The Night of the Scorpion and Vultures Poem Comparison Essay -- essay

Both poems manage to conjure up powerful pictures and emotions in the reader's mind. Many descriptions can be quite vivid and sinister, then suddenly the poet will lead the reader on an entirely different path changing their perception of the poem altogether. Leaving them wondering, ?How will the poems develop, thus rendering both poems rather impulsive and unpredictable. 'Night of the Scorpion' and 'Vultures', both have an abrupt change of scene, somewhere in the middle. For example, in `The Night of the Scorpion` you start off feeling strangely caring and sorry for the scorpion. Whereas, it turns out that the scorpion really isn?t that gentle when it fights back. Making you completely change your mind. The same feelings occur with the `Vultures` poem, at the start we feel that the vultures represent something dark and sinister and then they turn into two loving birds, and aswell with the commandant, who kills people for a living, yet clearly loves his children who he goes home to each night. It really shows how different people/animals can behave in different circumstances. In 'Vultures' the charnel house seems quite laid back, seeing as the poet doesn?t burst with emotion at the horrors of the place. In fact he altogether seems to give the impression he?s not all that bothered. It?s like he?s stepped back from his own views and opinions, so as to just put the relevant facts into the poem. What?s surprising, if a little weird, is the way two people seem to be in love actually in the charnel house itself. Even though, that place would usually cause images of death and violence to enter your mind. The stanza itself begins with the word 'strange' set alone on a line. Catching your attention from the very beginning making you t... ...ilderness. Finally, I think that the ending of 'Vultures' has two very twisted sides to it. The whole tone of the poem and the use of imagery are negative and depressing, yet the diabolical creatures can still have love between them. The same with the commandant, in stopping to buy sweets for his child, shows his care for his child no matter what atrocities he has had to accomplish throughout his day. In one way I think the poets believe there are some horrors that cannot be overcome in the world, but then again, these people making such acts of atrocity can share love and care amongst themselves. These contrive to make an overall impression, one that?s negative with an unexpected positive twist. The message of 'Night of the Scorpion' seems much simpler, it is one of love and loyalty. It also ends on a very positive note, which seems less thought provoking and vivid.

Plato learning analyzing speeches Essay

Teacher-Graded Activities Write a response for each of the following activities. Check the Evaluation section at the end of this document to make sure you have met the expected criteria for the assignment. When you have finished, submit your work to your teacher. 1. Comparing Speeches a. Read President Lincoln’s Gettysburg Address and Martin Luther King Jr.’s I Have a Dream speech. What emotions do you feel while reading these speeches? What elements of the speeches evoke these emotions? Type your response here: The Gettysburg address strikes emotion in everyone, due to the person who wrote it and due to the subject matter. The Gettysburg address evokes happiness, sadness, and pride in our country, In the speech Lincoln makes many references to the was that had happened, and he also makes many reference to how great America, which makes people think that everything will be alright and that the country is strong enough to endure this civil war. As for Martin Luther King Jr.’s speech it invokes completely different emotions such as shame in our country and sadness, the elements that invoke these emotions are King’s way of speaking, the way he references Lincoln, and the fact that he remains hopeful even though hope seems to be lost. b. Do you notice any similarities between President Lincoln’s speech and Martin Luther King Jr.’s speech? What are the similarities? Why do you think King drew parallels between his speech and Lincoln’s? Type your response here: King gave his speech on the steps of the Lincoln memorial, as if to honor Lincoln for the strong and brave way that he tried to abolish slavery, and his accomplishment of it, and yet King still feels as if he is enslaved due to strong oppression of black people. Both Lincoln and King invoke strong emotions of hope, and patriotism. I believe that king drew parallels between his speech and Lincolns to A: Grab the attention of everyone who hears him, and B: to commemorate Lincoln, and to make it known that he is proud of Lincoln and thankful to him for all of his hard work. c. Think about the audience that President Lincoln was addressing with the Gettysburg Address and about the audience that Martin Luther King Jr. was addressing with his I Have a Dream speech. Describe each audience, and explain how the speeches reflected, and were appropriate for, their audiences. Type your response here: Lincoln was addressing the families of soldiers, the citizens of the untied states, and maybe even foreign countries. I believe Lincoln chose these audiences to show that he still supports everyone even though the battle going on was so brutal, I also believe that he chose families of soldiers to assure them that the deaths, and lives of soldiers are not taken for granted and to assure them that it was all worth it in the end. As for King, His audience was mostly towards as he called them â€Å"Negros,† I believe strongly that King chose this Audience to tell them that there is still hope for equality between white and black people, because there truly was, and still is thanks to King. Kings Audience is very appropriate because he himself was black and was fighting for the rights of everyone he was speaking to. 2. Rhetorical Devices a. Revisit the Gettysburg Address and I Have a Dream. As you read, list the rhetorical devices that you notice: state the device, define it, provide an example of it from the speech, and explain its emotional impact. Type your response here: The Gettysburg Address Rhetorical Device Definition Example Emotional Impact Epithet A descriptive adjective attached to a noun to evoke an idea or emotion. â€Å"Now we are engaged in a great civil war.