Waste Elimination Coursework Example | Topics and Well Written Essays - 2000 words

Waste Elimination - Coursework Example The system uses a two-way approach focusing and driving both customers, internal as well as external. The basic purpose of Lean Manufacturing is to eliminate waste at all levels of production including the product design, factory management, supplier networks and customer relations. Its basic aim is to reduce the overall human effort, reduce the inventory storage, taking less production time and less space to become responsive to customer demands while also producing high quality products in the most economic and efficient manner. In this context waste is defined as anything that customer is not willing to pay for (Ramnath, et al., 2010). In the current environment, no company in production or engineering can achieve success without the incorporating the lean production methods in their systems. The Lean production methods or the TPS system given by TaiichiOhno serves as a strong base for competitive, successful and modern flow of materials. (Berlec & Starbek, 2009) In the manufactur ing process any activity that doesn’t add value to the product is considered to be waste. Hence it is important for the company to identify the waste in the processes and to find out ways that can be used to eliminate these wastes in order to achieve success and to remain competitive. The seven types of wastes include(Hutchins, n.d.): 1. Overproduction - Producing more than the customer requires 2. Waiting - Excessive machine time/downtime, or waiting for upstream information/advice 3. Transport – transportation of goods over long distances 4. Over processing – producing more than what is required by the customer 5. Inventory – Parts or stock which are not currently being worked on and are stored 6. Motion – the search for tools and other accessories 7. Defects – working out the defects In addition to these other categories have also been added to this which includes: Raw material and energy Damage to the environment Background Honda motor c ompany was established in 1948 by Soichiro Honda with its core emphasis on competing in the Japanese motorcycle industry. However in the year 1962, Honda manufactured its first car and by the year 1995 the Honda group was manufacturing, selling, and repairing motorcycles and cars as well as other power products. Honda was the first Japanese company to establish its operations in US. Its first plant for producing motorcycles was in America, outside Marysville, Ohio in 1979. The company expanded its Marysville facility so as to gain localization which included: Production, products, profit and management. (Maxwell, et al., 1998) Environmental Policy and Management In the early 1990’s political pressure was built up concerning the environmental issue therefore to address these Honda strengthen its commitment to environment and its protection by adopting a Global Environmental Declaration and also by addressing the environmental issues on a global level. The Global Environmental Declaration dictated how each Honda company should strive to evaluate the impact of their activities to the environment, and to design the products in such a way that can reduce the impact of use and disposal, can help in recycling and conservation of energy and resources and to promote awareness in the employees and society. Honda adopted a policy that emphasized on the responsibility of

Globalization Term Paper Example | Topics and Well Written Essays - 1750 words

Globalization - Term Paper Example assumption that globalization entails economic integration, exchange of knowledge, as well as interdependence of political and legislative decisions of world countries. Among the latest definitions of globalization is that of Al-Rodhan, who concludes that â€Å"globalization is a process that encompasses the causes, course, and consequences of transnational and transcultural integration of human and non-human activities† (Al-Rodhan 5). Therefore, it can be said that globalization is the process which makes integration and communication between countries, nations, businesses and individuals easier and less dependent on political or territorial constraints. This means that state boundaries or long distances play a less important role in communication and cooperation of nations. As countries become more integrated, they become more interconnected and interdependent in many aspects of their operations. Technological developments in transportation and communication have made it pos sible for world countries and people to become closer. The Internet, in its turn, has sped up and intensified the process. Availability and relative cheapness of Internet access around the world has diluted the states’ boundaries having allowed more people and businesses to work internationally. This has made different types of globalizations become more distinct and powerful. Among the major types of globalization are economic (financial), socio-cultural, and political (Dreher, Gaston, and Martens 2). Economic and financial types of globalization are among the most discussed ones because they are related to interdependence of world economies, increased flows of international capital and cross-border trade of goods and services (Shangquan 1). Technological advancements in transportation and... The intention of this study is globalization as a very complex process that touches all the spheres of people’s lives. Consequently, just like the majority of internal processes of each country, globalization evokes both positive and negative consequences. On a positive side are, definitely, the spread of technologies, free trade, and an increase in exchange of commodities between the countries. Globalization brings economic and financial development to less developed countries, and new business opportunities to the whole world society. Still, it cannot be said that globalization can be made to work for all, because advantages in some aspects bring disadvantages in others. For example, the spread of communication and Internet technologies has allowed businesses to outsource jobs from poorer countries to take advantage of the lower wage rates. As a result, home country professionals either lose their jobs or have to work for lower salaries. Similarly, outsourcing of business pr ocesses, while is a great driver for India’s economy, has lead to displacement of some service-sector jobs in developed countries. Globalization diminishes the importance of borders and, supported by the Internet, allows for free movement of information. As a result, it is becoming more and more difficult for governments to control and suppress information they prefer to restrict. The Internet even provides large companies with opportunities to show self-governing behavior.

