CVS stops selling tobacco products Essay Example for Free

CVS stops selling tobacco products Essay Reason, declared Kant, is the source and ultimate basis for morality. Morality wholly rests in pure, innate reason and not in intuition, conscience, law, or utility. The standard of morality, therefore, is inherent in the human mind; it is definable only in terms of the mind; and it is derived from one’s innerself by direct perception (Cavico Mujtaba, 2013). According to Kant, in order to be moral, one has to be rational. â€Å"The right use of reason is directed to moral ends† (Cavico Mujtaba, 2009). A person has to think rationally, he or she does not have think only about self-interest. As a result of that, there is no place for such thing as Ethical Egoism. People should be treated with dignity and respect. Kant presumes that human beings are rational and can utilize reason (Cavico Mujtaba, 2009). Kant called the supreme ethical principles the Categorical Imperative. This principle is necessary element of human reason and foundation upon which rest all moral judgments (Cavico Mujtaba, 2013). Kant’s method has three parts of testing, which are used for identification whether or not an action is moral. No matter in what kind of situation a person can be, a rational individual performs an action because he or she has a moral obligation and duty. Application of Kantian Ethical Analysis The categorical Imperative is not a principle of action itself; instead, it ethically lays down the form a moral maxim must take. Thus, said Kant, reason indicates that a moral action must have a certain form. The ethics â€Å"test† is a formal test (Cavico Mujtaba, 2013). Literally, a person has to indicate whether his/her actions would be successful or would be considered as a self-destruction. In this case, the test will determine that situation with the company such CVS will be most likely successful. One of the main reasons that the company is doing this, is to show the public and competitors that it really cares about the health and well-being of its customers and the nation. By taking out all tobacco products from all CVS stores in the United States, the administration of the company who have main input in the way how the firm works, would really benefit. In general public might be surprised that CVS are going to aim on peoples health. In this kind of situation many th ings will change and increase in the business, things as trust and confidence would be maintained. So, action passes the  first test. The second test states that every person should be treated with dignity, respect and as a valuable and worthwhile entity (Cavico Mujtaba, 2009).This test involves by itself shareholders, employee, employer, consumers, and society as well. In this case some people have different point of view, some of them firmly believe that they have the right to buy any products they like or to do whatever they chose to do. There is an argument, which explains that it might be unethical for the company like CVS to make people uncomfortable for purchasing tobacco products. CVS does not show any respect for smokers. They feel themselves not welcomed. According to Kantian theory CVS should need to make sure that their clients feel comfortable and welcome in the drugstores, no matter what kind of products are sold. CVS has to analyze and think about customers themselves, not only about profits, even though that basically, the idea of having business is for income purpose. To conform with the Kantian views, the company like CVS which is one of the largest drugstore chains in the United States, should pay more attention for its prosperity, rather than a little aspect of the firm to have some profits. Kant assumes that people cannot take advantage of another person. Additionally, it also explains that people cannot act and do anything without full comprehension and permission of the person. An individual needs someones logical, intellectual, complete agreement for this to happen. In this situation, people can think differently. Some of them can support CVS for the idea of removing tobacco products from pharmacy place, because it is ethical and some of them firmly argue with this statement. Even though that the people deeply understand that the products they were purchasing have the risks for their health and very harmful for their organisms. According to this information, the second test will definitely fail. The third test is the agent-receiver test which asks whether a rational person would accept the action or rule regardless of whether he or she was the agent or the receiver of the action (Cavico Mujtaba, 2009). So, the main cost of this change would be a major loss in income. But people can lose their jobs, the managers and executives will feel decrease in salaries. Many employees may be in danger of losing a job. Moreover, the prices of shares of stocks will decrease, then shareholders  could be in danger of losing earnings. These are all the possible ways of banning all packs of cigarettes from CVS stores. Nevertheless, analytics of the company predicts that the benefits that CVS would get of trust and confidence would be worth the danger of losing profit. By stop selling tobacco products and removing all sweets from the drugstores as well, the firm would have to reassess how and in what kind of ways it can have its income. It will be very difficult to survive for the company, especially in the beginning of this change. It has a worse outcome than just minor loss in sales. The company would have a very negative effect from this and many people would not have a benefit as well. In this case, customers and employees would lose. Because of CVS stops selling cigarettes, as we mentioned above, many people will lose their potential jobs, therefore , the third test certainly will not pass. Only if the company will help their employees by giving them recommendation letters and providing with rà ©sumà ©/interview training, the third test might be considered as passed. But as long as, the action of CVS is going to be presented in October of this year. We still do not know whether they will help their employer or not. So, at this moment of time, this action is considered as not passed. Moral Conclusion Pursuant to Kantian Ethical Model An action is morally right if it has a certain form, and morally wrong if it does not have that form. The Form, the Categorical Imperative, is the first, supreme, fundamental principle in ethics. It is the form a moral action must have; it provides the ultimate standard by which one test can test action, rules, beliefs, and standards to determine if they are moral (Cavico Mujtaba, 2013). Based on Kant’s ethics, the action of CVS pharmacy about removing tobacco products from the stores can be considered moral, only if it passes the Categorical Imperative tests. Some type of questions must be considered such as, is this action only benefiting the company or others as well? How would CVS feel if others performed this action? If the firm rationalized its actions, they would be moral. First of all, if everyone takes the same action that took CVS, the world will become healthy. We will not see any more death as a result of tobacco products. CVS has always functioned very well with good ratings in customers service and with high earnings. Even with a ban of tobacco in October, the company is still  one of the leading pharmacies in the country. Nevertheless, this new plan may not make everyone in society happy. Some people, most likely smokers think that this ban is unfair and unethical, but managers and executives thought that it was the right step for the healthy future and for the business. As a result of this decision, the company will gain trust from its consumers, which will result in a more successful firm. In other words, smokers will not be treated equally with other people with respect and dignity, therefore the second test will fail. Overall, if CVS will take care of people who probably will lose their jobs, the third test can be considered as passed. Despite the problems with Kantian ethics, Kant’s very important accomplishment was to underscore, and to appreciate, people as free, rational, moral beings, with individuals rights and self-imp osed duties to respect others (Cavico Mujtaba, 2013). In conclusion, CVS’s incredible decision involves long term perspective and sacrifices. The administration of the company has a solid strategy of how to operate the company and all of the stores. With a great plan on operations, they are able to have a successful business. As long as, it is such a large company, these changes will be beneficial, even with some people against the stores, unless there is another major change to products in the near future.

