ISTE NETS Standards for Teachers

ISTE NETS Standards for Teachers Module 1: Assessing Strengths and Improvement Opportunities Comparison to NETS-T Standard 1: Facilitate and Inspire Student Learning and Creativity I believe I do a fairly good job of engaging students in exploring real-world issues and solving authentic problems using digital media and tools (NETS-T 1b). For example, most of my international ELLs are majoring in international trade. Therefore, I have my business English students do a business plan proposal and presentation. In small groups, students use the Internet to research opportunities and possibilities for starting their own business. They also have to create a business plan indicating their product or service, cost structure, and projected profits or losses for the first, second, third, and fifth years, among other things. They then organize this information into a PowerPoint presentation and present their proposals to the class. Students then vote for the proposal that is the most realistic and plausible and has the best chance of success. Many aspects of this multi-faceted assignment deal with real-world issues and authentic problems and use digital tools and resource s to address them. I am, however, relatively weak on NETS-T 1c, promoting student reflection. Standard 2: Design and Develop Digital-Age Learning Experiences and Assessments I believe the business plan example discussed above is also decent example of a Digital-Age Learning Experience that adapt[s] relevant learning experiences that incorporate digital tools and resources to promote student learning and creativity (NETS-T 2a). Students learn to do Internet research and use common office productivity software while acquiring and learning to communicate in business English. During the term, students also have to send me several business-related emails such as asking for more information, placing an order, checking an orders status, complaining as a customer, and handling complaints from customers. We do similar topics as phone calls as well. These sorts of activities provide me with formative and summative assessment data (NETS-T 2d). Lawton (2014) says that 21st century assessments must move beyond simple right and wrong answers. PowerPoints, presentations, emails, and phone calls go a long way toward accomplishing that goal. Standard 3: Model Digital-Age Work and Learning I do very little with digital communication or collaboration with students or colleagues beyond email and WeChat (a Chinese real-time messaging and social media app similar to WhatsApp). There are three primary reasons for this: culture, government restrictions, and my own ignorance. Culturally, everyone in China uses WeChat for both personal and professional communications. I, however, find it inadequate for professional or academic correspondence or collaboration. WeChat is so pervasive, in fact, that while most Chinese have email accounts, they rarely use them or even check them. It is common for me to send an email then use WeChat to inform the recipient that an email has been sent. Chinas Great Firewall (i.e. government restriction) is another barrier. The Chinese government blocks many Western websites and web-based services such Google (including Gmail, Google Docs, Google Classroom, Google Translate, Google Scholar, and YouTube, etc.), Twitter, and Facebook. VPNs to get aroun d such blocks are available, but they are often expensive, unreliable, and the government does its best to ban and block them as well. Finally, my own ignorance is a barrier. I simply have not taken the time to research and explore the options that may be available to me in China. Part of the reason is time, part of it is complacency. I simply have not had the motivation to investigate. Standard 4: Promote and Model Digital Citizenship and Responsibility This standard is also quite difficult to meet in my current environment. China has a reputation for weak protection of intellectual property (IP) rights. While Chinas written IP laws are comparable to those of more developed nations, they were written only relatively recently, the courts have little experience with IP cases, and enforcement is inconsistent (Ang, Yingmei, Chaopeng, 2014). For example, from firsthand experience, Beijing is filled with DVD stores that cater to foreigners. Every Western DVD is bootlegged and pirated. Likewise, counterfeit bags, shoes, and clothing are easily available even though the government has shut down many of the offending shops in recent years. They just reopen elsewhere. Similarly, it is very common for university students to purchase photocopies of required textbooks. Any copy center in Beijing is happy to copy a textbook, even the ones on campus. In fact, two years ago I attempted to require my students to buy authentic copies of my class req uired text but I was swiftly reprimanded by my superiors. No, no, no, no, no! my supervisor said. Authentic books are far too expensive. Our students cannot afford them, I was told. Photocopies are better! The