† It invokes the fear of the war, and the fact that the civil war was bigger than expected. Asyndeton A list that omits conjunctions between items. â€Å"we can not dedicate — we can not consecrate — we can not hallow — this ground† it adds to the flow of the speech and holds my attention Antanagoge Placement of a negative point next to a positive on in a way that downplays the negative â€Å"The brave men, living and dead, who struggled here, have consecrated it†¦but it can never forget what they did here.† It makes one feel like the men who died will never be forgotten and gives hope to the families. I Have a Dream Rhetorical Device Definition Example Emotional Impact Sententia A famous quotation, maxim, or wise saying Five score years ago. It draws the attention of the audience and makes them think about what the topic is. Anadiplosis Repetition of the last word of a sentence or phrase near thebeginning of the next sentence or phrase Repitition of â€Å"I have a Dream† at the end. It keeps the attention of audience, and it also invokes a feeling of hope in the audience, through King’s dream. Epithet A descriptive adjective attached to a noun to evoke an idea or emotion tragic fact that the Negro is still not free Adding the word tragic to fact envokes a feeling of hopelessness and the feeling of needing to fix the tragedy. Asyndeton A list that omits conjunctions between items. guaranteed the inalienable rights of life, liberty, and the pursuit of happiness. The Asydeton makes it so people are hanging onto everyword, and keeps the attention. Personification Human attributes given to non-human objects and ideas. America has defaulted on this promissory note insofar as her citizens of color It makes America seem more relatable by everyone. b. Listen to one (or more) of the readings of the Gettysburg Address. Did you notice any rhetorical devices when listening to the speech that you did not notice when you read the speech, and vice versa? Do the rhetorical devices have a different effect when they are spoken as opposed to read? Explain your response. Type your response here: I did not hear anymore rhetorical devices in other readings of the Gettysburg address. However the rhetorical devices seem to stand out more when they are read because they have the full emotion of the voice to display them, thus making it more emotional and understandable. c. Listen to Martin Luther King Jr.’s I Have a Dream speech. What differences did you notice between the way the Gettysburg Address and I Have a Dream were delivered? Which rhetorical devices were more effective in each speech? Type your response here: I have a dream was delivered with more emotion than the Gettysburg address, I suppose it is because of the subject matter, Human rights seem to be more important than war and hate, and yet both speeches used wonderful rhetorical devices, In the Gettysburg address the use of the antanagoge is very prominit because it helps to ensure that they will never be forgotten. In I have a dream uses the rhetorical device of anadiplosis was strongly effective as King repeated ‘I have a dream’ at the very end of the speech. d. Were you able to recognize the rhetorical devices in I Have a Dream when listening to it? Was it easier for you to recognize them as you heard them or as you read them? Why? Type your response here: I was unable to identify any more rhetorical devices in the I Have a Dream speech, however it was easier to identify the rhetorical devices due to the emotion that I referenced earlier. 3. Analyzing Speeches a. Review the Gettysburg Address and I Have a Dream. What organizational pattern does each speech utilize? Do you see evidence of more than one type of pattern present in either speech? Give examples of the patterns in the speeches, and explain why the organizational pattern used is or is not the most effective. Type your response here: â€Å"I have a dream† has a spatial order This worked because Martin Luther king Jr. was basically going through a timeline about the rights of black people. The Gettysburg address is in Topical order, and this worked because Lincoln was speaking in segments about the war. b. Describe which elements of the introductions of the speeches, if any, are notably attention grabbing. Type your response here: Both speeches begin notably, for Lincoln’s it begins with â€Å"four score and  seven years ago.† and similarly king’s speech begins with â€Å"five score.† both are extremely memorable. c. Do the speeches answer the questions Why should I care? and How does this topic relate to me? Support your response with examples. Type your response here: Both speeches answer these questions in their own way. Lincoln used an appeal to the countries citizens an example of this was â€Å"We are met on a great battle-field of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live† As for Martin Luther King Jr. he answered those questions by saying â€Å"This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.† as he was speaking to his audience who are fighting for their freedom just as he was. d. Do the speakers provide their objectives for their speeches within their introductions? Provide examples with your answer. Type your response here: â€Å"I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.