”. Birling’s politics of self-dependence and personal responsibility are unashamedly capitalist. He agrees with having “low wages, high prices,” is utterly dismissive of Eva’s strike which is an expression of collective responsibility as espousal by the inspector, and, even at the close of the Inspector’s inquiry, can only limply claim that he would “give thousands” to make things better. The offering of money emphasises that he views the world and everyone in it in material terms and again Priestley seems to be demonstrating how capitalists in general, view the world. Capital, undeniably, dominates the manner in which he functions, even to the extent that, Priestley subtly illustrates, he views his daughter’s engagement to Gerald as an economic gain and potentially the first step towards a union between both the Birling and Croft businesses. The Inspectors role here is to expose Mr. Birling’s lack of morality. Moreover the role of the Inspector is one of many levels. In terms of how he is used in the basic formation of the play, he is there in order for the play to progress; he stimulates the characters to confess their stories. If there was not the revelation that he was not a real Police Inspector, he would merely be considered as the narrator and not be engaged in a big part of the play. Because it emerges that he was an impostor of sorts, further questions are asked by the readers and different insights have become likely and it is clear that the Inspector is in the play for various reasons. As soon as the Inspector engages in dialogue, the lighting becomes brighter and any shadows would fade away. This dramatic effect is done so to show that the characters can no longer conceal their deepest of secrets and that the Inspector will bring everything to light. This indeed does take place and all of the problems that have been hinted previously are brought out. The Inspectors role here is to illustrate that things can’t be hidden for long, and that the past will one day have such devastating consequences. The Inspector is always aware. The Inspector makes the characters confess their actions and reveal what he seems to already know for example, at the end of Act One, when Gerald is discussing to Shelia about the time he spent with Daisy Renton last summer. He already knows that Gerald has something to reveal and that it is just a matter of time. Priestly uses a brilliant technique of giving a small part of the next bit of the story and watching how the Birling’s and Gerald react to it. This is used to great effect when he mentions the name Daisy Renton, “First she changed her name to “Daisy Renton”……… Gerald (startled) what?” As soon as the Inspector hears this startled expression, he knows that Gerald is hiding something that may be of use to the investigation. Through the Inspector, Priestley shows us that being wealthy is not enough, nor is being successful. What that status means is that we have to take on responsibilities for others in our society. We cannot have these privileges without the responsibility. “Public men Mr. Birling, have responsibilities as well as privileges”. Priestly also uses his characters to expose the attitudes of society because there were a variety of social problems which were raised by Eva’s situation. She is an example of an ideal victim for capitalism; she is poor and uneducated and is therefore very dependent on people like Mr. Birling for a job; is helpless to fend for herself in her condition and therefore needs the aid of charity. She is dependent on the judgment of women like Mrs Birling, who believe that they are superior to her and therefore in a position to decide whether she should be helped or not. So by showing us how each character has contributed to Eva’s suffering, we are given a clear picture of just how difficult and unfair life was in this society for the weak and vulnerable. In addition not all the characters accept responsibility over Eva’s death, including both Mr and Mrs Birling who refuse to accept any responsibility over the death of Eva Smith, “the whole story’s just a load of moonshine”. Protective of their family image, Mrs Birling becomes defensive and as a result directs the blame onto the unidentified man: the father of Eva’s child. She very gladly says that the man should be “dealt with very severely” and made to “confess in public his responsibility,” unaware that Eric was the father. This is an example of dramatic irony; she believes that the man must be someone who is possibly from a working-class background and has not been raised appropriately because he was a drunk and guilty of theft. Arthur Birling is a wealthy businessman who thinks very highly of himself, even though he is often wrong. Arthur’s family respect him and listen intently to his ideas that “there isn’t a chance of war” and the Titanic is “unsinkable.” As the play was written in 1947 and set in 1912, this is another example of irony and the readers would identify that Arthur was very misguided in his assumption and might even believe him to be unintelligent. Furthermore the use of irony exposes Birling’s misplaced arrogance which eventually results in his downfall. Just before the Inspector leaves he turns the culpability onto the whole of society by mentioning that the problem did not lie with just Eva Smith and one specific family, but it was the “millions and millions and millions of Eva Smiths and John Smiths still left with us… intertwined with our lives.” The Inspectors speech encapsulates the need for collective responsibility