universities are owned, operated, and controlled by the same government that writes and enforces IP laws. It is little wonder that foreigners have the impression that copyright laws and intellectual property rights do not exist in China in any meaningful way. Having said that, one thing I am able to do-and I do it zealously-is insist upon proper documentation and citation of sources. I do my best to investigate, verify, and prove suspected plagiarism but it is difficult to do so when Yahoo is the only tool at my disposal. I would like to invest in a service such as Turnitin to catch, or better yet, prevent plagiarism. Standard 5: Engage in Professional Growth and Leadership Rogers (2003, cited in Oncu, Delialioglu, Brown, 2008, p. 21) identified five types of people with regard to technology adoption: innovators, early adopters, early majority, late majority, and laggards. My level of resistance seems to be increasing as I age. I know I am not the innovator I once was; at this point I might classify myself as mid-majority had Rogers included that type in his scheme. I think part of professional growth and leadership with regards to technology is to approach technology with a more critical eye than is typical. While there are many undeniable benefits to using technology in the classroom, there are also potential dangers, drawbacks, and disadvantages that appear to be overlooked, ignored, or dismissed out of hand (Langford, Narayan, Von Glahn, 2016). For example, concerns have been raised that overreliance on technology can cause declines in critical thinking and analytical skills (Porter, 2014; Greenfield, 2009, cited in Langford, Narayan, Von Glahn, 2016) and that overdependence on the Internet hampers peoples ability to think, understand, retain, and analyze information (Carr, 2010; Ciarcia, 2012; Friedman Heafner, 2012, cited in Langford, Narayan, Von Glahn, 2016). Finally, Bauerlein (2008) believes that the digital age has generated access to immense information at the expense of making us dumber. He worries that the younger generation is increasingly disconnected from culture, history, politics and context contributing to ignorance and apathy (cited in Langford, Narayan, Von Glahn, 2016, p. 4). I think it behooves teachers and educators to acknowledge both sides of the debate and not automatically assume that any and all technology is beneficial or even harmless. Our students often embrace new technology cavalierly. Therefore, as teachers, educators, and leaders, it is incumbent upon us to evaluate the use and potential consequences of technology before adopting it rather than blindly follow the pervasive culture. In oth er words, if overuse of technology is part of the problem, as some believe, is more technology really the answer? As leaders we must ask hard questions and be willing to defy the status quo (Bennis, 1989, cited in Shoup, 2016). Conclusion I believe I have done a fairly good job of meeting some of the indictors of the ISTE NETS standards for teachers. On the other hand, some of the standards and their indicators will be difficult to meet in my Chinese university teaching and learning context. Even so, there are two things I believe I can do to further develop the skills I need to meet the NETS-T standards and indicators. My first goal is to research age-appropriate online collaborative tools available and accessible in China. Such tools will help my business English students further develop their English reading and writing proficiency as well as prepare them for their future careers where such collaboration is commonplace. Secondly, I want to develop my professional growth and leadership by researching and understanding the potential problems and pitfalls presented by technology beyond the three most commonly associated with youth-predators, plagiarism, and porn-and how to mitigate them. Technology Integration Matrix (TIM) Below is a Technology Integration Matrix reflecting my business English class for my international university students. I chose this class because I believe it is the most technology-integrated class I currently teach. My TOEFL and IELTS workshops are far less technology-dependent. In fact, I felt it necessary to create and add a new Level of Technology Integration to the Matrix: Non‑Integration. There are several reasons why a teacher may not integrate certain aspects of technology with his or her instruction including, but not limited to, unawareness that such technology exists, ignorance regarding its use, a lack of resources or access, or a rationale where such use is deemed inappropriate (Kayalar, 2016). For example, I myself am unaware of age-appropriate online resources for goal-directed learning that are available and accessible in China. Levels of Technology Integration into the Curriculum Non-Integration Entry Adoption Adaptation Infusion Transformation Learning Environment Characteristics Active Students use technology seamlessly (e.g. Word, Excel, PowerPoint, the Internet) as they create business plans, proposals, and presentations