The life of Paul Lawrence Dunbar

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Dunbar's Poetry

Paul Laurence Dunbar was born on June 7, 187 to former slaves, who had

relocated Dayton Ohio. Dunbar was the editor of his high school news paper which was

exceptional, considering he was the only African-American enrolled at the school. He Order Custom Essay on The life of Paul Lawrence Dunbar

went on to become the first African-American poet of national recognition. Throughout

his life he maintained an active roll in politics and along with, Booker T. Washington and

W.E.B Dubois raised money for the black college, Tuskegee Institute. Dunbar wrote ab

out the black experience in his poetry, reflecting his life as an African- American during

the late 1800's and early 100's. He was the first black author to use black dialect in his

work.

Being the son of former slaves did not stop Dunbar from becoming the editor of

his high school paper, or achieving renown as a gifted poet. Charles Thatcher who was a

lawyer in Toledo became one of Dunbar's earliest supports. It's clear that Dunbar was

Destin for great things at an early age. The son of ex-slaves stepped in and out of dialect

for affect, never losing his distinctly black voice. He published and African-American

newsletter in Dayton, called tattler with the help of the Wright brothers. Dunbar

published in such mainstream journals as century, Lipincotts monthly the Atlantic

monthly and the Saturday Evening Post. Dunbar was a gifted poet and a percussion to the

Harlem Renaissance, Dunbar was read by both blacks and whites in turn of the century

America. From an early age used all of his experiences in his writing, as well as lending

his name and work to causes that would benefit his fellow men.

Dunbar was an important African- American poet writing the late 1800's and

early 100's.His first collection of poems entitled, "Oak and Ivy" was published in 18

when he was years of age. His second volume "major and minors" propelled him to

national fame. He achieved game as a poet fairly quickly. Dunbar published 1 volumes

of poetry in all. Dunbar was one of the first important poets to write extensively about

the black experiences in both dialect and studied English.

Dunbar was a versatile writer, writing down the facts he lived through. Dunbar

was a lyricist of tremendous ability, has came down to modern readers primarily as a part

of negro dialect. More than two thirds of Dunbar's poetry are written in standard English,

these however are not the works that made him famous , nor they are the none's have

secured him a place in the history of American Literature. Dunbar had a tremendous

amount of ability and he could write poetry in any shape or size. The qualities that he

displays in his standard poetries such as the detailed attention nature. The skinful

manipulation of imager, the masterful experimenting rhyme and meter. Dunbar was in

favor of the rhythmic narrative and pleasing delineation of black peasant life that

characterizes much of his dialect poetry. Dunbar maintained many poetic qualities to

work with. With more than two thirds of Dunbar's poetry focused on life sincerely sweet

the public saw it fit to praise his "tingle and a broken tongue". The language of Dunbar's

poetry has been a sore point, and is by no means an accurate representation of folk speech

and is a rather a highly conceptualized literary speech that seeks to achieve its object by

means of exaggeration of deliberate standard English. Dunbar's poetry lives on in

different languages and speeches.

Although Paul Laurence Dunbar published in large number of poems, novels, and

short stories. He is however best remembered for his use of the "black" dialect. Dunbar

has been criticized by a number of people as idealizing the lives of blacks in the south as

in "the party" jigs, cotillions, reels, breakdowns and cordials, "or a Waltz of two". The

above reference as well as many others lead many other critics at the time to express the

idea that if dancing and singers in general are associated with the slave plantation, then

the old slaves would be distressed over the abolition. It seemed that some people believe

that Dunbar was glamorizing slavery. I however, do not believe that he did do so, yet

rather painted a picture of the way the slaves dealt with the circumstances they were put

in. While Dunbar was writing about the southern blacks making the best of their lives by

singing, dancing, and eating, and this in turn however was a false portrayal of overall day

to day slavery life, and brought about a large misconception of slavery. Contemporarily

the blacks were facing segregation, racism and terrorism because they were black. Many

critics beloved that Dunbar who was the son of ex slaves chose to ignore the essential

factors that helped shape the lives of the very people his dialect poetry supported to

reflect. The university of Dayton's poetry in residence for over two decades, random

students and professors have published of poetry and a monograph of, and in memory

and respect of Paul Laurence Dunbar in attempt to reconcile and restate his ideas through

his writings.