Nigerian Construction Industry Performance

Nigerian Construction Industry Performance Chapter Two of this research comprises a comprehensive review of literature relating to the Nigerian construction industry and its performance, Value Management and its application in the construction industry. It is noted that much of the literature relating to Nigeria is dated, however this can only add to the value and relevance of primary data collected in this research and it provides a background and historic basis from which progress in the industry may be measured. 2.1 THE CONSTRUCTION INDUSTRY The construction industry the world over is often perceived to be the life wire of its respective economy as it cuts across all aspects of human activities (Ayangade, 2009) and the Nigerian construction industry is not an exception to this. Its contribution ranges from enabling the procurement of goods and services to the provision of buildings and other infrastructure, thereby providing employment opportunities to its labour force while contributing immensely to the Gross Domestic Product (GDP). According to Ayangade (2009), the contribution of the Nigerian construction industry is yet to measure up to those of the western world like the UK and Australia due to its developing nature among other reasons discussed below. As noted by the same researcher (Ayangade, 2009), whereas the construction industries of other developed countries are responsible for about 22% of their respective GDPs, the Nigerian case is different as it contributes slightly below 16% to its economy. However, this could be said to be complemented by the relatively higher employment (20%) it provides for its whooping 140 million citizens compared to the 12% as in the case of developed countries. Mbamali (2004) attributed this to relatively lower use of mechanization within construction in Nigeria and the high dependency of the Nigerian economy on the oil sector. Obiegbu (2005) noted that the construction industry, unlike other sectors, is a complex one and requires articulate professionals who are ready to live up to its clients expectations. Clients in the construction industry may either be private individuals including corporate bodies or public organisations which include the government. In Nigeria the federal government is often seen to be involved in the most complex projects with about 38.4% of the market (Ayangade, 2005). This is followed by the state government which is responsible for about 19.2% of the projects in the industry, though there is still some form of partnering between different classes of clients. The players in the industry are a disparate group of individuals often assembled into temporary teams and may comprise of quantity surveyors, architects, Engineers, Estate surveyors Valuers, project managers, contractors and sub-contractors, suppliers, labourers and artisans. Activities in the construction industry are carried out on a project basis and could be within an organisation or part of a programme (..reference). The Project Management Institute (PMI) (2004) defined a project as a temporary endeavour undertaken to create a unique product, service or result. The product, in the context of the construction industry, may be a building, services installation or other infrastructural project. Hence the relevant mix of professionals is often assembled together with the aim of achieving this goal. This group of professionals is expected to possess the relevant skills, knowledge, tools and techniques to achieve the project goals. The application of these variables, skills, knowledge, tools and techniques, with the aim achieving the required objective is referred to as project management (PMI, 2004). According to Obiegbu (2005), the contractual procurement strategy, which he defined as a basis for clients action in defining the procedure to be followed fr om the inception of the project to handover, plays an important role in the performance of the industry. Some of the contractual arrangements which are often referred to as procurement routes may include, but are not limited to, the following: Traditional procurement route Design and build Management contracts 2.1.1 Nature and Performance of the Nigerian Construction Industry the economic resources often wasted in cost and time overruns, substandard work and shoddy workmanship, client-contractor-practitioners acrimonious relationships and non-performance of projects as envisaged by clients and end users Olatunje (2009) The above quote highlights the perception of the Nigerian construction industry presented by Olatunje (2009) highlights issues researched by other authors such as cost and time overruns (Aniekwu and Okpala, 1998, Oyedele Tham, 2007, Dlakwa Culpin, 1990), project abandonment (Sonuga et al, 2002, Adams, 1997) and both client and contractor dissatisfaction (Olatunje, 2009). The quote also echoes findings from Egans (1998) research into the UK construction industry. The Egan report has been formative in the UK construction industry but also for the Nigerian industry, which is fashioned after the UKs (Mbamali, et al., 2005, Oyedele Tham, 2007). The Nigerian construction industry has similar contractual arrangements as the industry in Britain which has been found to be more unsuitable for developing industries like Nigeria than it is for its own industry (Edmonds Miles, 1983, Sonuga et al, 2002). The most common procurement route used in the Nigerian construction industry is the traditional route (Ayangade, 2009). This implies that much risk is placed on the Architect to deliver the project as he is left to advise, organise and lead other project consultants to conceive and develop the project design. This procurement route has faced a lot of criticism including the separation of the design stage from actual construction. Wells (1986) found that the divorce of design from construction and the use of competitive tendering, which is based on lowest cost, are noted constraints that affect the performance of the Nigerian construction industry. Aniekwu and Okpala (1988) referred to these as systemic issues in the industry which result from the application of contractual arrangements unsuited to the Nigerian industry. Some of these issues may be accommodated by appropriate conditions of contract but these factors are considered to be withholding the development of the industry. Aniekwu and Okpala (1988) also identified some of the structural issues affecting the industry to include access to finance and lack of proper communication among consultants, contractors and the client at the early stages the project and during construction. Oyodele and Tham (2005) noted that lack of proper communication in the industry, boosted by its high level of fragmentation, has left it awash it with delay, cost and time overruns in addition to the disturbing rate of fluctuation in the prices of materials offered by the economy. The findings of the Building Research Establishment associated more than 50% of the construction defects with mistakes in project drawings and documentation due to inadequate interaction among the proj ect professionals. This is in line with the recommendation of the National Economic Development Office (1987) on the need for more accurate designs in the industry as this is responsible for nearly two-thirds of poor quality work in the industry. 2.1.2 Project Management in the Nigerian Construction Industry Odusemi et al, (2003) found that Project Management is still in its early stages of development in the Nigerian construction industry. The service is offered but only alongside other consultancy services. This is not assisted by the fact that PM is learned experientially and is not represented by established professional bodies, although many consultants are members of the Association of Project Management (APM) and the Project Management Institute (PMI). This has left the industry struggling with the challenges of satisfying the needs of its clients and the public as a whole. As noted by Oyodale and Tham (2005), the complexities presented by the industry can only be tackled by its professionals. Aibinu and Jagboro (2002) concluded that, considering the contribution of the construction industry to its nations economy, improved services in the form of greater efficiency and timeliness would certainly yield a positive impact. The research called on the need for innovative research that will improve management skills and ability, buildability, design quality, integration and communication and client focus so as to deliver value for money. 2.2 VALUE MANAGEMENT 2.2.1 Value Concept Historically, value is viewed from an economic perspective, hence its expression as a ratio of costs to benefits (Kelly et al, 2004). The concept of value is based on the relationship between satisfying needs and the expectations and the resources required to achieve them (British Standard, 2000). The above statement implies that for value to be correctly defined there ought to be some needs that are desired to be satisfied; which are then weighed against the required and available resources to achieve them. This however does not equate reduced cost to enhanced value. For instance, as illustrated in figure 2.1 below, a project manager may decide to commit more resources in the short run (which would obviously increase cost) with an intention of increasing his revenue (improved value) in the long run. Value can thus be increased when the clients satisfaction increases and the cost in terms of resources either diminishes, or increases to a lesser extent (Tassinari (1985, p37). Figure 2.1 showing the relationship between resources and customer satisfaction. (Adapted from British Standard, 2000) A need is that which is desired or necessary to perform a particular function and will differ depending on the nature of the client or the perspective from which it is defined (British Standard, 2000). This explains why value is often seen to be a subjective term (Thiry, 1997). According to Kelly et al (2004) producers and dealers may both view value as the price of a physical object while the consumers or users would see value from its performance perspective which changes with time. McGeorge and Palmer (2002) illustrate this using a modern home which has a little battery operated radio in addition to internet, phone, and television. Of course, the small radio would be perceived to have little or no value until a snow storm cuts the house off from the electric power supply which will render the radio as the only source of communication. The above example by McGeorge and Palmer (2002) shows the effect time and innovation can have on a clients interpretation of value and how it can change given a particular situation. The small battery operated radio was initially of very high value when it