and the need to address the lives of working class men and women who are at the mercy of capitalism. The idea being that there are still “Eva Smiths” who can be saved if, the rich in society learn from their mistakes. This could be interpreted alongside Dunne’s theory, which states having the capability of seeing forward in time as well as looking back. This would mean that just as you look back and see what actions led to your present situation, you could also look forward to see the consequences of your actions. So, if you wished, you could change those actions and so avoid the consequences. This was said near to the end of the play so that it would not be an idea forgotten, but one that might play on the minds of the readers. Priestley intended to make his readers think about how they may be abusing people by authority and financial status and to make them undergo guilt for their previous sins. “You used the power you had…to punish a girl”. The Inspector is a useful medium for Priestley’s beliefs to be announced through. However the Inspector says in his final speech “We are responsible for each other…. if men will not learn that lesson, then they will be taught in fire and blood and anguish.” This is a universal implication that he is criticising those who do not learn, will suffer later on. In addition the words “fire and blood and anguish” clearly relate to the day of judgement, at the time when one is sent to either Heaven or Hell. It is known that those who follow the “right” way of life and help others will go to Heaven, however those sent to Hell will be forced to learn their lessons before continuing to an enjoyable after-life in Heaven, this too supports the Ouspensky’s theory. Priestley shows that by helping and looking out for one another, God will accept people in to Heaven, but if they don not then they will go to Hell. This results in the promotion of socialism and criticism of capitalism. The play an “Inspector Calls” could also be considered a morality play rather than anything else for the reason that this play, does not only centre itself about the death of a helpless woman, but it is too about the circumstances and the way that all of the people concerned acted immorally in the treatment of the girl according to their own morals and how they have been brought up. Priestly wrote his characters into a morality play rather than a mystery one as he wrote Mr. Birling to be the wealthy, industrious gentleman who has strict morals and firmly believes in the “class” system. This is demonstrated by the way he conducts himself towards his employees; he believes that as he is of higher stature and class he’s not obliged to show common decency to any individual beneath him. This unfortunately was the view of most of Britain until the end of the war. Mrs. Birling also points this out on numerous occasions, for example, when she tells Mr. Birling not to show appreciation to the cook for a nice meal because she believes that the “masters” of the house should not be communicating to someone as low down in class as a servant. Furthermore the quotation “We’re respectable citizens and not criminals” easily links to a morality play as the Inspector is not investigating a legal wrong, but a moral wrong where they are not “Respectable citizens”. The Inspector’s role here is clearly executed by Priestly to enforce a more maturely developed and educated left-wing perspective on what people used to believe what was either right or wrong. An Inspector investing a crime would want to find out all he could and look for evidence and so forth, but the Birling’s have not committed a crime punishable by law. Therefore, the only way for the Inspector to avenge Eva Smith was to make the people in question feel guilty. In conclusion the Inspector’s main purpose is to educate. Within the perspective of the play, he informs the characters what had happened to a particular girl because they had each been accountable for selfishness. In regards to the whole of humanity, he voiced Priestley’s opinions that we cannot make any improvements if we aren’t “members of one body”. The play finishes with a telephone call from the police force stating that “A girl has just died…. after swallowing some disinfectant” and a real Inspector will question the family. This is an unforeseen twist. The role of the Inspector was there to discipline the characters on a moral level and to attempt and make them feel guilty enough to alter their actions. This was fortunately accomplished with both Eric and Sheila. Furthermore the Inspector acts out Priestley’s morality to the story and this is revealed in the Inspectors’ final speech. He teaches that everyone is linked regardless of society’s conditioning and that we should all co-operate to make the world a better place, and in a way without money we’d all be rich. By the end of the play you are left wondering if the inspector is supposed to represent a real person or a supernatural being sent to warn the characters of what is to come and to teach them a valuable life lesson. Moreover Priestley uses the Inspector to challenge the views of the Birling family and also the audience. Through the Inspector’s questioning, and as events involving Eva Smith are revealed, we learn that we are all part of a community, the human race, and, whether we like it or not, we all are responsible for those within our community and our actions do have consequences on others. Lastly the play mirrors historical events, for example, the inability for us to learn from past mistakes.