The HR policies in multinational companies

The HR policies in multinational companies A critical issue faced by host-country nationals with respect to HR management is the degree to which Multinational Companies (MNCs) include parent HR policies as part of global HR policies (Lawler, 1999). This greatly depends on the company structure, market structure, and its global presence. However, HR policies are affected by various factors that these MNCs need to incorporate once they start operating in host countries. A major factor because of which MNCs incorporate these factors in their HR policies is due to culture; many of the HR policies of MNCs take into account the culture of the host country of which gender is an important factor (Lawler, 1999). If gender discrimination is not appreciated in the host country, companies will need to formulate HR policies accordingly, whereas in countries that discriminate on the basis of gender and is culturally and socially acceptable, then MNCs may or may not formulate policies based on it as then it would be the parent companies discretion as to how they would want to approach the matter keeping in mind the company values and objectives. One way to study the culture of countries and understand how important the issue of gender discrimination is is by examining factors using Hofstedes cultural dimensions. These dimensions are power distance, individualism/collectivism, masculinity/femininity, and uncertainty avoidance (Hofstede, 1991). To study the extent to which gender issues affect the HR policies of MNCs, it is more appropriate to look at individualism/collectivism rather than masculinity/femininity; gender issues in the context of HR is more about the degree to which women liberalisation is prevalent in the country rather than how masculine or feminine the culture of the country is. Individualistic cultures focus more on personal accomplishments hence those cultures are more likely to influence MNCs to formulate gender bias-free HR policies when operating in that particular country; the study reveals that in individualistic countries, HR policies of MNCs do not discriminate people on the basis of gender (Lawler, 1999). Globalization The world today has become highly dynamic and competitive; globalisation has become the catchphrase in the business world where policies and strategies are developed as per global competitiveness (Joynt and Morton, 2005). Due to this factor which affects revenue generation and profits of organisations greatly, multinationals try and formulate bias-free policies when it comes to gender. A research was conducted to compare the HR practices in insurance companies of Indian and multinational companies; results showed that Indian companies discriminated salaries and job positions on gender basis; however, in multinationals, this practice was not evident (Kundu and Malhan, 2009). Today, what companies are looking for is a competent skilled employee who is the right person for the job; jobs are not restricted to males or females, rather they are about the right person. Hence, it can be concluded that in multinational companies gender does not affect HR policies if organisations are revolvin g their strategies and corporate objectives around globalisation and are trying to gain corporate and competitive advantage on a global level. European Cases The European Foundation for the Improvement of Living and Working Conditions (2005) studied a number of European corporate cases that included the HR practices of companies operating in Europe. All these examples focus on how important gender has been in being a part of HR policies and finally in achieving corporate objectives. Grupo Texto Editores is a Portuguese company that realised the importance of gender equality and made it a part of its HR policies as the management felt that gender balance was extremely important in order to make the company competitive; this HR policy of the company has won it the Gender Equality and Quality Award by CITE in 2000 (European Foundation for the Improvement of Living and Working Conditions, 2005). According to Mr. Luis Pedro Nunes, Head of Global Human Resources Operations of the group, the companys success is largely due to the gender policy of the group; the HR policies have been built on the principle of hiring the right people and hence it automatically maintains a gender balance in the organisation. Another case that the European Foundation for the Improvement of Living and Working Conditions (2005) has studied with respect to gender and HR policies is that of Nestle. Nestle France has faced major challenges with respect to gender imbalances in the company which has affected its reputation globally. The multinationals HR policies in recruitment and other areas such as training are seen to be highly discriminatory by the union; women are not promoted to senior positions, they are not sent on training, and much of their demands are not addressed by the senior management. This resulted in unbalanced salary structures between men and women, limited training opportunities for women, and very few promotions for women to senior levels. French legislation has passed considerable bills that force firms not to discriminate on the basis of gender; companies with a workforce of over 200 are required to even have equality commissions. Nestle France however falls short in displaying gender quality and hence falls behind other global competitors such as Danone. The management did get concern about the discriminatory practices in the company and hence conducted a survey which showed drastic discrimination against women. Nestle France consequently made changes in its HR policies to tackle this problem and by 2003 the company had female managers in high positions and a female member on its board. Nestle has also put certain mechanisms to ensure