was the only available option but diminished with the invention and/or acquisition of internet, phone and television by the household. However its appreciation changed when the situation change. According to Zimmerman and Hart (1982) as cited in Thiry (1997), if a design has not changed in 18 years, the product is either excellent or management has failed to improve it. However one knows that neither of these two conditions mentioned in the above statement is obtainable in the present construction industry due to its highly competitive nature. Most times clients interpretation of value is when it meets or exceeds their expectations. Kelly and Male (2007) described this using the Kanos model as shown in figure 2.3 below. Figure 2.2 Kanos Model, reproduced from Kelly and Male, 2007 As shown on Kanos model above, there are three levels of satisfaction factors; basic, performance and delighter, each having some effects on the quality characteristics including customers satisfaction. According to Kelly and Male (2007), Kanos model (figure 2.2) does not only portray the importance of achieving a clients immediate expectations from a project but also the need to go the extra mile to improve it beyond the clients expectations as this gives them a à ¢Ã¢â€š ¬Ã‹Å"delighter satisfaction. The possible benefit from this is that projects would not become obsolete within a short period of its completion as its performance would still exceed the customers demand, thereby assuring the client of continued good value for his money. Kanos model also creates room for improved projects through innovative services and products as what was once a à ¢Ã¢â€š ¬Ã‹Å"delighter over time goes down to à ¢Ã¢â€š ¬Ã‹Å"basic and forms a baseline below which the client becomes dissatisfied. Acc ording to Harty (2009) one of the driving forces behind the value management concept is that it encourages innovation through research which is in line with the recommendations of Egan (1998) to improve the performance of the construction industry. 2.2.2 Defining the Client Value System Clients in the construction industry have been described as a heterogeneous group made up of private or public organisations operating in different environments with diverse reasons for their existence (Kelly et al 2007). Some of these are multinational organisations competing at the global level who already have reputations to protect while some are small upcoming organisations who are still very much profit driven. Viewed from another perspective, some of these clients are more experienced than others irrespective of their sizes or the sector in which they operate. It then follows that clients are unique in their own ways and have individual, respective requirements which determine their needs and hence what is of value to them. This is referred to as the client value system. Harmonizing and prioritizing these diverse views of stakeholders in a particular project at the project briefing stage sets the clients value system and ensures that value for money (VfM) is achieved, (OGC, 20 07). The client value system is thus seen as a basis for making decisions as to the allocation and use of resources available for a project, thereby addressing the usual mismatch between the clients actual intent and his capability (Thiry, 1996). According to Kelly et al (2004, p157) one of the most important considerations of value management is the recognition of the uniqueness of each clients value system. This creates demand for the construction industry as it is focused on the customers by making explicit what value means to the each individual client. Sequel to this, Kelly et al (2004) identified some measurable criteria which form a typical construction client value system to include time, capital costs, operating cost, environment, exchange, flexibility, esteem, comfort and politics. 2.2.2.1 Time Refers to the period from when the project was conceptualized to the period when it is completed and absorbed into the clients organisation. Often time is assessed on a continuum from when it is of essence to the point where it could be compromised (Kelly et al, 2004). For instance a project to build a sports bar for the 2010 world cup delivered just a day past the commencement of the tournament, may drastically affect its value. Hence it is necessary to determine what time means to the client. 2.2.2.2 Capital expenditure (CAPEX) Are those costs associated with the capital cost of a project, measured on a continuum between the budget being considered tight and not able to be exceeded to there being flexibility in budgeting (Kelly et al 2004). Simply put, CAPEX is what it cost to put a project on ground, from inception to handover. However, Elinwa and Joshua (2001) stated that it is sometimes difficult to separate the capital costs of some projects from its operating costs due the platform on which it was procured. For example a primary health centre to be procured through PFI, it may not be so easy to pin point the capital costs as it forms part of the total lease package. 2.2.2.3 Operating expenditure (OPEX) Spending on construction projects is not one off expenditure as the building requires to be operated, maintained and repaired throughout the life span of the building. According to Kelly et al (2004), OPEX can be defined as those costs associated with operation and maintenance of a completed project as it becomes a part of the clients organization; measured by the extent to which it is minimized to its point of being flexible. This depends on the use to which a building is being put to. For instance where the building is for residential purpose, the operating costs may include utilities, cleaning, repairs, maintenance, caretaker and security. This may be expanded to include photocopying and internet facilities and other office services for a commercial development. 2.2.2.4 Environment This defines how important achieving an environmentally friendly project is to the client. Kelly et al (2004) defined environment as the extent to which the project results in a sympathetic approach to its immediate and extended physical environments in terms of energy consumed in putting it up and in operating it. The yardstick here is the level to which the project complies with the Kyoto Agreement and Agenda 21 issues including other environmental regulations. This explains a clients interest in having a sustainable development which is resources conscious. 2.2.2.5 Exchange or resale This refers to the monetary value of the project were it to be sold, rented or valued as part of an organisations assets. Where the project cannot be traded on the open market value or there is no intention to resell ab initio, this will be indicated in the organisations value system (Kelly et al, 2004). The continuum here is between the returns from the project being of importance to the returns being of not of much or no importance to the client. 2.2.2.6 Flexibility As recommended by Egan (1998), there is a need for construction projects to be at a par with improvements in technology and changes in market demand. Hence flexibility as a value criterion is the extent to which a project parameter has to reflect this ever changing environment at its design stage (Kelly et al 2004). For instance, the nature of the healthcare industry involves constant improvements in technology and hence healthcare facilities must be compatible with the incorporation of these changes. However, flexibility depends on the nature of the project and is measured between being very easy to change its function to being impossible. 2.2.2.7 Esteem This refers to the amount of immediate resources that a client wants to forgo for attributes like prestige, aesthetic and appearance rather than performance (Thiry, 1996). Some projects may not be viable based on other value criteria but of high value to the client on esteem grounds. For instance, some projects undertaken by some countries could be just aimed at creating awareness and putting the countrys name on the map as in the case of the worlds tallest building in Dubai. 2.2.2.8 Comfort In the context of a building this refers to the physical and psychological comfort of the building as a place for working and living with its influence on human performance (Kelly et al 2004). Simply put, it refers to the ease with which the project supports the business carried out in it or other uses to which it is being put. 2.2.2.9 Politics This is external to projects and refers to the level of resources that the client wants to commit to the community, popularity and good neighbour issues which often determines how important they are to him (Kelly and Male, 2007). This is measured by the motive to be popular with the local community or not having any concern with them at all. In a study conducted to determine clients assessment of architects performance in Nigeria in terms of delivering value for money, Lukmon et al (2007), identified a set of 28 similar but correlated criteria which they grouped under quality of project, buildability, client focus and management skills. 2.2.3 Historical Background of Value Management A project is defined as an undertaking aimed at achieving a specific objective usually measured in terms of performance, budget and schedule, (Morris and Hough 1987). Hence project is an investment undertaken to add value to the core business of a client (Kelly et al, 2004). Value Management, as a management technique, offers the most logical approach to delivering VfM to clients (Shen and Liu 2003); Kelly and Male, 2007). Its strength may be attributed to its approach of identifying and/or verifying a clients value system among the relevant stakeholders at an early stage of the project, so that these may be reflected in the project design. According to Thiry (1996) the origins of VM can be traced back to the 1940s in what he described as more for less in the USA manufacturing industry. During World War II Lawrence Miles, an Engineer with General Electric, was faced with some strategic problems in producing some components which were easily produced in the past. As a way around this Miles, who before then has been dissatisfied with the cost of production in the industry, came to realise that most times circumstantial innovations result in better performance and reduced cost. This prompted Miles to ask what function does this component perform and how else can we perform that function (Dallas, 2006). Miles questions gave rise to the concept of function analysis which was aimed at identifying and analysing the intended functions to determine if the materials for the proposed solution can be substituted with less expensive ones. Not long after, people started to adopt the technique of focusing on the intended function not the process which soon developed into what is today referred