† this is the very very first line In I have a dream, it shows that he is expecting this speech to go into history for being the best example of freedom. In the Gettysburg address there was not a clear objective other than trying to honor those who have died in the war. e. Do the speakers use any supportive devices, such as humor or repetition, in their speeches? Give examples of any such devices. Type your response here: Martin Luther King Jr. relied on repetition strongly during the end of his speech saying â€Å"i have a dream† repeatedly to prove his point f. How would you describe the conclusions of the speeches? Do they summarize their objectives and end with impact? Explain. Type your response here: The end of both of these speeches summarize the point of their speeches and they definitely end with an impact. Lincolns speech ends by validating that the country will not die simply because of the war it was in at the time, and King’s speech ends with king saying what he dreams will happen, meaning he ends talking about equality between blacks and whites. g. List some of the transitions and signposts used in each speech. Type your response here: Lincoln: â€Å"Now we are engaged in a great civil war† â€Å"But, in a larger sense,† â€Å"It is rather for us, the living† King: â€Å"And if America† â€Å"And as we walk,† â€Å"But there is something that I must say† 4. Speech Writing a. Write a speech on any subject from this list of speech ideas. Remember that your speech will need to be two to four minutes long. Type your response here: Many people today talk about the sanctity of marriage. This belief is part of the reason why many people believe that gay marriage should not be legalized in America. To these people I pose the question, is marriage really all that sacred in this country and would letting anyone who wants to enter into same sex marriage make it not so? In my opinion, people like Britney Spears and anyone else who will jump into a Los Vegas 3-day wedding, are the people who are destroying the sanctity of marriage. In addition to the negative ideas  about gay marriage, there are other problems concerning same-sex couples such as adoption between same sex couples, In 2012, 110,000 children live with gay parents, that may seem like a large number but in all actuality that is about 1% of the child population that live in U.S households. I understand that there is quite an opposition to same sex parents raising children because people say that children need a mother and father figure to grow up properly, an yet there are approximately 13.7 million single parents in the United States today, and those parents are responsible for raising 22 million children, and no one truly comments on that causing any problems with the way the children grow up. In this speech i outlined a few problems that i believe we need to fix about same-sex couples, Because people should be able to marry whoever they wish and take care of children like normal families that i honestly believe they already are. B. Describe your speech writing and presentation experience. Type your response here: writing this speech was quite easy for me considering gay rights is a topic that i am very passionate about because my sister and my best friend are both gay. In addition to the passion, i had experience analyzing speeches thanks to this lesson, and it was quite fun to write especially in since i know what the structure of a good speech is. as for presenting it, i presented it to QCAD on the day of silence, and it was very well received. Evaluation Your teacher will use these rubrics to evaluate the completeness of your work as well as the clarity of thinking you exhibit. Activity 1: Comparing Speeches Concepts Distinguished (4 points) Accurately points out the connection between emotions invoked and the elements of the two speeches Accurately and exhaustively points out similarities between the two speeches Supports answers convincingly by stating facts, giving logical reasons, and using examples Accurately describes the target audiences Proficient (3 points) Adequately points out the connection between emotions invoked and the elements of in the two speeches Accurately points out several similarities between the two speeches Supports answers well by stating facts, giving logical reasons, and using examples Somewhat accurately describes the target audiences Developing (2 points) Points out the connection between emotions invoked and the elements of the two speeches with a few errors Points out similarities between the two speeches with a few errors Supports answers by stating facts, giving logical reasons, and using examples Loosely describes the target audiences Beginning (1 point) Fails to point out the connection between emotions invoked and the elements of the two speeches Fails to point out many notable similarities between the two speeches Does not support answers with adequate examples or reasoning Vaguely or incorrectly describes the target audiences Activity 2: Rhetorical Devices Concepts Distinguished (4 points) Lists multiple examples of rhetorical devices in both speeches Thoroughly explains the emotional impact of each rhetorical device in the speeches Thoroughly interprets the different effects of rhetorical devices in the written and oral forms of the speeches Accurately evaluates the  effectiveness of the rhetorical devices in both speeches Supports answers convincingly by stating facts, giving logical reasons, and using examples Proficient (3 points) Lists adequate examples of rhetorical devices in both speeches Adequately explains the emotional impact of each rhetorical device in the speeches Reasonably interprets the different effects of rhetorical devices in the written and oral forms of the speeches Reasonably evaluates the effectiveness of the rhetorical devices in both speeches Supports answers well by stating facts, giving logical reasons, and