as a means to develop English language proficiency. Collaborative Students primarily work alone or in pairs or small groups when researching and creating their business plans and proposals. Most if not all collaboration is done in person. Constructive Students select and use appropriate technology tools and resources to create and present a complete business plan and proposal in English. Authentic Students select and use appropriate technology tools and resources to create and present a complete business plan and proposal in English. Goal-Directed Students do not use technology in this manner. Goal 1 I would like my business English international students and myself to research and explore age-appropriate goal-directed online resources available and accessible in China that will aid their English-language acquisition and use. This might effectively move us from Goal‑Oriented / Non-Integration to Goal-Oriented / Entry. Researching English-language educational tools in English will itself help build students English-language vocabulary and reading comprehension skills as they try to discover online tools and ways they can be used to facilitate other aspects of their language acquisition and use. Goal 2 I would like to move my business English international students from Collaborative / Entry to Collaborative / Adoption. In China, WeChat is the preferred means of real-time messaging and communication. However, email is more common in other parts of the world, especially in professional business environments. I would like to extend email (or other collaborative tools) use into the arena of real-world collaboration as opposed to the merely academic exercise it is currently. Conclusion While many benefits of integrating technology across the curriculum are strong and undeniable, several barriers remain. These barriers might be categorized as external (relative to the teacher) or internal. External barriers largely involve the availability and accessibility of age-appropriate technological tools and resources, and are largely outside the teachers control. Student social-economic status, school or district funding, or government policy and regulation are all examples of external barriers that may make it difficult to fully integrate technology inside the classroom. Internal barriers to technological integration pertain to teacher willingness, knowledge, and skill, and their legitimate concerns regarding student welfare as well as founded or unfounded prejudices and biases against technology. I would like to echo Langford, Narayan, and Von Glahns (2016) caution against using technology for technologys sake and instead thoughtfully and critically adopt only those techn ologies and methods proven to enhance the student educational experience, in my case, the acquisition and use of the English language at the university level. References Ang, J. S., Yingmei, C., Chaopeng, W. (2014). Does enforcement of intellectual property rights matter in china? Evidence from financing and investment choices in the high-tech industry. Review of Economics Statistics, 96(2), 332-348. Kayalar, F. (2016). Cross-cultural comparison of teachers views upon integration and use of technology in classroom. Turkish Online Journal of Educational Technology, 15(2), 11-19. Langford, S., Narayan, A., Von Glahn, N. (2016). Revisiting the technology and student learning debates: Critical issues and multiple perspectives. Transformative Dialogues: Teaching Learning Journal, 9(2), 1-15. Lawton, D. (2014). Beyond bubble sheets and number two pencils: Assessment in the digital age. Delta Kappa Gamma Bulletin, 81(1), 53-58. Oncu, S., Delialioglu, O., Brown, C. A. (2008). Critical components for technology integration: How do instructors make decisions? The Journal of Computers in Mathematics and Science Teaching, 27(1), 19-46. Shoup, J. R. (2016). Leadership, organizational, and institutional studies: Reconciling and teaching competing perspectives. Journal of Leadership Education, 15(4), 167-182.

The Idea of Progressivism

The idea of Progressivism came with the belief that society was capable of improvement and that continued growth and advancement were the destiny of this great nation. The muckrakers were among the first people to promote this new and profound nationalistic spirit. Many were persuasive and crusading journalists who began to direct public attention and discretion toward the political, social, and economic injustices of the US during the late nineteenth and early twentieth centuries. They strove to expose scandal and corruption to the American public. Ellen Fitzpatrick†s Muckraking: Three Landmark Articles, presents famous articles by Lincoln Steffens, Ida Tarbell, and Ray Stannard Baker which appeared in the January, 1903 edition of McClure†s Magazine. The articles examine political corruption, the emergence and behavior of giant corporations, and labor racketeering in industrial America. The article by Lincoln Steffens mostly focused on the problems and examples of corruption, as well as the challenge