to as Value Analysis (VA). In many cases people perceived the technique as a cost reduction technique at the expense of improved functionality which is a total misconception of the technique (Kelly and Male, 1993). However, the technique was so successful that in less than 10 years it was adopted in the US Department of Defence to deliver VfM and from then on other industries in the USA have adapted it for application at different phases of their projects. Value Management (VM) as it came to be called, refers to a structured management of the total value equation throughout all stages of the project (Kelly et al; 2004). Figure 2.3 shows different stages and segments of the development of value management. Figure 2.3 The metamorphosis of Value Management, adapted from Dallas (2006) As illustrated in figure 2.3, Miles action in the 1940s was focused on getting alternative materials or components to perform the required function which was the beginning of value management. This was later perceived as a cost cutting technique before the adoption of a holistic structured approach to improving value (Kelly and Male, 1993). Following the development and positive impacts of value management in the US manufacturing sector, the technique was adopted into the US construction industry as a means of delivering VfM to its clients in the 1960s. Fong and Shen (2000) noted that VM was first introduced in the US construction industry in 1968 and its application in the Chinese construction industry is recorded to occur 10 years later (Shen and Liu, 2004). According to Kelly et al (2004), the value management technique was first used in the UK 30 years after it was introduced in the US manufacturing industry at the Xerox headquarters, an American company. From then on VM has grown to become widely accepted in different parts of the world as a logical means to achieve value for money (Fong, 2004; Kelly et al, 2004; Ellis et al, 2004) including in Africa (Bowen et al, 2008). 2.2.4 Benefits of Value management Value management is a proactive, problem solving service, which maximizes the functional value of a project through a structured team which makes explicit the clients value system and weights further decisions against the value system.(Kelly et al, 1998). VM aims to justify the place of a project in a clients organisation at an early stage and develops a strategic plan against which it is built on to deliver value for money. VM is often misconstrued to being a cost reduction exercise, hence seen to be synonymous with value engineering. According to Dallas (2006) cost reduction, which is an obvious output of a value management exercise, cannot after all be seen as its main motive. As illustrated in figure 2.4 below, VM incorporates value engineering and value analysis in its value definition exercise and so could be perceived to be a universal set for the three concepts. Figure 2.4 shows the relationship between Value Management, Value Engineering and Value Analysis, adapted from Connaughton and Green (1996) VM looks at a project from a holistic point of view (time, whole life cost and performance) in the context of its usage which properly fits in the definition of value for money (). Connaughton and Green (1996) identified the following benefits which a properly executed Value Management exercise can yield: The need for the project is made explicit and verified by available data. The project objectives are identified and discussed openly to reach a consensus. Rational, explicit and measurable decisions are guaranteed after alternatives have been considered. Project designs are developed from the agreed framework, which are evaluated on the basis of the agreed performance criteria. There is greater participation from stakeholders which guarantees their buy in. There is improved communication and teamwork spirit throughout the project. Improved innovation with better quality definition in the project. Unnecessary cost is eliminated which may lead to a reduction in cost. Properly executed, value management when employed at the early stages of a project can help eliminate unnecessary cost to the tune of 10% to 25% savings on the proposed capital cost of project (Ellis et al, 2004). This is considered to be reasonable compared to the actual cost of the VM exercise, which is estimated at about 0.5% to 1% of the projects cost (REF). 2.3 APPLICATION OF VALUE MANAGEMENT IN THE CONSTRUCTION INDUSTRY Any construction project should be only commissioned following a careful analysis of needs since failure to think through project requirements will almost certainly cause problems for subsequent design and construction stages. For that reason, the Construction Industry Board recommends that value management be incorporated as an integral part of the construction process (Baldwin 1998). The value management approach may differ between countries depending on the nature of their construction industry or the chosen procurement route in a particular project. However, this does not dispute the fact that the VM technique can be gainfully applied at any stage of a construction project, as clients/contractors are often faced with the challenge of finding an optimum balance between cost, time, quality and performance criteria (Fong 2004). In the UK, the USA, Australia and other countries where the value management technique is well established, VM is applied through a process referred to as the value management study (British Standard, 2000) or value management process (Kelly et al; 1998) via a workshop approach facilitated by value manager or experienced team facilitator. A value management study, as defined in BS12947, involves the application of value management to a particular business case identified within a VM programme. Baldwin (1998, as cited in Kelly et al, 1998) noted that VM is not a question of brainstorming and problem solving, rather it requires a structured methodology in order to have the required outcome. Figure 2.5 overleaf depicts a simple VM study plan developed for the European Value Management standard (British Standard, 2000). Figure 2.5 shows a simple VM study plan, adapted from the British Standard (2000) The VM study plan represents a systematic approach to ensuring that appropriate techniques and skills are utilized in the value study. According to the British Standard (2000), as shown in the VM study plan above, a VM study should aim to achieve the following objectives; Identify the objectives and targets the intended study is set to achieve; as this may differ from the project objectives. Formulate the relevant approach needed to achieve the objectives, including team selection and training (where necessary). Identify the relevant functions which will lead to the achievement of the objectives. Identify some basis for measuring changes in performance and use of resources. Set targets for performance and use of resources for the above identified functions in a way peculiar to the organisations. Identify innovative ways of arriving at the targets through the application of the above methods. Evaluate the proposal for improvement. Implement the proposal which have been chosen by the decision makers Monitor and measure the outcomes in relation to the target. Feedback results for continuous improvement of VM programme. There are different approaches to value management studies in different countries with regards to team compositions and workshop procedure. For instance in the American construction industry, VM studies are typically carried out by an independent workshop team who will have to sell their ideas to the project team later on. This is different from the UK practice where the existing project team is fully involved in the study. In a benchmarking exercise carried by Kelly et al (1998), the use of an existing project team in conducting value management studies appeared to be the preferred approach due to the following advantages accruable to the project; Cost of the study is relatively minimized Time spent project briefing the study participants is reduced Waste of resources on previously considered but failed ideas are eliminated Offers better opportunity for developing project teams during the workshop More opportunity to explore all available options Implementation is more guaranteed as team members have already accepted ideas which they generated as a team, thereby reducing the development period. However, generic VM workshop strives to add value to a project by considering the project on its whole life basis. Kelly et al (1998) who were in support of this view identified the five key value opportunities at which VM technique can be employed to include pre-brief workshop, proper workshop, sketch design workshop, final working design and implementation workshop. 2.3.1 Pre-brief workshop The Value Manager or Facilitator meets with the project sponsor/client to clarify the place of the project in his organisation or programme. This will give the two parties a better understanding of the functional expectations of the project so as to help form a basis for the project briefing workshop and the clients value system. This may yield solution/s to the clients problem, for example, whether a new building is needed or renovation of existing one will achieve the same objectives. 2.3.2 Proper workshop Proceeds from the identified solution in the pre-brief phase and aims to identify the clients value system. This workshop offers an opportunity to facilitate the project team, understand their dynamics and guide them to achieve the desired goal. Though it is expected that the workshop has an agenda, this should not be too detailed, thereby making the timings tight, as this may divert the focus from achieving the objectives of the workshop to exhausting the items on the agenda. The tactical skills of the Facilitator are very much needed at this stage of the workshop if its participants are to be productive and should be as brief and focused as pos

Death of a Naturalist Analysis Essay -- essays research papers

Death of a Naturalist The poem, like Seamus Heaney’s work, is very nature minded in terms of context. However, he describes the frogs in a very evil, sinister, and menacing way. It is about a child who collects frog spawn from the dam and collects it in jars. He is innocent and unaware of the evil that lurks in the frog spawn. We can see in the poem that the boy is young, when he remembers his teacher teaching him about the frogs, and his way of calling the frogs ‘Daddy frog’ and ‘Mammy Frog’. The poem heavily appeals to the senses, which describes the more sinister parts of nature. Because when people think of nature they usually think of the more beautiful parts of it (e.g. mountains etc.) The poems appeal to senses shows how filthy and grubby nature can be describing the sight, smel...