using examples Developing (2 points) Lists very few examples of rhetorical devices in both speeches Explains the emotional impact of each rhetorical device in the speeches with a few errors Interprets the different effects of rhetorical devices in the written and oral forms of the speeches with a few errors Evaluates the effectiveness of the rhetorical devices in both speeches with a few errors Supports answers by stating facts, giving logical reasons, and using examples Beginning (1 point) Lists incorrect examples of rhetorical devices in both speeches Fails to explain the emotional impact of each rhetorical device in the speeches Fails to correctly interpret the different effects of rhetorical devices in the written and oral forms of the speeches Fails to correctly evaluate the effectiveness of the rhetorical devices in both speeches Does not support answers with adequate examples or reasoning Activity 3: Analyzing Speeches Concepts Distinguished (4 points) Accurately and exhaustively identifies examples of organizational patterns used in each speech Accurately and exhaustively identifies examples of attention-grabbing elements in each speech Accurately and exhaustively identifies examples of supporting devices used by the speakers in each speech Thoroughly describes the conclusion of each speech Accurately and exhaustively identifies examples of transitions and signposts used in each speech Provides thorough and accurate reasoning by stating facts, giving logical reasons, and using examples Proficient (3 points) Accurately identifies multiple examples of organizational patterns used in each speech Accurately identifies multiple examples of attention-grabbing elements in each speech Accurately identifies multiple examples of supporting devices used by the speakers in each speech Adequately describes the conclusion of each speech Accurately identifies multiple examples of transitions and signposts used in each speech Provides accurate reasoning by stating facts, giving logical reasons, and using examples Developing (2 points) Correctly identifies examples of organizational patterns used in each speech Correctly identifies examples of attention-grabbing elements in each speech Correctly identifies examples of supporting devices used by the speakers in each speech Roughly describes the conclusion of each speech Correctly identifies examples of transitions and signposts used in each speech Provides somewhat accurate reasoning by stating facts, giving logical reasons, and using examples Beginning (1 point) Does not identify examples of organizational patterns used in each speech Does not identify examples of attention-grabbing elements in each speech Does not identify examples of supporting devices used by the speakers in each speech Vaguely or incorrectly correctly describes the conclusion of each speech Does not identify examples of transitions and signposts used in each speech Fails to provide accurate reasoning to support answers Activity 4: Speech Writing Concepts Distinguished (4 points) Uses language that is most suitable for the intended audience Keeps the speech clear and maintains a slow pace throughout Uses appropriate devices to grab the audience’s attention Uses effective reasoning to connect the audience’s interests to the topic Effectively maintains focus on the main points throughout the speech Effectively uses supporting devices such as facts, statistics, examples, and testimony Effectively uses transitions between topics to keep the audience connected Uses an effective and relevant concluding sentence Includes thoughtful reflections on the speech-writing experience Proficient (3 points) Uses language that is appropriate for the intended audience Keeps the speech somewhat clear and maintains a slow pace throughout Uses largely appropriate devices to grab the audience’s attention Uses somewhat effective reasoning to connect the audience’s interests to the topic Maintains focus on the main points through the speech Uses supporting devices such as facts, statistics, examples, and testimony Effectively uses a few transitions between topics to keep the audience connected Uses a somewhat effective and relevant concluding sentence Includes moderately thoughtful reflections on the speech-writing experience Developing (2 points) Uses language that is somewhat appropriate for the intended audience Is barely able to keep the speech clear and does not maintain a steady pace Uses somewhat appropriate devices to grab the audience’s attention Uses reasoning to connect the audience’s interests to the topic Barely maintains focus on the main points through the speech Uses supporting devices such as facts, statistics, examples, and testimony with a few errors Uses somewhat  effective transitions between topics to keep the audience connected Uses a relevant concluding sentence Includes some reflections on the speech-writing experience Beginning (1 point) Uses language that is inappropriate for the intended audience Fails to keep the speech clear or maintain a slow pace Does not use any devices to get the audience’s attention Fails to connect the audience’s interests to the topic Loses focus on the main points Does not uses supporting devices such as facts, statistics, examples, and testimony Fails to use transitions between topics to keep the audience connected Uses a concluding sentence that is neither effective nor relevant Includes minimal reflections on the speech-writing experience

Fireworks Lab Rainbow Chemistry Demonstration