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Not clear

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Coaches have been with us for many years.

In athletics, drama and debate, the notion of coaching someone is old hat. Organizational-development specialists and consultants also have a history of helping employees understand what to do differently and helping them to learn how to do it. The target of these efforts typically has been executives and CEOs, but all managers are now expected to take on the responsibilities of the coach.

Managers have been the target of much fallout from the re- engineering/downsizing excesses of the 80s and 0s.

For surviving managers, the fallout meant Manage, but develop your employees, address performance problems, prepare people for possible succession, and field any number of interpersonal issues such as conflict, failure to adapt to the culture and so on.

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Managers are now expected to mentor, to advise, to coach and to otherwise get maximum accomplishment from each employee. It is a heavy agenda.

Of the many such expectations levied on managers, four stand out.

First, they are expected to help employees self-manage. That means taking an active role in the career and personal development of employees. It means being a leader in helping them develop and perform effectively.

For most managers taught to get the job done, helping others deal with these issues is a challenge. They are asked to be part psychologist, part father confessor, part disciplinarian and part teacher.

Second, we live in a world in which knowledge is the key to survival and effectiveness. One principle source of knowledge is the organization itself. For the manager, the questions are How can I harness the organizations capacity to teach the employee? How can the organization serve as teacher?

While this objective is often the job of the training department, managers are in a position to play a key role because they are closest to knowing what the employee needs to know to perform and to advance.

Facilitating this employee-organization interface demands high skill and commitment.

A third and growing expectation of many organizations (its often built into the formal performance-appraisal system) is the personal growth of their employees. How do managers stimulate it? How well do they frame it so the employee will act on a personal growth plan? How effectively is it integrated with training and the human- resources department? Does the employee think personal development is the same thing as the manager?

A fourth development that adds responsibility and power to the manager is feedback. Much that people learn about themselves and their performance results from feedback. Others provide it, and we extract it from informal performance judgements, rewards and casual conversation. Giving feedback to an employee is demanding of both time and skill. It is not for the faint of heart nor for those given to sound bites. Effectively giving feedback is a challenge to any manager.

Three main characteristics mark the manager-coach who can assume the responsibilities of this ever-expanding role.

First the coachs interpersonal skills must be honed to a high degree. Establishing a solid relationship with employees is perhaps the crucial element. Without a solid relationship, coaching is likely to be a formal exercise conducted at arms length. Managers with competent interpersonal skills are effective in confronting, deft in questioning and able to listen and understand.

The second characteristic is knowledge of the world in which the employee lives and works. That understanding comes from broad experience with a variety of employees in many settings.

The third characteristic is credibility. We gain credibility through academic qualifications, experience and evidence of age. But, at bottom, credibility must have a face; it must be manifested. Degrees and experience absent tangible and relevant evidence do not contribute to credibility. The employee has a right to ask What is it that you have which persuades me that I should heed your advice, counsel or direction?

Employees are putting such questions to managers at an increasing rate, and they should be prepared to address them head-on.

People often have difficulty integrating experience on one hand and job performance, career and personal development and conflict on the other. Part of the job of the competent manager is helping with that integration.

Effectively done, that is one small step in helping employees to achieve better performance and job satisfaction.

El Keil of Denver is a psychologist consultant to management who specializes in coaching for managers and executives. He is the author of several books and articles, and currently is working on a book on coaching.

Vox Pop is an opportunity for Denver Post readers to submit original, previously unpublished articles on any topic that affects jobs, the economy or businesses in Colorado. Submit manuscripts of no more than 700 words, along with biographical information and a phone number, to Vox Pop, c/o Sunday Business Editor, The Denver Post, 1560 Broadway, Denver 800, fax to 0-80-14 or e-mail to ggriffin@denverpost.com (as a text e-mail, not an attachment).

We reserve the right to keep and edit all material and will contact writers whose work will be used.