Of Mice And Men :: essays research papers

In the novel Of Mice and Men, Jon Steinbeck portrays the life of two common men looking for work on various ranches throughout the United States. The ultimate goal of Lenny and George is to save enough money so they will be able to purchase their own ranch. Traveling the country in search of work proves to the men that companionship is one of the greatest things a man can obtain. Steinbeck uses his novel to introduce several themes that many people will encounter in life such as loneliness, death, and chasing the American dream.   Ã‚  Ã‚  Ã‚  Ã‚  Lenny and George discover that as long as they have each other, they will always have something. Most of the other ranch workers do not have any family or a close friend. Lenny can not take care of himself and depends on George to do so. George merely counts on Lenny for companionship and as someone to confide in. George tells Lenny of his hopes and dreams and although Lenny may not fully comprehend what George is saying, George’s need for someone to converse with is fulfilled. Lenny and George are almost like a family as in they satisfy each other’s emotional needs and keep each other company. Both Lenny and George benefit greatly from their relationship. Although it appears that Lenny needs George more, George’s needs are just not as evident. Without Lenny, George would take his pay, and “go into town and buy liquor.'; Lenny is a means of hope and his presence keeps George on track.   Ã‚  Ã‚  Ã‚  Ã‚  Death is not perceived to be the worst possible situation in this instance. Lenny has a mental condition and has the mental capacity equivalent to that of a third grader. Lenny’s reasoning skills, or rather lack thereof, lead him into doing harm to others and ultimately into killing Curley’s wife. After the other ranch workers find Curley’s wife dead, they suspect Lenny to be the killer. Lenny runs away and hides in a spot that George has told him to run to if anything bad should ever happen. George finds Lenny before the other men do, but ironically George kills Lenny. George does not kill Lenny to get rid of him and not have to take care of him anymore, but as way of helping him. Lenny’s mental state deters him from distinguishing right from wrong and thus, Lenny stays in constant trouble. Lenny does not comprehend his strength and does not know how to contain it.

Reflective Practice Nursing :: Reflective Practice Nursing

Reflection There are many definitions in the literature of reflection, most however agree that it is an active, conscious process Reflection is often initiated when the individual practitioner encounters some problematic aspect of practice and attempts to make sense of it. Dewey Dewey (1933) defined reflection as: An active persistent and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusion to which it tends. Dewey worked as an educationalist and developed his concept of reflective practice and reflection through experiential learning theories. He concluded in his work that the experience the individual lives through can be described as a dynamic continuum - and that each experience influences the quality of future experiences.   Boud - the learner's point of view Boud et al (1985) take a different perspective and define it as: A generic term for those intellectual and effective activities in which individuals engage to explore their experiences in order to lead to a new understanding and appreciation. Boud and his co-writers view reflection from the learner's point of view. They emphasise the relationship of the reflective process and the learning experience against what the learner can do.   Schà ¶n - types of reflection Schà ¶n (1987) in his work identifies two types of reflection, these are reflection-in-action (thinking on your feet) and reflection-on-action (retrospective thinking). He suggests that reflection is used by practitioners when they encounter situations that are unique, and when individuals may not be able to apply known theories or techniques previously learnt through formal education.   Others Greenwood (1993), however, identifies weaknesses and inconsistencies in Argyris and Schà ¶n's work as they fail to follow their own recommendations. This, she argues, has resulted in the implementation and prescription of dubious strategies for the promotion of what Schà ¶n refers to as enlightened professional artistry. Often formal education cannot answer the complex questions of clinical practice and there remains a gap in knowledge gained. Schà ¶n, however, argues that wisdom can be learnt by reflection on dilemmas that are encountered in practice and that by using reflection-on-action practitioners can continue to develop their practice.   Reid (1993) in her definition also noted reflection as an active process rather than passive thinking. She states: Reflection is a process of reviewing an experience of practice in order to describe, analyse, evaluate and so inform learning about practice. Kemmis (1985) agrees with Reid that the process of reflection is more than a process that focuses 'on the head'.

Assessment of Learning

ASSESSMENT IN INCLUSIVE SETTINGS EN Assessment for Learning and Pupils with Special Educational Needs The aim of this paper is to provide a summary of the key issues that emerged during the Agency project Assessment in Inclusive Settings in relation to the application of the concept of Assessment for Learning to pupils with special educational needs (SEN). A significant aspect of inclusive assessment in practice that emerged from the on-going discussions with Project Experts was the concept of Assessment for Learning.References to this concept can be found in the majority of project Country Reports on national assessment systems (www. european-agency. org /site/themes/assessment/index. shtml). Within these Country Reports, Assessment for Learning can be seen as a ‘qualitative’ type of assessment procedures. This type of assessment – also referred to as ‘formative’ or ‘on-going’ assessment – is usually carried out in classrooms by c lass teachers and professionals that work with the class teacher. It usually refers to assessment procedures that inform teachers about pupils’ learning and guides them in planning the next steps in teaching.As a central task within the second phase of the Agency project, a decision was taken to explore in more depth the concept of Assessment for Learning and how this can be applied to assessment in inclusive settings. Two activities were conducted: – A review of available literature considering the concept. This was a short review of English language materials (please see the reference list at the end of this document); – Discussions with all Project Experts. Information from the initial review of available literature was presented to Project Experts as a stimulus for their discussions.This led to the Experts being asked to reflect on the differences between Assessment for Learning (formative, ongoing assessment) and Assessment of Learning (summative assessment ) using the following parameters: PARAMETERS PURPOSE GOALS ASSESSMENT FOR LEARNING ASSESSMENT OF LEARNING Supporting Learning Accountability (linked to predetermined standards) Informs teaching and learning Promotes further steps in learning Focuses on improving Develops pupils’ skills of reflection Collection of information about what has been achieved (a record of marks) Compares with argets that have been pre-established. Focuses on achievement www. european-agency. org 1 PARAMETERS ACTORS WHEN TOOLS ASSESSMENT FOR LEARNING Teachers Pupils Parents Peers Other school professionals On-going ASSESSMENT OF LEARNING Teachers External practitioners At fixed and pre-determined times Discussions, observations, self- Tests, drilling, grading, marking, assessment, peer-assessment, questioning, observation teacher debate, comment-only, dialogue, questioning, feedback, no-grading, portfolio, individual education planAdapted from Harlen (2007a) The key difference between Assessment for Learning and Assessment of Learning can be identified as the purpose for which teachers and other professionals gather evidence of learning. Although some tools may be the same (e. g. questioning) the key issues emerging from the feedback provided by Project Experts indicated that it is necessary to keep in mind that: – Assessment for Learning aims at improving learning; Assessment of Learning aims at ensuring accountability (of schools and teachers). Assessment for Learning explores the potential for learning and indicates the next step to be taken in order to promote learning and focuses upon the dynamics of teaching and learning); Assessment of Learning shows what has been already achieved, memorised and absorbed and provides a snapshot of the current situation. –The actors involved in Assessment for Learning are able to provide insights into progress that a pupil has achieved and how the school contributed to this development; the actors involved in Assessment of Learning include professionals who are external to the school situation (e. g. inspectors) and may be required to provide a picture of a school at a particular point in time, but they may not always know the school context and life in the necessary detail to provide insights into pupil learning.Assessment for Learning and Pupils with SEN? The concept of providing feedback to pupils about their learning is the crucial element in understanding the potential difference between the use of the term Assessment for Learning generally by educators – as it is most often used for example within the project Country Reports – and the use of the term within a research context. Overall, Assessment for Learning is concerned with collecting evidence about learning that is used to adapt teaching and plan next steps in learning.Evidence 2 www. european-agency. org about learning is crucial as it indicates if there has been a shift (or not) in a pupil’s