Make a rainbow of colored fire by burning a row of chemicals. Place small piles of the colored fire powder onto a fire-safe surface and connect them to each other by running a strip of paper through the piles of chemicals. When you are ready to perform the project, light one end of the paper and allow it to sequentially burn the piles of chemicals in a colored fire rainbow. Prepare the Paper Fuse Soak a piece of filter paper or coffee filter in a concentrated potassium nitrate solution. Allow it to dry completely before use. Preparing the Color Chemicals This project uses the same metal salts that produce the colors seen in fireworks. Each chemical used as an ingredient should be in finely ground form. If you need to grind a chemical, do it separately from any other chemical (in other words: dont grind the mixture together). Mix the ingredients for each pile by placing them together on a large sheet of paper and rocking the paper back and forth until the pile has a uniform appearance. Dump the pile of chemicals onto the fireproof surface. Use a clean sheet of paper for each mixture so that the colors wont be contaminated. The ingredients are listed as ratios, to be measured in powdered form. Its a good idea to use a small measuring spoon, both to avoid wasting chemicals and to keep the fire manageable. White Fire 7 parts potassium nitrate1 part sulfur1 part antimony sulfide Purple Fire 1 part copper sulfate1 part sulfur1 part potassium chlorate Blue Fire 8 parts potassium chlorate4 parts sulfur2 parts copper sulfide2 parts mercurous chloride1 part copper oxide1 part charcoal Green Fire 12 parts barium nitrate3 parts potassium chlorate2 parts sulfur Yellow Fire 6 parts potassium chlorate2 parts sodium oxalate2 parts charcoal1 part sulfur Red Fire 4 parts strontium nitrate4 parts potassium chlorate2 parts charcoal1 part sulfur Safety Its a good idea to wear a mask when mixing the chemicals to avoid inhaling them. Also, wear gloves to avoid unnecessary skin contact. For the most part, these chemicals are relatively non-toxic. The notable exception is the mercurous chloride. This chemical may be omitted; the resulting flame will still be blue. This project is best performed by persons with chemistry expertise or pyrotechnics experience. Source: Chemical Magic, 2nd Ed., Leonard A. Ford (1993) Dover Publications. Disclaimer: Please be advised that the content provided by our website is for EDUCATIONAL PURPOSES ONLY. Fireworks and the chemicals contained within them are dangerous and should always be handled with care and used with common sense. By using this website you acknowledge that ThoughtCo., its parent About, Inc. (a/k/a Dotdash), and IAC/InterActive Corp. shall have no liability for any damages, injuries, or other legal matters caused by your use of fireworks or the knowledge or application of the information on this website. The providers of this content specifically do not condone using fireworks for disruptive, unsafe, illegal, or destructive purposes. You are responsible for following all applicable laws before using or applying the information provided on this website.

Sociological Perspectives On Psychology And Psychology

Psychology is the study of human behavior. It is the scientific study of one’s thoughts, feelings, and behavior. (Ciccarelli White, 2015) There are seven perspectives that psychology is fit into known as The Theoretical Perspectives. These perspectives include the psychoanalytical approach, the behavioral approach, the humanistic approach, the cognitive approach, the sociocultural approach, the psychological or neuropsychological approach, and finally the evolutionary approach.(Ciccarelli White, 2015) Our focus for this paper is going to be on three of these perspectives. The first one will be the sociocultural approach, the second will be the humanistic approach, and the last will be the behavioral approach.(Ciccarelli White, 2015)†¦show more content†¦(Ciccarelli White, 2015) Not only do environment and what is important differ but so do the treatment and status of its people. Everything a person does is influenced in one way or another by their surroundings and what they know to be normal. (Ciccarelli White, 2015) The raising of a child for example in some cultures is placed on the whole family or tribe instead of just the immediate family. The birth of a child or the caring of an elder is a social situation that is handled a variety of different ways depending on what is perceived as normal. Crime is another social situation that is handled independently within the respective culture. Another example of a social situation that is particular to what each culture believes is the handling of the dead. Some cultures believe in reincarnation, some believe in evil spirits, and others believe that once the body dies the spirit stays watching over those they are leaving behind. (Ciccarelli White, 2015) Each culture s response to these situations are unique to them. Most cultures do not understand how others work. They do not understand the ceremonies, the religion, the social order, and the running of the tribe or government people. As a gener alized people we are quick to judge but do not exude the patience needed to understand. This cross-cultural research in delving into what makes cultures separate especially in social settings is important work that may lead to educating the generalShow MoreRelatedSociological Perspective On Psychology : Psychodynamic Psychology1067 Words   |  5 PagesSummarize Major Historical Perspective in Psychology Essay Psychodynamic Perspective- There is four major perspectives in psychology: Psychodynamic, Behaviorism, Humanistic, and Cognitive. Each theory represents a psychology approach to unlock the human mind. A psychology approach is known as a perspective; today there are many different approaches in psychology that contain specified beliefs about the mind and Human Behavior. 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Should Abortion Be Legal - 934 Words