gender equality as part of its global HR policy. Nestle France clearly illustrates an example whereby how gender-biased HR policies can affect the reputation of companies. If companies do not address these issues, they fail to gain competitive advantage over other firms, just like Nestle France has lost it to Danone. The Case of Norway Gender greatly affects the reputation of countries because of which they continue including it in HR policy formation. Norway has been given the status of forerunners regarding gender equality in Europe; it is also among the top countries that promote female participation in the workforce. However, the government of Norway, even after these statuses regarding gender equality, realised that the companies operating in Norway did not have much representation of women in leadership positions. To counter this issue, the government encouraged companies to formulate HR policies that give more opportunities to women and increase their role in leadership positions. Another reason they formulated such policies was because the country realised that they are wasting the 50% female population of the country and were not utilising these resources when females could contribute to the society in similar ways as men could. The Ministerial Intervention at the EU Informal Ministerial Meeting on Gender Equality (2008) discussed gender bias-free HR policies as a precondition for building competitive organisations in the global corporate world. The MNCs also saw women as the future and a sign of modernity for them which encouraged them to formulate gender-friendly HR policies. Due to these reasons, the gender balance requirement was set in Norway which was at 40% in all companies. This has proven successful across Norway; hence, it can be concluded that gender does affect HR policies in multinational companies and other companies, especially when countries, as a whole, realise the strategic importance of gender bias-free policies. Gender Pay Inequalities One of the major reasons for gender-based discrimination in MNCs is pay (Blau and Kahn, 2007). Many labor force statistics reveal the existence of gender pay gaps. In the USA, an average woman had to work until April 2008 at the present gap rate in order to earn what an average man earned towards the end of 2007 (The National Womens Law Center, 2008). Likewise, in the European Union, there are a number of MNCs being biased in their HR policies where the matter is related to pay structures. An average full time working woman in the UK would miss approximately  £369,000 in her working life (BBC News, 14.11.2008). At times, women do not even realise that they are being discriminated against on the basis of pay structures; in some cases, women may be aware of the discrimination as per company HR policies; however, they might not consider pay disparities as important when compared to other dimensions of work (Khoreva, 2009). The Global Gender Gap Index Gender, being a discriminatory factor in global HR policies, has become so important in todays globalised world that a need for a Global Gender Gap Index has arisen. Gender greatly affects the HR policies of MNCs, consequently creating gender gaps. The Global Gender Gap Index scrutinises the gap between women and men in four basic yet extremely important areas: economic participation and opportunity, educational attainment, political empowerment and health and survival (The Global Gender Gap, 2008). It can be concluded form the report that the gap has been widening globally as the number of countries with widening gaps in 2006-2007 was 24, where as in 2007-2008 the number was 41 (The Global Gender Gap, 2008). Although countries with narrowing gaps are more than countries with widening gaps, the percentage of improvement is decreasing over the years; from 91% in 2006-2007, the rate has gone down to 87% in 2007-2008 (The Global Gender Gap, 2008). Hence, it is evident that MNCs globally are not addressing gender discriminatory issues in their HR policies as the Global Gender Gap Index is continuously increasing. Conclusion The discussion throughout this paper focused on different factors and reasons that affect HR policy formation; policy formation is not only based on corporate philosophies that promote gender equality or favor women, however there are multiple ways by which gender affects HR policy formation in multinational companies. Gender equality greatly affects HR policies in multinational companies primarily because of the global village the world has shrunk into. The need of the hour is the integration of the entire world where gender plays an extremely important and crucial role. Gender equality has become a prerequisite in developing multinational companies into highly competitive organisations. The world has become so competitive that in order to survive, companies will not just have to include women in its workforce but also invest in their training and development in order to help them reach leadership positions in top management. If companies favour either of the two genders, they will never be able to achieve success levels that organisations having gender bias-free HR policies might have achieved or will achieve in the future. Incorporating gender as a major factor in formulating HR policies especially in multinational companies motivates the local population of the host country. It helps bring the youth of the country, both men and women, together in contributing to society and more by being part of these companies. Finally, equal opportunity policies should be formulated as HR policies of multinational companies so that these companies are able to develop trust between the people of host countries they are operating in and the MNCs as that will facilitate the entire process of global communication and make the world a better place to live and work in.