learning progress and possi bly learning processes. On the basis of such evidence, teachers can formulate targets/goals and are able to provide pupils with feedback about their learning (see Hattie and Timperly, 2007) clearly indicating to a pupil not just what they have learned, but also giving them information on how they may have learned it and how best they can learn in the future.The feedback provided during Assessment for Learning contributes to a pupils’ reflection on their own learning. Within the research literature reviewed for this investigation, Assessment for Learning is often described as involving this form of self-reflection, or more specifically, as a means by which pupils reflect on their own learning as they are engaged in an interactive ‘feedback loop’ with their teachers.The essential aim of employing the ‘feedback loop’ within Assessment for Learning is to promote pupils’ meta-cognition; that is their own understanding of not just what they learn, b ut how they learn and can learn in the best way. This is clearly presented by the Assessment Reform Group (2002) who describe Assessment for Learning as: †¦ the process of seeking and interpreting evidence for use by learners and their teachers to decide where the learners are in their learning, where they need to go and how best to get there. Assessment Reform Group, p. 2) Assessment for Learning within this research-based context involves issues of self-reflection and self-assessment that develops a pupils’ own understanding of how learning is taking place and how it can be developed. This is particularly relevant as Assessment for Learning emphasises assessment as a process of meta-cognition (see for example the notion of Assessment as Learning in Western and Northern Canadian Protocol for Collaboration in Education, 2006).These notions, however, are not always the main focus when the concept of Assessment for Learning is used more generally (that is as in the project Country Reports). Meijer (2003) suggests that what is good for pupils with special educational needs is also good for all pupils and this maxim is one that has been considered throughout the entire Agency Assessment project. However, when considering the researchgenerated concept of Assessment for Learning, it has to be recognised that the work has been conducted in relation to pupils without SEN.Within the research work on Assessment for Learning considered in the literature review (Lynn and et al. , 1997; Black and Wiliam, 1998), issues around Assessment for Learning and pupils with SEN are only very marginally dealt with. Consequently, a decision was taken to actively explore within the Agency Assessment project the relevance of the research-based concept of Assessment for Learning for the learning of pupils with SEN along with the possible implications for assessment procedures used by teachers, school managers, parents and even www. european-agency. org 3 upils themselves. Wit hin the Agency Assessment project discussions therefore, the central question emerged as being is what is good for most pupils also good for pupils with SEN? The discussions with project experts essentially explored if the research concept of Assessment for Learning was valid for pupils with SEN. Two main areas were debated by Project Experts: 1. Does Assessment for Learning mean the same thing for pupils with and without SEN? Are same principles applied? 2. Are there differences in the use of Assessment for Learning for pupils with and without SEN?If so what are these differences for pupils, teachers, school managers and educational practice? Assessment for Learning – a relevant concept The most main outcome emerging from the discussions of the Project Experts is the agreement that Assessment for Learning is a significant element in successful teaching and learning of teaching with all pupils, including those with SEN. In essence, the critical question to ask is not whether Assessment for Learning can be applied to pupils with special educational needs, but rather how it can be applied.However, one potential area of concern was highlighted by project experts in relation to using Assessment for Learning with pupils with the most severe needs. In particular, engaging pupils with profound and multiple learning difficulties in the ‘feedback loop’ was seen as being challenging. However, project experts’ reflections on this potential difficulty can be summed up as follows: †¦ students with profound difficulties do not need different assessment systems, but only different methods/tools of assessment.Assessment for Learning – methods and tools In relation to tools for Assessment for Learning, Project Experts’ feedback indicates that many Assessment for Learning approaches (such as individualised observation, portfolios and diaries) have been extensively used in special needs education settings for some considerable time. In relation to other potential methods and tools it is necessary to underline the fact that Assessment for Learning methods and tools can be used with pupils with SEN providing that they are modified and adjusted (accommodated) to meet the needs of the individual pupil. www. european-agency. org Teacher observation was seen by Project Experts as a main method for gathering Assessment for Learning information. This approach is seen as particularly relevant for pupils with SEN as it may be the only method available to gather information about the learning of pupils who use non- or pre-verbal forms of communication. However, the Project Experts’ inputs suggested that teachers needed to be given more guidance by specialists in order to improve their skills in observation.Specifically, project experts indicated that more guidance should be given to develop more individualised methods of observation of pupils with SEN. Some suggestions included the use of videos as helpful tools to collect evidence of learning for students with profound learning difficulties and to provide teachers with the best opportunities to reflect upon assessment and discuss the evidence with their colleagues. Questioning is often a crucial part of the teacher pupil interaction that occurs in the Assessment for Learning ‘feedback loop’.Project Experts indicated that questioning pupils with SEN is also possible – and necessary – but only: †¦ if the questions are framed in a way that allows pupils to have enough time to answer (the ‘wait time’) and if different stimuli to support questions (e. g. visual versus verbal stimuli) and ways of responding (e. g. eye contact) are considered †¦ In addition, Project Experts also indicated that the portfolio – if complemented with other information, for example the pupil’s IEP or specialist therapeutic programmes – could be a tool for dialogue with other professionals and parents .Finally, Project Experts expressed their view that approaches that encourage selfassessment and particularly self-reflection are tools within Assessment for Learning provided that they are adequately adapted and modified to meet the needs of individual pupils. The reinforcement of self-assessment skills was seen as a crucial goal for pupils with severe learning difficulties whose personal learning targets may often include autonomy and independence. These competences are fundamental skills clearly supported by the development of self-reflection and meta-cognitive skills (Porter et al. 2000). Assessment for Learning – implications for school managers All Project Experts agreed on the important role played by school managers in creating the opportunities for teachers to discuss and reflect on assessment issues and for parents to participate in the process of assessment of their children. There is a need for: †¦ head and deputy school managers [to] monitor planning and ass essment †¦ more home/school diaries, informal chats reviews, phone calls. www. european-agency. org 5School managers are crucial actors for the development of an organisational ethos that recognises pupils’ involvement as fundamental (Porter, Robertson and Hayhoe, 2000). Without respect for pupils’ wishes and a general school philosophy that supports pupil participation, Assessment for Learning is less likely to develop. Overall, as far as school managers are concerned, Project Experts across different Agency countries indicated there is a real need for them to provide all teachers with more formal time to reflect on their use of assessment in order that they can successfully engage in Assessment for Learning processes with pupils.Conclusions All of the contributions from the project experts were unanimous: the concept of Assessment for Learning as currently understood by countries, but – most importantly for this debate – also as described in the re search literature is valid for all pupils: including those with SEN. From the discussions held with Project Experts, this proposition can be developed further: Assessment for Learning concerns all pupils and from an inclusive perspective there should not be any need to differentiate between pupils with or without SEN, but rather to differentiate classroom practice to meet all pupils’ requirements.Building on this assertion, four main findings can be highlighted: 1. The same principles of Assessment for Learning apply to pupils with or without SEN. 2. The only difference in Assessment for Learning between pupils with and without special educational needs is essentially in the type of tools and the assessment/ communication methods used by teachers. 3. The only area of concern relating to Assessment for Learning being applied to pupils with SEN relates to the notion of Assessment for Learning as a tool for pupils’ reflection on their own learning (i. e. the interaction b etween the pupil and teacher during the ‘feedback loop’).For pupils who use alternative forms of communication this feedback process cannot operate in the ‘traditional’ language based way. In this case, a more individualised approach, new assessment tools and a variety of means for teacher/pupil interaction need to be explored and implemented; for example close observation in structured situations which allows teachers to assess pupils’ likes/dislikes and so forth. 