Throughout history, the right to live life has been one that has been fought for with courage and passion. Slavery, the right to vote, and even marriage laws have been changed so everyone can have the chance to live an equal life. However, there is one law that still prohibits some from having that equal chance: abortion. According to laws.com, â€Å"abortion in the United States was made legal by action of the Supreme Court, although there are some distinctions that vary from jurisdiction to jurisdiction. The most common distinction is ‘life after viability’ where states have tried to legislate the latest point in a pregnancy that a woman may receive an abortion, if there is a chance that the fetus will be born healthy† (laws.com). Even though the life after viability distinction is a step in the right direction, it does not change the fact that a woman can choose to terminate her pregnancy. Those who attempt to curtail the act of abortion by saying that a woma n should have rights to do as she pleases with her body forget that the rights of another human being to live are being took away. This is only one of the several reasons why abortion should be made illegal in the United States. Although some may argue it is a woman’s right to abort her child, they must consider that the child has the right to live a long and prosperous life. Those who consider their selves pro-abortion, better known as â€Å"pro-choice† give numerous reasons as to why they believe that abortion should stayShow MoreRelatedAbortion Should Not Be Legal1647 Words   |  7 PagesOne of the most highly debated topics is abortion and whether or not it should be legal. People who oppose abortion, meaning they are pro-life claim that abortion should be completely illegal with no aspects of it whatsoever; it can be a murder for the people standing against it. 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People who are pro-life believe that part of the government’s job is to protect all forms of human life. Those who are pro-choice believe that every individual should have control over their own reproductive systems. Pro-life supporters strongly believe that even an undeveloped fetus has life; it is still growing and it needs to be protected. And this soundsRead MoreShould Abortion Be Legal?1217 Words   |  5 PagesNovember 2015 Should Abortion be Legal Among all the issues that have been fought for or against in the United States, abortion may be one of the most popular issues that Americans are passionate about. Abortion is defined as the removal of the embryo or fetus from the uterus in order to end a pregnancy. Thousands of abortions take place every single day, and yet public opinion remains at a standstill as to whether or not abortion is ethical. Everyone holds different opinions on abortion. The proponentsRead MoreAbortion Should Not Be Legal Essay1596 Words   |  7 Pages Abortions have been performed on women for thousands of years. Abortion is the deliberate termination of a human pregnancy. Most often it is performed during the first 20 weeks of being pregnant. The controversy over whether or not abortion should be legal continues to divide Americans till this day. An important landmark case was the Roe v. Wade case, where the Court argued that the zone of privacy was broad enough to encompass a woman s decision whether or not to terminateRead MoreShould Abortion Be Legal? Essay1089 Words   |  5 PagesWhen the word abortion is heard, it is always associated with many negative things such as murder and inhumanity. However not legalizing abortion creates a huge problem for women around the world. Having a child takes consideration, planning and preparation and if pregnancy happens without any of this, why bother to have it at all? The reasons why abortion should be legal is that it supports the fundamental human rights for women by giving them a choice, it reduces crime by reducing the number ofRead MoreShould Abortion Be Legal?1135 Words   |  5 PagesKelsi Hodgkin Composition 1 Professor Chipps 19 October 2015 Should Abortion Be Legal A common debate in the world today involves abortion, the deliberate end of human pregnancy, and whether or not it should be legalized. â€Å"Every year in the world there are an estimated 40-50 million abortions. This corresponds to approximately 125,000 abortions per day† (â€Å"Abortions Worldwide this Year†). On one side of the argument, people are not disturbed by this grotesque number, and on theRead MoreShould Abortion Be Legal?963 Words   |  4 PagesLegal or Illegal? Which would you prefer? Not many are willing to discuss such a gut wrenching topic, but this needs to be addressed. It is a very controversial topic with having to do with women rights and activists. Since there are two sides to every argument, there is one side such as to make abortion legal and the opposing side to keep abortions illegal. In my opinion making abortion illegal can regulate the amount of women who do get pregnant. I believe that making abortions legal will let womenRead MoreShould Abortion Be Legal?867 Words   |  4 PagesABORTION Abortion is a deliberate termination of a human pregnancy, most often performed the first 20 weeks of pregnancy. There are series of legal, moral and ethical issues which may arise about abortion. Most arguments about abortion are often focused on political insinuations and the legal aspect of such actions. Some frequently asked questions’ regarding the issue is if the practice should be outlawed and regarded as murder or should women have the right to practice it. For example, prior toRead MoreShould Abortions Be Legal?939 Words   |  4 PagesShould abortions be legal? Abortions have been a big issue since the Roe v Wade case. There have been a lot of disagreements between the Pro-life supporters and the pro-choice supporters. Pro-life supporters feel like abortions deter murder, while pro-choice supporters believe that the women should be able to make their own decisions. I am a part of the pro-life supporters because I feel like abortions are wrong for several of reasons. Why should women get an abortion if there are other choices for