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Slaughterhouse Five

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Slaughterhouse-Five is a story of a man, Billy Pilgrim, who every once in a while will become "travel in time". The book itself is written as an anti-war book with many references to Dresden and the carpet bombings held there. This book has been on the topic of being banned since its release in 16. It has been banned on sexual, language and social concerns in the book, but has never been banned over a wide area or more than just a little town. This shows that Slaughterhouse-five should not be banned and not only read but part of the curriculum in the High Schools around the country.

Slaughterhouse-five does have a lot of vulgarity and sexual references in it but one has to remember that it is still just a book. "Shit. What do you know? What the hell they teach in college?" ch. This book was usually banned in middle school and high school age schools because of its language and vulgarity. But not only language is why people think it should be banned but also because it is referred to as an anti-war book and it was released in 16. At this time the Vietnam war was going on and this book was telling people that war is bad and you really don't have to go to it. This book portrays war as "unpatriotic" and "not needed". In a sense telling people how bad war was and how unnecessary it was.

Keeping in mind that this was an anti-war book and it did come out in 16 this still should be no grounds on why to ban a book. Books are part of our free speech and should not be banned because an author thinks one way or another. This book was written in reference to World War I but came out during the next war in American history 5 years later. This was no big coincidence because Vonnegut wanted to show how war was for him and to show the public how war can be. Banning a book this alone should not even come close to being reasonable. This book made people think about war and the true sides to it. It showed the other sides of war and expanded peoples thinking. And that's what a book should do, it should expand ones thinking and make them realize different things about the world. If this book should be banned it should be banned because it expands the mind.

Slaughterhouse-five is still reading material and almost anything to read is good for people. It is very well written and one of the all time great books of all time. Even though it does have some bad language and sexual references that really does not take away from the "wholeness" of the book. Some of Vonnegut's references may have also been made to "shock" people at the time or make them want to read further in to the book. If we ban a book for references to war and because of some bad language I think that would be violating our 1st amendment rights of free speech. Banning this book would be like banning "The tale of Peter Rabbit" because Peter goes into the garden and we don't want the people to hear about someone doing something bad. This book may not be appropriate for younger readers but should not be banned among the older readers.Order Custom Slaughterhouse Five paper

The biggest reason for this book being banned is because of its language and of its sexual content. Yes it does have some vulgar language and some sexual references. "Billy sniffed. His hot bed smelled like a mushroom cellar. He had had a wet dream about Montana Wildhack." Ch. 5 But this language is heard in everyday talk. Talking about a wet dream or saying words like "fuck" or "goddamn" is no grounds to ban a book. These words and phrases are things that High School aged children are prone to everyday. Now the Middle School age kids are different. They do not have as many years under their belt so they are not used to this language as much. Some of the also do not know when to use this language and what some it means. But the older High School ages can handle the use of this language. And by reading this book it opens their mind to another side of war. And expands their mind to not just one side of a subject like most books are, but the side of war that many people do not want to talk about.

After all is said and done Slaughterhouse-five is still considered one of the best works of our time. It shows us many periods of time all at once and reveals just what a war can do a person. There is some parts in this book that are not suitable for children but that does not mean they are not suitable for the older readers. The language in this book may in fact add to the wholeness of the book overall. Banning this book is overall a bad idea. Restricting it would be a better idea instead of banning it completely. High School aged kids are old enough to hear the language and understand what situations mean in the book. After all is said this book is not half as bad as some of the literature that has come out. And this is a real asset to a school to be able to teach it. If it is banned the kids will miss out on not only a great book but a mind opener.

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Describe the trick played by Nicholas in the Miller tale

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Describe and analyse the trick played by Nicholas

Nicholas's intent is to create an illusion of dramatic circumstance to effectively startle and rid himself of John. He wants to achieve this in order to provide himself with the opportunity to have sexual intimancy with Alison. It was a longing shared by both parties - "For this was his desir and hire also"

As a "clerk" studying astronomy, Nicholas has the intelligence to think of complex situations and can handle many ideas. This gives him an advantage over John the "sely", simple Carpenter who hasn't had an adequate education, and who hasn't even read the famous "Catoun". His lack of mental stimulation makes him prone to trickery, his "wit was rude" and this makes him rather gullible to others.