of reform. Steffens began to develop a somewhat paradoxical view of good and evil in city politics at a young age (Fitzpatrick, 20). This frame of mind led to his views in the article, The Shame of Minneapolis. The intertwined processes of urbanization, industrialization and immigration meant that American cites mushroomed in the late nineteenth century. â€Å"The city† became an increasingly complex organism, which required sanitation, water, building codes, zoning regulations, policing. But as the city administration expanded, so did opportunities to misuse government power. Throughout, the Progressive period calls for electoral reform and/or increased â€Å"efficiency† and â€Å"scientific management† in municipal affairs were paired with revelations of corruption in municipal politics and policing. Steffens agreed with these reforms all along as well as political thieve! Tarbell is using an historical example to illustrate the use of trusts and holding companies by entrepreneurs seeking monopoly control of various industrial sectors in the United States with her article, The Oil War of 1872. As Tarbell hints in this article, despite the failure of the South Improvement Company, John D. Rockefeller eventually succeeded in dominating the petroleum industry through the Standard Oil Company. Rockefeller pioneered the â€Å"trust† form of organization when he founded the Standard Oil Trust in 1879. Standard Oil became, along with Andrew Carnegie†s U. S. Steel, the most notorious of the powerful â€Å"trusts,† a term that came to be applied to all large industrial combinations whether or not they followed the formal â€Å"trust† model of investing. Rockefeller eventually built the largest private fortune in the United States and became perhaps the prototypical Gilded Age â€Å"robber baron,† reviled for his ruthless business practices. The federal government successful! ly prosecuted Standard Oil for monopolistic practices in 1906, and the trust was forced to disband. In a sense, this was the exact outcome Ida Tarbell was aiming for in writing this article. â€Å"She presented the â€Å"facts† of the oil scandal as she had come to understand them, believing that an objective account would best serve the evidence† (Fitzpatrick, 27). Many wondered, however, if Tarbell was prejudice toward big business. Nevertheless, Tarbell most likely just believed in fair play, taught to her by her father who was one of the men who resisted the Southern Improvement Company. Ray Stannard Baker†s article, The Right to Work, relates to the 1902 anthracite coal strike in Pennsylvania that lasted over five months. The miners wanted the mine owners to recognize their new union, the United Mine Workers of America but the owners refused to bargain with the UMW. The miners were also looking for a 10-20% increase in wages and an eight-hour work. As the winter of 1902-03 approached, President Roosevelt ordered the mine owners and UMW president to the White House to negotiate. When the mine owners still refused to compromise, Roosevelt told the owners that if they did not agree to arbitration, he would send 10,000 federal troops to seize their property and get the mines working. Previously, federal troops had only been called in to support the management side in labor disputes. The very surprised mine owners agreed to arbitration and the miners eventually went back to work with a10% increase and a nine-hour day. Although he enjoyed a public reputation as a ! â€Å"trust buster† fighting powerful capitalists on behalf of less affluent Americans, Roosevelt was not in favor of getting rid of the trusts and large corporations. He believed that large-scale capitalism brought prosperity and efficiency to the American economy. The job of the federal government was to police or regulate big business to stop the worst misuses of power. The mine owners, in Roosevelt†s view, were abusing their power and they were threatening the well-being of Americans who needed coal to heat their homes. Roosevelt†s handling of the coal strike was very popular with ordinary Americans, Baker in particular. Conclusively, these articles give the reader a broad understanding of the nature of â€Å"Progressivism. † Each of the issues presented in the three articles points out particular flaws of American society in the early 1900s. They are brought forward to the public in a manner such that people will realize these flaws and strive to change them, â€Å"progress† forward, and improve the nation. As a result, the muckrakers including Steffens, Tarbell, and Baker, played a big part in Progressivism. In my opinion, the Progressives approached these attempted social reforms just right. They were not too radical or too conservative. This is evident in how much society changed in that period for the better, and the condition of our society today for that matter. If people such as the muckrakers had not attempted to reform the nation, who knows where it would be today. They must have done something right so I would conclude that they achieved their goals just right.