Activity Based Systems free essay sample

When we think of a Just In Time scenario, we usually relate it to some sense of urgency like being on time for a wedding ceremony, accessing front-row viewing to a much-awaited concert or arriving at the bus stop in time for that critical ride to work. This is also applicable in the business scene, with a systematic approach to doing it. Just in Time Manufacturing is a philosophy that focuses on timing, efficiency and quality in making commitments (Louderback III Holmen, 2003). Companies that have adopted it consider the importance of cost reduction in all aspects of their business. Emphases are placed on reduction of production inventory, time and space. Customer satisfaction, quality and teamwork fuel the inspiration to find ways to improve  the system until at least JIT can be nearly totally achieved. Even those that employ full JIT in their process can attest that they are still striving to achieve continuous innovation. We will write a custom essay sample on Activity Based Systems or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page There is always room for improvement, even for the advanced tools or marketable quality products that successful businesses offer.   Most articles would often connote JIT as zero inventory production which is a very ideal concept; however, said ideal has already worked wonders in the business world. Example could be hailed from companies that allow delivery trucks to enter the factory and drop the needed materials to workstations, while the same trucks  also carry finished products out for delivery to clients in order to eliminate inventory storage in the factory. This saves on space, which may  be used for income-generating activities as per management discretion. This also cuts on cycle time, and enables the company to use time saved for other productive pursuits. The concept of JIT is first discussed in the 1930s by the author Henry Ford, but was only perfected by the Japanese in the 1950s in their automobile industry (Carter Usry, 2002). From then on, it was experimented upon and induced at some point  in the system of some large businesses around the world. It is regarded as a pull system which means that finished goods are only manufactured when necessary, and the stream goes way back to the materials and accessories purchased only when needed for production. Bottlenecks have no room in this setup as total quality control is implemented throughout the process. This means that when a work team finds a defect in a certain stage in production, they notify the others to halt and deal with  the  problem right away before continuing with the process.  Traffic  within some stage in production due to undetected problems that cause disruption, is not  tolerated.   A case study highlighting Toyotas success story can be set as example. Taiichi Ohno, [said to be the father of JIT], and Toyota/Thinking Production Systems creator, clearly defined the working formula that made Just-In-Time  a popular sensation. Their Georgetown Plant in Kentucky employed JIT, focusing on their most valuable assets: multi-skilled workers. The managers injected JIT to develop the human function of critical thinking for decision-making while gaining wisdom in the process. Toyota considers its business and people as interrelated. The corporation believes that everything in the production process can be achieved when employees are developed to think of it as their business to produce high quality products. Teruyuki Minoura, Toyota’s Managing Director of global purchasing at that time said, â€Å"Perhaps the greatest strength of Toyota Production System is the way it develops people†. Quality Control throughout the process is therefore observed since team members know that they are responsible and involved as producers, assemblers, designers and inspectors in coming up with a product that meet standards and satisfy customers. Due to computer-aided designs, employees are able to modify or improve on the cars designs visually through a monitor. They are able to picture the outcome of their designs before its brought to actual production. The use of CAD is also a tool  used by  design engineers in General Motors, another car manufacturer. Although JIT implementation is still a new approach to doing business, some companies are already trying to embrace the concept and adopting it in some parts of their system. It may still seem unachievable especially for start up or growing businesses but when considering the success stories of those that employed it, such as Toyota, it may be a great strategy towards improving their business structure and become successful as well. The ABC Approach for Activity-Based Management Another concept under Activity-Based  Systems is Activity-Based Costing. Businesses employ it chiefly for planning and decision-making purposes in different areas such as whether to drop or retain a line or segment that is  profitable or  unprofitable  given the result using ABC. Surprisingly, a survey reveals that it is being used more by the service and retail-based industries than manufacturing industries  [as is the norm] (Carter Usry, 2002). Reasons vary depending on the concerns of businesses. However, the main goals are the reduction of costs, proper cost allocation, especially of indirect costs, and increased profitability. Activity cost pools usually are calculated for estimating what portion of the efforts of each cost center, team or employee is devoted to each significant activity (Louderback III Holmen, 2003). Four levels of activities are classified to identify the appropriate variable costs that match each level along the line. Unit-Level activities relate directly to units so that assembly and materials are examples of costs that relate to it. Batch-Level activities, on the other hand, are applicable to homogenous units produced by set. Direct labor Hours or Packaging can be appropriate costs allocable to this level. Advertising and Research and Development are examples of costs that are directly-related to Product Level activities, since the concern is not on the units produced or service rendered but on the value of the product or service. Plant-Level costs cover the entire factory or office where business is done so that rent of the factory and taxes are some examples of related costs. In Walmarts diverse retail line, to cite,  cost objects can be  their products divided into apparel, household appliances furniture, and groceries, or  their system of selling in-store or online.  