Nicholas decides to begin the trick when John goes to work, he deliberately ensures he has food rations for two days and remains in his room, isolated. This provokes fear in John, as he says- "This world is now ful tikel, sikerly" as to suggest the fickleness of fate, he is genuinely worried that John has become ill, as this was the era of the plague. His concerns are all in vain, and this adds to Nicholas's ego as he is in control of the situation, despite being only a tenant in Johns home. In desperation, John looks through the keyhole and finds Nicholas "capyng upright" and looking bewildered as if in a trance. This perception however was false; Nicholas has acted this stance to induce curiosity and fear into John's mind. John is a god-fearing man due to his lack of knowledge, he prefers to be blissfully ignorant of "Goddes pryvetee" and takes the bible stories literally and seriously. The door is taken off it's hinges, and now Nicholas is exposed and ready to develop his trick. He refers to John as "myn hooste, life and deere" which gives him a false sense of security and companionship, he says this in order to settle John and prepare him for the revelation he is about to unfold to him. He also forces John to vow not to tell anyone, this is done to prevent him from revealing the "secret" to others, whom may have more common sense then John, and to enforce his importance and increase his vanity.

John is the "chosen one" to be confided in, he feels privileged that he will be saved. Nicholas is treating his as a friend, and a soon to be ally in his survival. This is the major part in Nicholas's trick, as he convinces John that a disaster created by God will happen soon, he says-"This world, in lasse than an hour Shal al be dreynt, so hidous is the shour." This instantly strikes fear into John's mind, he is puzzled and confused. However, Nicholas provides plenty of detail and impresses John with his knowledge, as he articulates exactly what is going to happen, and emphasizes attention to detail such as the water will dissapear "aboute pryme the next day" this heightens the tension and makes the incident seem even more realistic to John.

Nicholas has achieved starting Johns growing anxiety, and now he fears for his wife Alison, who ironically is part of the plot, which shows the pathos and comical element of the trick. Nicholas begins to give out orders, which adds authenticity and emphasizes his power and importance. John, with without any suspicious thoughts is speechless adheres to these, and doesn't even question Nicholas's claims, again proving John's gullibility and lack of self-thinking. Nicholas craftily blocks any opportunity for John to question his findings as he says -" Axe nat why". This divine secret has carefully and effectively been portrayed, and now John feels obliged to follow Nicholas and take his advise.

As Nicholas demonstrates what equipment is needed to save them, John realizes the scale of the immediacy. Nicholas exaggerates and tries to easy and delight Johns mind through saying "we be lordes al oure lyf" suggesting that they will be well-known all their lives, and they will achieve higher status. The "we" suggesting commaradary, but is ironically false. The commands that Nicholas gives is to remain silent, and for himself and Alison to hang far apart in the tubs. No "synne" must be commited while lying in the floats, which is ironic as Alison and Nicholas will commit adultery.

Another tactic Nicholas uses to enhance the trick is flattery, he describes John as a "wise" man, which is parallel to his true thoughts, this again reassures Nicholas that John, with his major role, will participate in anything he commands.

Overall this trick has been carefully planned, it is a perfect example of a "fabliau" and displays many of a fabliaux comical irony and deception. It shows how ruthless Nicholas is and how he'll lie, deceive and create illusions in order to successfully gain access to Alison in order to gratify his sexual needs. He enjoys exerting his "knowledge" and shows that by performing the trick, he is in control. He is driven on by his lust, and search for power, in which John is oblivious to.

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The Declaration of Independence:Moving Out at the Ripe Old Age of 16.

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When in the course of human events, it becomes necessary for a teenager at the ripeold

age of 16 to dissolve the bands which have connected them with their parents and to

assume among the powers of the earth, a separate and equal residence to which the laws

of Nature and of Nature's God entitle them, a decent respect to the opinions of the

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parents requires that they should declare the causes which impel them to move out the

house.