The Top Secret Truth About Creative Writting Revealed

The Top Secret Truth About Creative Writting Revealed The 30-Second Trick for Creative Writting In case you have any questions, get in touch with the organization and request the essential information so you can in case the training course is well organized. Whether for stage or screen, there are several elements to think about when writing a script. Setting includes the moment, place, context, and atmosphere where the plot happens. You can pick a person who you understand well, or you are able to write from the standpoint of an imagined character. For the time being, however, people who seek growth in every area of their lives can turn to journal writing as a convenient, affordable facet of overall self-care. Life may imitate art a lot more than art imitates life, but in regards to creative writing, life has the capacity to inspire creative writing. Think about a moment whenever your life took a significant turn or a function that sparked a realization for you. Other people argue it doesn't exist whatsoever. Next, you should refine your craft abilities and display them to the world. To receive their creative juices flowing, teens can take a favorite song and provide it new lyrics. First the teacher should print an assortment of faceless bodies on plain paper. Imagine that you're an animal in the zoo. If you submit an assignment that's plagiarized, your teachers are likely to disqualify you without another thought and you're going to be accused of academic dishonesty. Telling teachers well in advance is important to permit the class time and forethought required to create as much work. Occasionally teachers are requested to add a particular project or topic that appears to be missing or needs some pumping up. The student will get knowledgeable about the most important elements of psychoanalytic criticism, Marxism and feminism and analyze the significance of structuralism and post-structuralism. Get Out Your Pocketbook You may have a writing fair without having to spend a good deal of money. It is possible to advertise openly on Facebook if you are ready to pay the price however, you may also take part in subtle selling at zero cost if you place your mind to it. An abandoned home sat at the peak of the hill. Ruthless Creative Writting Strategies Exploited Technical writing covers a wide range of areas and includes various varieties of technical writing areas. Support is readily available for as much as four decades, subject to satisfactory performance. Engineering Large investments are created by the government and institutions in the area of engineering. UK courses are highly reputed as a result of application of conventional and contemporary teaching tactics. Finance courses are highly opted as a result of wonderful course content. Should students not advance past the intermediate level, they may decide to complete the minor with different classes given in creative writing. Many students decide to pursue a level of double honors, combining business degree with different fields of study, so they can benefit from both. What's Really Happening with Creative Writting Despite the high number of academic creative writing programs around the world, many individuals argue that creative writing may not be taught. In creative writing, you can employ your imagination and pretend anything you need and help the reader to do the exact same. Assume your reader is wholly ignorant concerning the subject. The very first line is frequently a question a writer requires as a way to craft a whole story. Read my essay writing service reviews and my guide to selecting the very best service for everything you will need to understand about how to select the best writing businesses. For all sorts of questions and necessary support, you are able to take assistance from our custom writing service, which is a well-reputed company in conditions of creative writing. It's crucial that the service you select knows for sure they're only employing the very best essay writers. Employing a writing service is the best means to have a well-written essay to use as a guideline to make sure the essays you write are hitting each of the crucial points and are at the appropriate depth needed for your academic grade. The vast majority of writing, definitely, is creative writing. Creating a regular writing exercise routine has become the most useful thing you can do in order to boost your writing and raise your creativity. By way of example, let's say I wish to come up with a college student persona for a quick story I am writing. Regrettably, it isn't always simple to think of a writing prompt each and every day.

Death Of A Salesman And Freuds Analysis - Free Essay Example

Sample details Pages: 7 Words: 2049 Downloads: 1 Date added: 2019/05/27 Category Literature Essay Level High school Tags: Death Of A Salesman Essay Sigmund Freud Essay Did you like this example? Death of a Salesman in Relation to Freuds Analysis of Id, Ego, and Superego The complexities of human nature and familial relationships drive Arthur Millers Death of a Salesman. Though perhaps not deliberately meant as a psychological drama in the Freudian sense, Miller nonetheless has provided decades of analysis of human relationships via this play. The playwright created perfect vehicles for analysing human traits through a dysfunctional family whose actions and interrelationships magnify the basic Freudian concept of the human psyche. Throughout the play, Miller delineates intense drama that compares to what Freud labelled basic human components which govern an individuals entire behavioural pattern: the id, ego, and superego (Freud, Ego 10). These human elements are woven around a family whose central father figure, Willy Loman, an overly