Feminism Essay -- Womens Right, Equality

The past century saw women in Britain gain control of their fertility, acquire access to education and establish their status as equal citizens. The British social order came a long way from 1890s when women in Britain were legally restricted to the point they could not enter a contract, own property or have parental rights; unmarried women were challenged by society and pressured in to marriage (British History Oxford, 2007).The women’s rights and suffrage movements in the period between 1832 and 1918, which is known as ‘The first feminist wave’, aimed to challenge the idea of women being the inferior sex and demanded equal rights. This ‘so called’ first wave ended with the ‘Royal Assent to the Representation of the People Parliament Act’ being passed in 1918, which granted women the ability to vote and recognised females as equal citizens (Fraisse, 1993). Following work will assay the position of women in today’s society and barr iers that prevent gender equality. The focus will be on the conflict between feminist ideals, assumptions and demands behind what known as feminism. Feminism has evolved dramatically over time, which makes finding a widely accepted set of feminist ideas an impossible task. However, Webster’s dictionary (2007, p230) defines feminism as a theory of the political, economic, and social equality of the sexes. Therefore, feminism is based around the idea of men and women being equal. On the other hand, feminist is also defined as ‘an organized activity on behalf of women's rights and interests’ (Webster 2007, p.230). This highly ambiguous definition suggests that any socially or politically active woman can be considered to be a feminist, so the ideas of feminists do not always coincide with the philosophy o... ...en’s favour. Therefore, it is extremely difficult to determine what gender receives the larger income over a lifetime. With this in mind, modern feminism appears to be aimed at total equality, where every adult receives same wage and employers are controlled by the government. The feminist philosophy, on the other hand, preaches equality purely in legal and political rights. A number of conservative feminists believe the battle for equal rights was won when in 1928 women were enfranchised (British History Oxford, 2007). It caused social transformation in Britain and liberated women. This philosophy is relevant in modern society because it can be beneficial in any country where women experience hard ship due lack of legal equality. Further legislation aimed at improving equality in the UK needs to consider possible side effects, and should promote equality for all.