We hold these truths to be self-evident, that all teenagers are created equal, whether

16 or 18 years of age, that they are endowed by their creator with certain unalienable

rights, that among these are Life, Liberty and the pursuit of Happiness; that, to secure

these rights, Parents are instituted among adults, deriving their just powers from the

consent of the parented; that whenever any adult becomes destructive of these ends, it is

the right of the teenager to alter or abolish their power and to institut new rules, laying its

foundation on their own principles and organizing their powers in such form as to them

shall seem most likely to effect their happiness. Prudence, indeed will dictate that rules

and laws long established should not be changed for light and transient causes; and

accordingly all experience hath shown that adults are more disposed to suffer, while

teenagers are sufferable, than to chill out by abolishing the stupid rules to which they are

accustomed. But when a long train of people are coming into their room all the time and

bugging them, it is the teenager's right, it is their duty, to throw out such family members,

and to move to a new crib that the parents have to pay for.

The history of the present parents of teenagers is a history of repeated injuries and

usurpations, all having in direct object the establishment of an absolute Tyranny over the

teenagers. To prove this, let facts be submitted to a candid world.

They refuse to let teenagers come and go as they please, without fear of curfew.

They give advice teenagers are not interested in.

They are stingy with money like it's theirs or something

They embarrass teenagers in public simply by being there

They wear stupid clothes and listen to stupid music.

They won't allow teenagers to speak in foul tongues in their presence.

They disapprove of wild parties.

They won't buy teenagers a car, they make them get a job.

They force teenagers to attend church, family functions

They look over the teenagers shoulder when they are doing their homework

They try to see who the teenager is talking to online, and then make her get off the comp

so they can use it.

The parents have combined with others to subject the teenagers to a jurisdiction that is

foreign to their constitution;

like making them get up early and go to bed early

like depriving them of their own free will,

like taking away things,

like bossing them around.

In every stage of this oppression , we have petitioned for leniency and mercy in loud

voices. Our repeated petitions have been answered only by repeated injury. A Parent is

unfit to be the ruler of a free teenager.

We have warned them from time to time of attempts to extend their jurisdiction over us.

We have reminded them of the terms of our settlement here. We have appealed to their

native justice, if they have any, and we have conjured them by ties of giving birth to us, to

disavow their stupid rules, which inevitably interrupt our daily lives. They too have been

deaf to the voice of the teenager. We must, trherefore, acquiesce in the necessity, which

denounces our separation, and hold them enemies when they bother us and friends when

we need money.

We, therefore, the representatives of teenagers everywhere, do, in the name of teenagers,

solemnly declare that we are free and independent persons; that we are absolved from

the rule of parents; that all connection between them is totally disolved, unless otherwise

noted by the teenager, and that as free and independent teenagers, we have the full

power to do whatever we want.

And for the support of this declaration, we mutually pledge each other our lives, our

fortunes, and our sacred honor.

It's a Wrap.

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What makes a good language teacher?

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To learn a foreign language is not an easy task, and both adults and children find it very difficult and sometimes stressing. To make this experience much more enjoyable, it is important that the person who is in charge of the teaching be a good teacher. But the question is What makes a good language teacher? Is it the method she or he applies?

Is it her/his personality, her/his physical appearance or her/his knowledge about the language?

The first item to take into account is the methodology teachers apply in the classroom. First of all, they should provide the students with a varied and exciting activities. That is to say, teachers should plan the activities having in mind the different abilities, interests and learning styles of the learners in order to get them involved during the lessons. Another thing to consider is the sitting arrangement. If the size of the classroom allows the teacher to move the students from one side to another, she or he could group the children in pairs or more people to work. Working individually all the time could bore the learners, causing misbehaviour problems. In addition to this, it is essential the teacher encourage the students to speak. In most cases the only opportunity they have to use the language is during the fifty minutes the lessons last, therefore the teacher should help them to make a good use of it. This does not mean that the teacher do not have to speak, but only when neccesary. For example, when presenting and explaining a new topic, when giving instructions, asking questions, etc.

Turning to the question of teacher�s personal traits, I believe that there are sone essential characteristics a teacher must have. Firstly, teachers must be well organized in order to make profit of the lessons. Secondly, a good teacher must be an example for their learners, so if she or he is strict about students�punctuality and homework, she/he must be punctual and must give back homework in time. If teachers ask their learners to be responsible, they should be an example being responsible themselves.It is also a fact that children could be difficult sometimes, because of that it is indispensable for an educator to be patient, human, and able to understand that children are human beings that feel and have problems like everyone else.