conflicted sixty-something salesman, drives and divides his family through psychological interplay, particularly between himself and his son Biff. Willy Lomans id, that part of Freuds most basic aspect of human development, refuses to accept the idea of failure. He possesses the innate idea that life is about taking what is wanted, what is needed in order to make a good impression. He passes this attitude to his sons, Biff and Happy (Harold), and their lives reflect this uncontrolled id. They appear to be guided by what Freud determined as the pleasure principle or the id which demands immediate gratification of all desires, wants, and needs (Cherry, 1). The real dilemma emerges when these needs are not instantaneously met. Anxiety, depression, and tension result. Don’t waste time! Our writers will create an original "Death Of A Salesman And Freuds Analysis" essay for you Create order In Arthur Millers description of the sons, he draws the picture of two well-built, athletic young men who are lost. Biffs mother comments that Biff is just lost, has not found himself yet; that is the reason he came back from Texas, no steady job, nothing certain in his life (Miller 8). The reasons for this discomfort in Biffs life emerge throughout the play. On the other hand, Happy appears more content, a powerfully built, sexually attractive young man, but underneath his outward display of bravado, Happy too has no direction in life. This becomes more evident when the two brothers talk about life in their old shared bedroom. Happy insists that 500 women would like to know what was said in this room (Miller 11). The talk continues in this vein interspersed with comments from their father who is actually talking to himself about days gone by in another part of the house. However, all the conversation and sub-talk demonstrate that none of the three grasp the idea that every need and desire cannot be immediately satisfied. To counter these three, Miller draws other characters into the action, Willy Lomans wife Linda attempts to drag her husband back to reality but with a gentleness borne of love. As Freud explained, the its control mechanism comes in the form of the ego which develops from the id and ensures that the impulses of the id can be expressed in a manner acceptable in the real world (Freud, Childhood 3). Miller puts Linda in as a surrogate ego for her husband. However, Linda is not the only character attempting to draw Willy and the boys into reality, his neighbour and the only friend I have helps Willy with money and offered friendship (Miller 71). Willys id allows him to take weekly money from Charley, the immediate needs of paying bills and gratification must be met, but his ego refuses to accept the reality that he, Willy Loman, is not the greatest salesman ever and therefore cannot even bring himself to believe he failed as a salesman and accept a job offered by his only friend Charley. Happy is drawn into the Willy world too. He cannot face the reality that he is not a top manager in his work, but merely as Biff reminds him late in the play, a lowly third level errand boy. Happys sense of reality is underdeveloped, his ego suppresses itself in the id, the childlike man whose gratifications come from sexual exploits and he brags about these to his brother. His bragging rights extend to the fact that he knocks over women who are engaged to be married to his managers, this is the third executive Ive done it to (Miller 15). While the boys reminisce and cover their own inadequacies with false bravado, their father and mother play out the drama of id and ego in other parts of the house. Linda placates her husband, she loves him although underneath she recognizes his weaknesses and faults, but she refuses to let Willy down. In this she is keeping the id, the child in Willy alive, rather than allowing him to grow up, to let his conscience develop and recognize that reality kicks in and must be faced. For example in an early bedroom scene, Willy is facing himself in the mirror and he does not like his reflection. Im fat, or I talk too much comments in this vein and Linda, out of a misplaced sense of love, says he is the handsomest man (Miller 24). Linda infantilizes her husband; she only wants to keep his dreams alive, afraid that if he faces reality, he will self-destruct. Neither his sons nor Willy himself manage to adapt to reality. This becomes more evident throughout the drama as the tension between Willy and his beloved son Biff draw to a head. Biff admits to his brother that he drifts from job to job, held more than twenty or thirty jobs since he left home before the war (Miller 13). But every time Biff works himself to a point of facing reality, his brother or mother, his pal, will not let this happen (Miller 38-39). They fear Willys reaction as he still envisions Biff as the high school athlete, the hero destined for great things (Miller 44-45). As Biff attempts to face reality, allow his conscience to come full circle, his attempts are thwarted by Linda and Biff. What Miller leads up to in the drama is the tension between Biff and his father which revolves around an incident that destroyed Biff when he was only seventeen and was the underlying reason for calling Willy a fake. This conflict and tension exploded when Biff was turning a corner at age seventeen from an overdeveloped id to a fractional ego (Padel 270). Finding his father in a Boston hotel room with a woman cracked Biffs delicate sense of reality and from that moment he drifted, left home, left any prospects of college, or becoming a football star. Biffs budding ego deflated at the sight of his fathers promiscuity, betrayal of Linda, from which he ran for over seventeen years (Brenner 400). Miller leaves his audience to determine if Biff returned home because as he