Formative and Summative Assessment Essay

Assessment is a term that includes all of the various methods used to determine the extent of an individual’s achievement. In teaching and learning situation, assessment refers to the methods used to determine achievement of learning outcomes. Similarly in professional contexts, assessment is concerned with the achievement of professional standards or competence.(Aranda & Yates,2009). Assessment also provides a number of major benefits including: †¢ Grading: assessment may be used to define achievement and to measure the students’ preparedness for professional challenges. †¢ Motivation: assessment may focus on real learning by creating an opportunity that carries with it the rewards of completion or grades. †¢ learning process: assessment activities can guide individuals to learn and relearn subject content efficiently. †¢ Feedback: assessment provides opportunities for individuals to monitor the quality of their performance and identify areas for improvement. PURPOSE OF ASSESSMENT It is easy to become so immersed in the job of teaching that we lose sight the exact purpose of a assessment. There is then the possibility that we are overlooking another form of assessment which might be more appropriate. We actually assess students for quite a range of different reasons – motivation, creating learning opportunities, to give feedback (to both students and staff), to grade, and as a quality assurance mechanism (both for internal and external systems). Because all too often we do not disentangle these functions of assessment, without having really thought it through assessments are frequently trying to do all these things, to varying degrees.(Oxford Brookes University,2011). In fact it is arguable that while it is desirable for assessments meeting the first three of these functions to be conducted as often as possible, the final two do not need to be done anywhere near so frequently; it is simply important that they are done somewhere. The implications of this are that while an essay question, where all the answers are double marked and the marks count towards the students’ final grades, may fulfil all these functions, for all assessments to be this rigorous would be prohibitively expensive in staff time, while a peer-assessed seminar presentation, which does not count towards the students’ final grades but is simply a course requirement, could fulfil the first three functions and may not even require a tutor to be present. FORMATIVE ASSESSMENT Formative assessment is typically contrasted with summative assessment. The former supports teachers and students in decision-making during educational and learning processes, while the latter occurs at the end of a learning unit and determines if the content being taught was retained.(Wikipedia,2013). Formative assessment is not distinguished by the format of assessment, but by how the information is used. The same test may act as either formative or summative. However, some methods of assessment are better suited to one or the other purpose. CHARACTERISTICS OF FORMATIVE ASSESSMENT During formative assessment, learning is the shared goal of both teacher and student and alterations to the teaching and learning process take place as needed to further the goal. This allows both the teacher and the student the opportunity for assessment and improvement as an ongoing process instead of an end product. Formative assessments are assessments for learning, rather than assessments of learning, according to the Association for Supervision and Curriculum Development. Focused Formative assessments are focused on the learning process as well as the learning progress. While other assessments may only focus on the end result, formative assessments check the students progress consistently so that adjustments can be made to reach learning goals. Ongoing A formative assessment is consistent and ongoing throughout the learning process. It differs from assessments that focus on the end result. Ongoing assessments give both teachers and students the chance to make adjustments to teaching and learning strategies so learning ultimately takes place. Immediate While other forms of assessment focus on the end result, formative assessments provide immediate feedback to both teachers and students due to ongoing assessment practices. The immediate feedback teachers and students experience can be used to motivate and further learning. LIMITATIONS OF FORMATIVE ASSESSMENTS Although offering many benefits, effective formative assessment can be difficult to achieve at scale. It may be logistically impossible to provide detailed descriptive feedback for each student in a large class. Even with a smaller number of students to deal with, formative assessment is time-consuming as it requires significant, ongoing dedication and effort from the teacher to sustain. This is especially true when combined with the summative assessments teachers are required to complete. The layered accountability chain in education — student to teacher, teacher to school, school to district, etc. — creates systemic pressure for student performance to be objectively and comparatively measurable at each level. Formative assessment, by definition, doesn’t easily provide that kind of accountability. This explains why, although the advantages of formative assessment have been repeatedly articulated since the distinction between it and summative assessment was first made in 1967, empirical studies continue to show that very few teachers consistently make use of it in actual practice. SUMMATIVE ASSESSMENT Summative assessment measures attainment and allows