International Development homework help

International Development homework help. You are working in a middle sized construction company, active mostly on traditional office and commercial projects (gained through bidding) and sometimes on design-build projects.,You are working in a middle sized construction company,Lean and BIM,Learning outcomes (to be assessed),Knowledge and, understanding,A. Define   Lean   production   and   its   application   to   the, construction    industry,   from   the   theoretical   and, practical   perspectives,   including   its   benefits   and, challenges.,B. Appraise   project   management   approaches   and   the, benefits     of     Lean     and     BIM     in     supporting     the, management of complex projects,C. Conceptualise     the     diverse     strategies     and    tools, associated with lean in design and production.,Abilities,D. Produce   new   lean   based   solutions   to   company   and, project level problems.,E. Effectively   design   and   evaluate   lean   strategies   and, processes   to   enable   better   value   and   less   waste, through design and construction.,F. Demonstrate   high   levels   of   independent   research,, manage   self   learning   and   formulate   strategies   for, improvement.,G. Work     collaboratively,     effectively,     ethically     and, enterprising in teams.,Project synopsis, In the project, you will analyse an organization/project regarding it current status, select the most, appropriate lean methods to be implemented and present an implementation plan. You will present the, results of your work in a report for the management of the organization/project., You can select an organization/project you know well as the subject of the project, or a scenario to be, prepared by the tutors, based on your work experience or career goals.,Project requirements:,You are requested to write a 5000 word report addressing the topics and criteria indicated in this brief.,Project Task:, The writing of a 5000 words research based report, which may incorporate the, analysis of design and construction case project aspects (Learning outcomes A to, G)., ,Assessment breakdown:,The report must:,Demonstrate a clear explanation of the Lean Production Principles and how these, apply to construction projects,Demonstrate knowledge of the state of the art lean methods and strategies,, including its relationships with BIM.,Evidence in-depth knowledge and full understanding of the range of techniques, used in Lean across the industry and at the diverse lifecycle stages.,Carry an account of a target process with improvement strategies/proposals and, a critical description of potential issues in implementing process change, as well, as a clear strategy for continuous improvement.,Clarity and professionalism of content, style, visuals and communication skills,, are consistently demonstrate in verbal work. Sources must be, referenced according to the University’s preferred choice of referencing system, ,(APA 7th edition).,Scenario, Site construction scenario,You are working in a middle sized construction company, active mostly on traditional office and commercial projects (gained through bidding) and sometimes on design-build projects. The company is well although somewhat traditionally managed -anyway the profit margins have been eroding in recent times. The management team is aware that something should be done, and has ask ed you, as a representative of younger generation, to present a report with novel ideas.,You know the company operations well, and have been silently concerned and puzzled for some time by your everyday observations:, – the company has a systematic planning and management system for construction projects, starting from a master schedule and related partial plans for plant, personnel, materials etc. ; plans for shorter term are derive from the master plan, extending to weekly plans, and the progress is monitor and fed back to management,– however, you have often observed situations where the master plan is just a decoration on the wall, it is not being update,– even if the master plan is used, the activities are often somewhat chaotic at the weekly level, and you have observed that oftentimes only a small share of the weekly tasks get realized in that week; you also know that in almost every project, there is a frantic rush just before handover to get all done,– Also have also wondered why the contractor should be able start the production in just two weeks after winning the bid, even if the project has been underway for years, and it has been designed for one year,– you hear older project managers to recollect that in the beginning of their career, there was orderly production management – now, rather contracts are manage,– financial control in the company is tight, and every material and work package is procure for its lowest price, – however, you hear complaints from site that the procurement department is buying in too big and impractical batches, just to get the buying price down; thus, one sees big piles of material on site, but in spite of that, often some work is delay or is stop due to shortage of materials,– the atmosphere on the site is often somewhat strain among the subcontractors, working with tight budgets – there is not much collaboration and communication beyond what is necessary for everyone to progress,– the site personnel of your company often seem to be exhaust by long hours and constant troubleshooting,– the profitability of the design-build projects is oddly lower than average – from your observations, you wonder how the alleged constructability benefits can ever be realized when design progresses in a chaotic manner, under the supervision of your company’s project management, with a site background,– you are puzzle by the amount of physical waste transport from site, by the costs of rectifying defects after the handover and by the costs of additional work by subcontractors – the benefits from tight financial control seem to be lost by such cost leakages.,Can there be a better way?,Attachments,Click Here To Download,International Development homework help

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