himself admits Im no good and further announces his thievery, time in jail for this crime, and wishes finally to face reality, by begging Willy to let me go (Miller 99). The next level in Freuds psychological profile is the superego. According to Brenner this superego is a functionally separable structure (Brenner 397). The superego rules standards for good behaviour (Cherry 3). Because the superego holds all of our internalized moral standards and ideals and is the last component of Freuds behavioural model to develop, Biffs return to confront Willy after seventeen years away demonstrate perhaps that he finally recognized the path toward personal redemption (Cherry 4; Brenner 400). While Biff struggles with this newly discovered sense of right or moral behaviour, his father and brother debase him for facing this challenge (Miller 98-100). Linda too refuses to allow anyone, even her beloved Biff, to present this reality challenge to Willy. Rather than accept that Biff is struggling to find a moral compass, Linda turns away from her son, demanding he leave and never return (Miller 91-92). Throughout the drama, Linda and Happy and Willys friend Charley, brush away the fact that Willy failed all his life. His dreams were unattainable, as Charley says at the graveside Willy was a salesman and that a salesmans got to dream, boy. It comes with the territory (Miller 104). In those salesmans dreams Willys superego never had a chance. His dreams came in the form of his dead brother Ben who left home poor and three years later was a rich man, he had discovered diamonds in Africa. Though dead, Bens image appears to Willy during the drama, he insists that Willy should join him. Come on kid, he beckons, its a good life but not until the final scene on the cement stoop when Willy is fruitlessly planting seeds, does he listen to what his brothers image is telling him (Miller 101). This becomes Willys direction, and the tension created by his overdeveloped id which needs instant gratification, oversteps the boundaries of reality, or the ego as Willy begins to contemplate his final act (Brenner, 402; Cherry 3; Miller 100-101). Willys suicide, the Death of a Salesman, exhibits the pathos of a confused and yet loveable character. He leaves behind a wife, alone and free of debt, and who says today I made the last payment on the house, were free, were free, and therell be nobody home (Miller 104). Charley emphasizes to Biff at the graveside, that no one dast blame the man (Miller 103). Willy had his dreams, but the final analysis draws itself from Willys intent, his separation of id, ego, and superego. It becomes obvious from the plays very beginning that Willys senses of right and wrong had no real boundaries or balance. Freud made clear that he believed individuals acquire their sense of right and wrong from both parents and society (Freud, Ego 15). In the analysis of the conscious or the ego Freud maintains that even in sleep or dreams, the conscious the ego develops repressions including those which control our sense of right and wrong (Freud, Ego 17). The nature, origins, and timing of conflict and compromise formation in mental development occur at various stages of life, beginning at birth with the id, and according to Freud, the other levels of our behaviour come during an individuals earliest years. It is only the id which announces itself immediately. A baby automatically reaches for its mother for food, while parents, according to Freud, prepare the foundation of right and wrong, the ego and superego (Cherry 3-4). In Willy Lomans case, his father deserted the family when he was a young boy, his mother died and apparently Willy had little contact with her. Therefore according to Freuds theor ies, Willys senses developed by supplementing in his own mind qualities of likeability, the smile brought rewards and success. Willy brought his own boys up to believe as a gospel truth. This gospel according to Willy became a destabilizer for both Happy and Biff, however, in different ways. At the graveside, Biff acknowledges that his fathers dreams were all wrong but he, Biff, finally knows who he is. But Happy in an angry reaction to his brothers honesty rejects this reality and claims Im gonna show you and everybody else that Willy Loman did not die in vain. He had a good dream its the only dream you can have to come out number one man. He fought it here and this is where Im gonna win it for him (Miller 104). Freuds analysis of the delicate balance between the three components of the human psyche, the id, ego, and superego regenerate in Arthur Millers Death of a Salesman to be studied, analyzed, and argued over and will continue to be interrogated through the brilliance of this stunningly crafted American drama. Works Cited Brenner, Charles. Conflict, Compromise Formation, and Structural Theory. The Psychoanalytic Quarterly, 2002. 10. pp. 397-416. Web. Accessed June 5 2018. Cherry, Kendra. The Id, Ego and Superego. The Structural Model of Personality. 2018. Web. Accessed 5 June 2018. Freud, Sigmund. Childhood and Concealing Memories. Psychopathology of Everyday Life. Trans. by A. A. Brill. 1901. Web. Accessed 4 June 2018. Freud, Sigmund. The Ego and the Id. Trans by Joan Riviere. Hogarth Press: London, 1927. Web. Accessed 4 June 2018. Miller, Arthur. Death of a Salesman. 1949. Web. Accessed 5 June 2018. Padel, John Hunter. Freudianism: Later Developments, in Richard Gregory ed., The Oxford Companion to the Mind. Oxford, 1987. pp. 270-1. Web. Accessed 4 June 2018. Sandage, Scott A. Born Losers: A History of Failure in America. Cambridge: Harvard University Press, 2005. Print. St. Clair, Michael. Object Relations and Self Psychology: An Introduction. 2000. Brooks/Cole Counseling, an imprint of Wadsworth, a division of Thomson Learning. Print.