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On the question of physical appearance, I am of the opinion that it is not a requirement for a good teacher to be handsome or pretty. What it is really important is to have a neat appearance, wearing proper clothes and the hair tidy and carefully arranged.

The last point to consider is the teachers�competence. In the first place educators must know about the language and have a profound understanding of it. It is known that you cannot teach something you have not learn beforehand. To achieve this level of knowledge, they are not only supposed to attend to the Teacher Training College in order to get the University College Degree, but also they must attend courses and seminars once they have get it. This extra training provides educators with updated learning and tips they can apply in their teaching, making them able to use modern equipment and to deal with behaviour problems, learning difficulties and institutional obstacles.

All things considered, I believe that be a good language teacher depends on te teacher. Teachers have in their hands all the tools to make the language learning a painful experience, or the most exciting and successful one.

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Willy loman and his american dream in death of a salesman

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Arthur Miller's "Death of a Salesman" is a play best summed up in its title; it is just that, the death of a salesman. This death is not necessarily the physical end to a human life, but the crumbling end to the dreams of the main character, Willie Loman.

The play was written in 14 and based on the concept of the American Dream. What is the American Dream? There are many definitions of it and each every person has their own. Most people feel if you have a family, house, car, decent job with an average salary, and a good social life, then you have reached the American Dream. The concept of the American Dream became a popular idea during the nineteenth century when millions of people migrated to the United States in search of better lives.

There are many connections to the concept of the American Dream in "Death of a Salesman". One is when Willy expresses his jealousy towards the successes of his brother Ben. According to Willy, Ben knew what he wanted. He started with the clothes on his back, walked into the jungle and came out enormously rich at the age of twenty-one. Another example was when Willy's imaginary memory of Ben describes their father as a great inventor who traveled with his whole family westwards through America. He was successful in selling his inventions and he also became rich. Another illustration of the American Dream was when Willy remembers an occasion when his son Biff was playing at Ebbets Field. There was this glow around him and people cheered his name when he came out. He was a star then and this kind of personal success is also a typical example of the American Dream. An additional example is when Willy himself experienced a personal success in his work. It was in 18 when his commission average was at its highest level.

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The whole story of the play is a parody on the American Dream. Willy Loman is a weary 6 year old man who wants nothing more than to reach the American Dream, but in reality he fails, most likely due to the fact he chose the wrong dream. He is a salesman for a large company in New York. In his own mind, he is still as he used to be, well known and well respected among the clientele in the New England area. Things have changed though and the people Willie once knew in the business are no longer there and he no longer has the connections he once had. His inability to cope with and adapt to this changing business has caused, among other things, a loss in pay. Willie has lost his competitive edge, and with it his feeling of self worth and identity.

Willy's dream also revolves around his family, more specifically his son Biff. Biff is the firstborn and favorite son of Willie. Willie has high expectations of, and transfers his dreams onto Biff. Biff can not live up to the expectations of his father and has dreams of his own which cause Willie to see him as a loafer and bum with no desire to succeed. Although Willie's dreams are not realized in Biff, his son's respect his still important. This respect is lost when Biff catches his father in an affair with a young lady. Even though this is not talked about, it still creates tension and causes Biff to lose the respect he once held for Willie.

Willie's main philosophy in life is "Be liked and you will never want." This is another problem causing Willie to fail in his American Dream. Image is everything to Willie. In his past he was a well liked, well known, respected man who turned his image into his success, but his image has changed. He is no longer well known and so he makes less sales and less money. His loss in pay has caused him to borrow money just to support his family. The constant borrowing of money is a source of great tension for Willie.

The compounding of Willie's problems, the loss of his self-respect, and the loss of respect from others cause Willie to go mad. He sinks into a depressive state and loses touch with reality. He has no dream and now will to live causing him to entertain thoughts of suicide. In the end it is the love for his son and the belief that his insurance money will make Biff "magnificent" that gives him the needed excuse to end his life.

A man's life is his world and this world is expressed through his dreams and desires. "Death of a Salesman" is the loss and destruction of one man's dreams. The effects of this loss and destruction are utter madness that eventually leads to suicide. This dramatic work has a moral that should not soon be forgotten When a man loses his dreams he loses everything and a life without dreams is a dull and empty void.

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