4. Many methods and tools of Assessment for Learning have been developed within special needs education settings and could be transferred into mainstream ettings to improve educational provision for all pupils. In summary, Assessment for Learning can and should be applied to all pupils, including those with SEN, providing that the relevant and necessary changes and 6 www. european-agency. org modifications are made in order to ensure the individual pupil’s full participation in the assessment process. It is clear that the discussions relating to the concept of Assessment for Learning within the remit of the Agency Assessment project have only provided a starting point.More detailed examination – research and also the wider dissemination of examples of good practice in applying Assessment for Learning to meet the needs of pupils with SEN – is needed in the future. It is hoped however, that the reflections from project experts as well as their assertion of the usefulness of the concept in supporting the learning processes of all pupils will inform the work and decision making of educational policy makers and practitioners across Europe.For the full text of this paper – including direct quotations from Project Experts relating to the key findings – please go to: http://www. european-agency. org/site/themes/assessment/index. shtml www. european-agency. org 7 References Assessment Reform Group (1999) Assessment for Learning: Beyond the B lack Box. Cambridge: University of Cambridge School of Education. Assessment Reform Group (2002) Assessment for Learning: 10 principles. Research-based principles to guide classroom practice. Nuffield Foundation: Electronic source available online at: http://www. qca. rg. uk/libraryAssets/media/ 4031_afl_principles. pdf (Last accessed November 2008). Black, P. and William, D. (2002) Inside the Black Box: Raising Standards through Classroom Assessment London: King’s College. Harlen, W. (2007a) Assessment of Learning. London: Sage. Harlen, W. (2007b) The Quality of Learning: assessment alternatives for primary education. (Primary Review Research Survey 3/4). Cambridge: University of Cambridge. Hattie, J. & Timperly, H. (2007) The power of feedback. Review of Educational Research, Vol. 77, N. 1, pp. 81-112. Lynn, S. F. and et al. 1997) ‘Effects of task-focused goals on low-achieving students with and without learning disabilities’ American Educational Research Journ al, 34, 513-543. Meijer, C. J. W. (ed. ) (2003) Inclusive Education and Classroom Practices. Middelfart: European Agency for Development in Special Needs Education. Porter, J. , Robertson, C. and Hayhoe, H. (eds. ) (2000) Classroom Assessment for Students with Learning Difficulties/Disabilities. Birmingham: Qualifications & Curriculum Authority. William, D. (2007) Assessment for learning: why, what and how. London: Institute of Education, University of London.William, D. and Leahy, S. (2007) ‘A theoretical foundation for formative assessment’. In J. McMillan, H. (ed. ) Formative Classroom Assessment: Theory into Practice (pp. 29-42). New York: Teachers College Press. Western and Northern Canadian Protocol for Collaboration in Education, (ed. ) (2006) Rethinking Classroom Assessment with Purpose in Mind. Crown Right of the Government of Alberta, British Columbia, Manitoba, Northwest Territories, Nunavut, Saskatchewan, Yukon Territory: Western and Northern Canadian Protoc ol for Collaboration in Education. 8 www. european-agency. org

‘A Streetcar Named Desire’ by Tennessee Williams Essay

Look at scene IV of ‘Streetcar’ What does the scene tell us about the relationship between Stella and Stanley, and how does Williams portray this? In order to analyse this scene, there needs to be a clear understanding of what has happened prier to it. Scene three is set at Stanley’s poker game, when Mitch leaves the game, to chat to Blanche, Stanley becomes more and more annoyed, and smashes a radio. Stella yells at him, and he starts to beat her. The men pull him off. Blanche takes Stella and some clothes to Eunice’s apartment upstairs. Stanley goes limp and seems confused, but when the men try to force him into the shower to sober him up he fights them off. They grab their winnings and leave. Stanley stumbles out of the bathroom, calling for Stella. He phones upstairs, then phones again, before hurling the phone to the floor. Half-dressed he stumbles out to the street and calls for her again and again: â€Å"STELL-LAHHHHH!† Eunice gives him a piece of her mind, but to no avail. Finally, Stella slips out of the apartment and down to where Stanley is. They stare at each other and then rush together with â€Å"animal moans.† He falls to his knees, caresses her face and belly, then lifts her up and carries her into their flat. Scene four occurs early the next morning, Stella lies serenely in the bedroom, her face aglow. She is described as having a â€Å"narcotised tranquillity that is in the faces of Eastern idols†. Colour and light are huge themes here, Stella holds â€Å"coloured comics† there are â€Å"Gaudy pyjamas† on the floor and â€Å"summer brilliance† in the window. The colours theme within the play, is Williams’s way of telling us that the romance in Stella and Stanley’s relationship is pushed in favour of the couples sexual relations. This being 1949, Williams cannot express this outright. Blanche, who has not slept, enters the apartment the complete opposite of Stella’s serenity. She is worried and demands to know how Stella could go back and spend the night with Stanley after what he did to her. Stella feels  Blanche is making a big issue out of nothing. â€Å"You’re making an awful fuss of this† Yet Blanche goes on about how she must figure out a way to get them both out of this situation, how she recently ran into an old friend who struck it rich in oil, and perhaps he would be able to help them. Stella pays little attention to what Blanche says; she has no desire to leave. She says that Blanche merely saw Stanley at his worst. Blanche feels she saw him at his most characteristic-and this is what terrifies her. Blanche simply cannot understand how a woman raised in Belle Reve could choose to live her life with a man who has â€Å"not one particle† of a gentleman in him, about whom there is â€Å"something downright–bestial†¦Ã¢â‚¬  Stella’s reply is that â€Å"there are things that happen between a man and a woman in the dark–that sort of make everything else seem–unimportant.† This is just desire, says Blanche, and not a basis for marriage. A train approaches, a signal for an emotional outburst, and while it roars past Stanley enters the flat unheard. Not knowing that Stanley is listening, Blanche holds nothing back. She describes him as common, an animal, ape-like, a primitive brute, and in part this is true. Stella listens coldly. Under cover of another passing train, Stanley slips out of the apartment, then enters it noisily. Stella runs to Stanley and embraces him fiercely. Stanley grins at Blanche. This fierce embrace is a clear rejection by Stella of everything Blanche has just said about Stanley–she does not believe her at all. By Stanley’s grin it also shows he has the upper hand, for all his â€Å"ape-like† qualities he is seen as the master here. If the bond between Stella and Stanley is animal, it is also spiritual. These are the flip sides of the ‘primitive’ coin–the dual world of instinct and the supernatural. Stella in this scene offers a glimpse at the mystical side of attraction and desire. She glows transcendently; as mentioned her face is likened to that of an Eastern idol. Her calm is anomalous, as if she has  just taken part in something holy. Blanche fails to see the magic in what to her seems an abusive and dangerous relationship, because she has never reconciled her identity with her own profound desire. The divide is too great between her aristocratic sense of self and the â€Å"animal† urges that have at times controlled her. Blanche herself invokes the streetcar named Desire as a metaphor of what she believes Stella feels. Stella throws the metaphor back at her: â€Å"Haven’t you ever ridden on that streetcar?† Blanche’s answer, â€Å"It brought me here,† is truer than Stella knows. â€Å"A Streetcar Named Desire† by Tennessee Williams Essay A Streetcar named Desire is a play both grimly naturalistic and poetically symbolic, written by playwright Tennessee Williams. It is set in New Orleans post the depression and World War II. The characters in A Streetcar Named Desire are trying to rebuild their lives in post-war America. Much of the characters and themes found in Williams’s dramas were derived from the playwright’s own life. Alcoholism, depression, desire, loneliness, and insanity were all included. Typical of Williams’ style, Streetcar portrays the main character as Blanche DuBois, a, faded Southern belle who represents the culture and beauty of the past and her evident distaste for her younger sister, Stella’s, husband, Stanley Kowalski, a lower class Polish man who is the personification of modern practicality, crudeness, cynicism, and brutality. Through this play we follow Blanche and her descent into madness and lunacy. This play is written in the style of theatre is known as expressionism/naturalism. Expressionism in drama and art was a movement that rejected traditional methods of representing objective reality. Instead, expressionists exaggerated and distorted aspects of the outside world in order to ‘express’ certain moods and feelings. Expressionism continues to be an important influence on experimental theatre and art. Williams has used this style to portray his themes, ideas and characters in the play A Streetcar Named Desire. The character of Blanche, was