for the recording of the learning progress. It usually takes the form of tests and examinations, though it is becoming increasingly common for summative assessment to include other tasks such as a project completed during the school year. This move away from assessments based on a single examination gives learners the opportunity to perform to the best of their ability. Not all learners perform well under examination pressure. Furthermore,examinations do not always lend themselves to eliciting the range of language structures and uses that have been the objective of teaching CHARACTERISTICS OF SUMMATIVE ASSESSMENT The results of summative assessment allow us to determine the degree to which learners have attained specific learning objectives. Such a decision may have an important consequence on learners’ future prospects. It is therefore crucial that not only is the assessment valid, but that the results obtained are reliable. Validity relates to whether the assessment tasks assess what they intend to assess. Reliability, on the other hand, refers to the results obtained and whether these would be the same if the same learners took the assessment on another occasion provided that no further learning had taken place and regardless of who marked the assessment if more than one person was involved in the process. (Summative assessment,2005). Whether summative assessment is norm-or criterion-referenced will be determined by the purpose of the assessment. If we need to select the best candidates to, for example, continue with their education, then norm-referencing would be appropriate. However, if we are interested in whether candidates have mastered certain skills, then we would not get the required information through norm-referencing.(Meason) For example, when assessing airline pilots we are interested in whether they can fly a plane safely to a very high level of proficiency. Knowing which trainees were the best would not suffice since it is possible that no trainee of a given group would have reached the required standard to safely fly a plane LIMITATIONS OF SUMMATIVE ASSESSMENT Students can face anxiety in preparation for a test, an anxiety that grows as the perception of the test’s significance grows. Summative tests advise schools to commit to prolonged pretesting procedures and preparation classes, which can increase student anxiety.(Spiral). In addition, some students simply do not test well, and the result is a testing procedure that fails to adequately assess the real talents of individual students, while a formative assessment would allow a teacher to evaluate these conditions and better assess a student’s ability Summative assessments fan have an overall negative impact on student self-esteem, resulting from the perception of inferiority that standardized tests can give test-takers. Students who perform poorly on standardized tests were found to suffer from lower self-esteem in situations where these same students had not previously exhibited signs of self-esteem problems.(Boggiano,1992). Even students who perform average or well on standardized tests can suffer from the failure to meet their own higher expectations. The result can be a reduction in educational motivation.(Hammond). EXAMPLES OF FORMATIVE AND SUMMATIVE ASSESSMENT FROM TEACHING AND LEARNING PERSPECTIVE CONCLUSION In my view,both types of assessments are better,that is a balanced assessment.A balanced assessment system in one in which a variety of assessments are used for a variety of purposes and communications about results facilitates student involvement and ownership of learning.Formative assessment can be vital importance in helping the teacher and students determine the quality of learning that is taking place and can allow them to forecast the results of summative tests some time in advance of the summative testing.Such results can be used as the basis for altering the teaching learning situation early enough to change the immediate as well as alter the forecast. Learning is a process which can be observed and evaluated as it is taking place.Formative evaluation can be used to make the process more effective long before the summative evaluation.Recognition of the interaction among formative evaluation teaching and learning and summative evaluation can do much to improve teaching and lea rning before it is too late. REFERENCES Aranda S,Yates P.An Overview of assessment.Canberra: (EdCaN),Australia;(2009).Retrieved from: www.edcan.org/pdf/edCanOverview.pdf Boggiano A,Pittman T. Achievement and Motivation: A Social-Developmental Perspective.(Eds).(1992).Cambridge Press.New York. Hammond,K.eHow.Education.Summative assessment weaknesses.Retrieved from: http://www.ehow.com/info_8568251_summative-assessment-weaknesses.html Meason C.eHow.Education.Characteristics of Formative assessment.Retrieved from http://www.ehow.com/list_6732311_characteristics-formative-assessment.html Oxford Brookes University.(2011).Purpose of Assessment.Retrieved from: www.brookes.ac.uk/services/ocsld/resources/assessment/purposes.htm Spira M.eHow.Education.Disadvantages of Formative Assessment.Retrieved from http://www.ehow.com/info_8502289_advantages-disadvantages-formative-assessment.html Stiggins,R.,Arter,J.,Chappuis,S.(2008).Classroom assessment for student learning.Educational Testing Service.Retrieved from: http://www.bcsd.org/district.cfm?subpage=55380 ‎Summative assessment.(2005).Retrieved from http://cd1.edb.hkedcity.net/cd/eng/tba_eng_sec/web/3_1w.htm Spira M.eHow.Education.Disadvantages of Formative Assessment.Retrieved from http://www.ehow.com/info_8502289_advantages-disadvantages-formative-assessmen