actually a ‘repertoire of the womanly characteristics’ displayed by Tennessee Williams. Naturalism can refer to the technique of portraying life in a scientifically detached manner; however, it is generally used to refer specifically to a nineteenth century movement in art and literature where the artists or authors claimed to be objective observers. Naturalist writers were strongly influenced by evolutionary theory, and saw human beings as creatures constrained by heredity and environment, rather than as beings with free will. In regards  to Streetcar Williams’ sought to depict working-class characters as psychologically evolved beings to some extent, he attempts to portray these ‘blue-collar’ characters on their own terms, without romanticizing them. Although these two styles of theatre seem to contrast and clash the playwright has used them to complement each other. He has used elements of naturalism but somewhat challenged the conventions of this particular style and effectively entwined it with forms of expressionism. The context of a play is very important as it gives an insight of the playwright’s purpose of the play. One of the intentions of the play is to depict an Americans attempt of rebuilding their life post depression and World War II. His experience as a known homosexual in an era and culture unfriendly to homosexuality also informed his work. William’s most memorable characters, many of them female, contain recognizable elements of their author. His vulgar, irresponsible male characters, such as Stanley Kowalski, were likely modelled on Williams’s own father and on other males who tormented him during his childhood. In Streetcar, Williams challenged the values and attitudes of society in the portrayal of a multicultural society where everyone is equal, in regards to their race and culture. â€Å"†¦you’ve got to realize that Blanche and I grew up in very different circumstances than you did† Although the playwright has shown that racial class doesn’t matter, it is obvious that social stature still does. The rich and the poor are still separated. Since Blanche and Stella were raised in Belle Reve they subconsciously believe they are superior to ‘commoners’ like Stanley. The central themes of this play are fantasy and illusion, cruelty, the primitive and the primal, loneliness and as the title of the book suggests, desire. Scene seven, the scene which we chose to perform, discusses the theme of cruelty, on Stanley’s behalf, loneliness from Stella and fantasy and illusion from Blanche. The only unforgivable crime, according to Blanche, is deliberate cruelty. In this scene Stanley attempts to ‘reveal’ Blanche as the low life prostitute she has become to Stella, hopefully  convincing her to ‘side’ with him. He does this by being self-righteous, arrogant and demanding. Blanche however, oblivious of Stanley’s knowledge of her past, is in the bath once again ‘cooling’ herself off, singing ‘It’s Only a Paper Moon’ the popular 1940s ballad summarizes Blanche’s situation with regard to Mitch. She is in a state of pure oblivion that adds to her fantasy world. Williams juxtaposes Blanche’s merry rendition of this song with Stanley’s malicious revelations about her character, creating a situation of tense dramatic irony as Blanche sings about a future that will never come true. The song describes the fanciful way one perceives the world while in love, but it also foreshadows the fact that Mitch falls out of love with Blanche after his illusions about her have been destroyed. In turn Stella feels lonely because she is isolated. She is torn between the man she loves and her sister. A Streetcar Named Desire written by playwright Tennessee Williams is a play both naturalistic but poetically symbolic as it is written in the theatre styles of expressionism and naturalism. In performing a scripted piece it is imperative to learn of the text’s historical and authors context to fully realise and understand the development of characters, themes and ideas. â€Å"A Streetcar Named Desire† by Tennessee Williams Essay Over the last few lessons in drama we have been working on a number of tasks to do with Tennessee Williams’ â€Å"A Streetcar Named Desire†. These tasks involved using movement as well as words; some were naturalistic and others were much more abstract. Our first task was to walk like different characters from the play, focusing on the way they used certain parts of their body to show their personalities. First we had to walk like Stanley. Most of us walked with a confident swagger, sticking our chests or pelvises out to indicate his masculine pride. When we were asked to sit down in character, we sat back in a relaxed manner, opening our legs and perhaps loosely crossing our arms or draping them over the back of our chair, indicating total self-assuredness. Next we were asked to play Blanche. I decided to portray her as a fidgety person, constantly smoothing her clothes, fixing her hair or touching her face, to show her insecurities and lack of confidence. I also walked with short, dainty steps, to show how fragile and slight she is. When we sat down, I leaned forward slightly, with my shoulders slightly hunched, to show her vulnerability. Finally we were asked to portray Stella – standing upright, slightly tense as if waiti ng to heed to Stanley’s latest demands – and Mitch – big, awkward, slightly more hunched and less confident-looking than Stanley. After this task, we were asked to depict Stanley and Blanche as animals. For Stanley, nearly everyone acted like a wolf or a fox – strong, territorial, sly, always hunting and watching. For Blanche, I chose to act like a small bird, which would preen and look pretty but would be fidgety and nervous and would fly away when frightened. Our next task was to get into groups and act out scenes taking place before the play begins, which would reveal something interesting about our characters. I was in a group with Emily, and we were told to act out a scene from when Blanche and Stella still lived at Belle Reve. Emily played Stella and I played Blanche. Our scene began with Blanche climbing through the window of the room she shares with Stella, late at night. Stella, who has been studying, admonishes her for being so late and tells her how worried she has been. Blanche, who has been drinking but claims she â€Å"limits herself to one†, has just met a young man who reads poetry, who, as we know, will later commit suicide. It is revealed that Stella is the clever sister, who has the potential to make something of herself, and Blanche is the wilder, worldlier sister who relies on her beauty to have fun. This explains why Stella left Belle Reve and had the ability to get a husband and a home of her own, and why Blanc he was left behind, unwilling to grow up and surrender her beauty. Millie and Genna also played Blanche and Stella at Belle Reve. Their scene involved Blanche taking Stella out on the town for the first time. Blanche is very domineering and worldly, and Stella is naà ¯Ã‚ ¿Ã‚ ½ve and nervous about the shortness of her dress. Stella wears white, showing her innocence, and Blanche wears red, showing her corrupted virtue. Jack and Owen played Mitch and Stanley. They gave Mitch a deep personality, having him hint about wanting to settle down with a wife and worrying about his mother. They also showed Stanley’s love for Stella, as he talks about her in a very loving and tender way to Mitch. Next Felix and Flick, playing Stanley and Stella, showed how Stella was very like Blanche when she first met Stanley, unused to this more working class environment, yet being excited by Stanley’s attentions. Finally, Angelika and Hugo, playing Stella and Stanley, show Stella as being naà ¯Ã‚ ¿Ã‚ ½ve and Stanley being mysterious and inquisitive, trying t o figure her out. In our next task we did Hot Seating. One by one, we were asked questions in character about our views on different events in the play. I chose to be Eunice, because although she is not a main character in the play, she is good friends with Stella and her husband is friends with Stanley, and she lives in the flat above them, so she would have a very clear idea of what life would be like for them. I chose to give her the opinion that Stanley’s hitting Stella isn’t good, but is acceptable, and is just a part of marriage that cannot be avoided. I was particularly impressed by Emily’s portrayal of Stella after having her sister taken away. She made it clear that Stella was heartbroken, and although she claimed to believe Stanley, she let on that she had no choice but to believe him. I also liked Alex as Blanche, gushing and acting pleasant and sweet to try and cover up her past, but when difficult questions were brought up her act fell and she would refuse to talk abo ut it. Our final task was to act out the scene where Blanche has been stood up by Mitch on her birthday and use freeze-frames to mark the most important moments in that the scene. I was in a group with Felix and Alex. Felix played Stanley, Alex played Blanche and I played Stella. The moments we marked were: Stanley throwing plates off the table; Stella and Stanley on the porch with Blanche on the phone, trying to reach Mitch; Stanley giving Blanche a ticket back to Laurel; and Stella going into labour. For each of our important moments, we froze in position for four seconds, before doing an action and moving onto the next moment. There were subtle differences between each group’s piece; instead of using an action, as we did in ours, Millie, Flick and Jack used an important line of text in each of their moments, which I found very effective. Although I found these tasks challenging (especially as I knew we were on camera), I enjoyed interpreting different characters in new ways. I also worked with different people to whom I normally would, which was a good experience and made me enthusiastic and eager to work with them again in future lessons.