Beginning Thinker Essay

I would say that I am a beginning thinker, I have control of all of my own personal thoughts I know that I am not always correct most of the time during each step of the thought process but I feel that I have a really good understanding of how to fix some of the issues that I have when in thought. Although some of the conclusions that I come to either workout for the short-term or long-term issue or have a tendency to be the opposite of the outcome that I was hoping for. I sometimes catch myself making a quick decision without fully thinking through the whole concept or the outcome that it will have on the issue that I am working on. I think that I can fix this by not jumping to conclusions when I am in thought, having a system to make sure that I get to the best possible outcome is something that I think I will implement going forward just to make sure that the outcome for my decision is one that I will be happy with and not regret. Critical Thinking I would say that my current critical thinking skills could be a little better, mainly because I have a tendency to over think when I am trying to come to a resolution to a specific problem. My strategy mainly consists of me thinking about the different ways that I can get to the best outcome but I also have a tendency to throw in my own assumptions or bias when coming to a resolution, this is what I feel makes me to either make an incorrect decision or make a decision based off only what my own personal feelings are towards the situation. A way that I feel I can develop better skills as critical thinker is to take all bias out of my decisions and make sure that what I do is not only best for me but will also help me keep on a path to reach my ultimate goal.

The methods Miller uses to create dramatic tension Essay Example

The methods Miller uses to create dramatic tension Essay Example The methods Miller uses to create dramatic tension Paper The methods Miller uses to create dramatic tension Paper Death of a Salesman is a fantastic example of a continuation of increasing Dramatic Tension. It is created by such methods mentioned in the title and further strengthened by the jumps between past and present. Miller also uses the continuing theme of symbolism to strengthen the tension of the play. The lasting impression is one of slight confusion, but this too aids the suspense as Willy Loman, the focus character of this tension, continues to lose his grip on reality and finally then, his life. Throughout the play the audience are invited to second-guess Willys next actions or attempt to link his present as a result of past events. The other characters in the play are also equally vital in allowing Miller to create such heightened dramatic tension. Often it is through their silent interactions, such as the complexity of relationships that exist only in thought or feeling. While the audience is aware of these unspoken family rifts, they are rarely exposed and this can create heightened dramatic tension. Linda then, is a character that we learn directly very little about. It is only through her interactions with her family that her nature is revealed, and this sense of mystery adds to the dramatic tension. Where uncertainty exists, suspicion can grow; the audience may sometimes question Lindas motives due to a lack of understanding into her character, creating dramatic tension. The audience cannot fathom why she stays with Willy and her dysfunctional family. Is she accepting her subordinate position as part of the nuclear family in order to hold it together? Or is she limited by her own personal inadequacies that prevent her from standing independently? Millers creation of a character shrouded in ambiguity allows extensive scope for dramatic tension. In fact Miller claims that he had no choice as far as the creation of Lindas character because A woman who was thinking of herself more would simply not have been there one morning, or else she would have put up such a fight so as to crush him [Willy]. This indistinct character of Linda has an effect on her relationship with Willy. From the beginning of the play, her interactions with Willy are almost unnaturally devoid of confrontation, instead she seems to be constantly looking to mother and appease her husband. We see constant references in the stage directions to the infinite patience of Linda. A constant dramatic tension hangs over their relationship, as Willy breaks down and Linda is increasingly challenged by his behaviour and distressing mental state.