They can use ABC to determine which product is most profitable or which system is more effective in reaching out to customers. Same goes through with 7/11s  kiosks that are open 24 hours in various locations.  They can determine which geographic locations earning more for the business, and what strategies are cost-efficient that can benefit the business. ABC is a very useful approach for businesses that offer a variety of services or products such as those mentioned above, or those that have only one product but with variations to the product. By mastering the ABC Approach, management can make better decisions. This is where Activity-Based Management was coined. It describes management decisions that use activity-based costing information to satisfy customers and improve profitability (Horngren, Datar Foster, 2003). It helps management know the next step upon discovering that Product A is more profitable than B, or that the Special Events Division in a 3-star hotel can be dropped or merged with the Maintenance Division since the latter department’s role extends to serving on such occasions anyway. By learning the process, management can see through portions that can help them become more effective in implementing rules for the business to become successful. Business is all about continuous learning, improvement and adaptation. With the right strategy, tools or philosophy towards achieving goals, a business can thrive in the corporate jungle. Besides, it’s what business is all about. References Carter, W. K., Usry, M. F. (2002). Cost Accounting: Just In Time Backflushing, and Activity Accounting: Activity-Based Costing and Activity-Based Management. Australia:Dame Publishing. Datar, S. M., Foster, G., Horngren, C. T. (2002). Cost Accounting – A Managerial Emphasis: Activity-Based Costing Activity-Based Management. Singapore: Pearson Education Asia Pte. Ltd. Holmen, J. S., Louderback III, J. G. (2003). Managerial Accounting: Just-In-Time Manufacturing, and Activity-Based Costing Management. Singapore: South-Western. Public Affairs Division Report, Toyota Motor Corporation (October 8, 2003). The Toyota Production System. Retrieved January 31, 2008, from http://www.toyotageorgetown.com/tps.asp.

Romeo And Juliet, Lovers For All Time 2 Essays -

Romeo And Juliet, Lovers For All Time 2 Romeo and Juliet, Lovers for All Times For: English 442 Purdue University ?1998 Chrisitan L Mattix -------------------------------------------------------------------------------- Ever since the publications of the good quarto, published in 1599, Romeo and Juliet, by William Shakespeare, has been one of the classics of Western literature (Evans 1093). In being this, it has been produced many different times, in many different ways. I will be discussing how the production of this great play has changed over time. First, though, I will supply a little background for the play. The stories of two star-crossed lovers and forbidden passion are not new to literature. There were many works before Romeo and Juliet from which Shakespeare borrowed. Some of these include Mosuccio of Salerno in his 1476 work, Il Novellin o, Luigi da Proto with his Istoria . . .di due nobili Amanti, in about 1530, and Arthur Brookes three thousand line poem titled The Tragical History of Romeus and Juliet, published in 1562 (Evans 1055). All of these had the same themes as Romeo and Juliet. This borrowing of ideas and loose use of the text continued in the manner in which the play has been produced. In 1745 and 1750 David Garrick direct several productions of Romeo and Juliet (Branam 170). In these productions he made several changed to both the way the characters are presented and to the play itself. In a 1748 text, Garrick wrote a note To the Reader: The alterations in the following play are few and trifling, except in the last act; the design was to clear the Original, as much as possible from the Jingle and the Quibble, which were always thought the great objections to reviving it (qtd. In Branam 173). Garrick uses several means to remove the Jingle and Quibble from the play (Branam 173). Where he thought the rhyme and wordplay to be excessive he would compact it. For example the long drawn out exchange between Samson and Gregory in the first scene is compressed to four lines: Sam. Gregory, I strike quickly, being mov'd. Gred. But thou are not quickly mov'd to strike. Sam. A dog of the house of Montague moves. Greg. Draw thy tool then, for here come of that house. (qtd. In Branam 173) Garrick also took liberty with Romeo's lyrical nature. He shortened many of Romeo's lines in order to dull it somewhat. For example, Garrick shortens: Why such is love's transgression. Griefs of mine own lie heavy in my breast; Which thou wilt propagate, to have it prest With more of thine: this love that thou hast shown Doth add more grief to too much of mine own. From act one, scene one, to: Which thou wilt propagate with more of thine; This love, that thou hast shewn in my concern, Doth add more grief to too much of mine own. in his 1748 text (Branam 173-174). In reading the play the rhyme is missed, but in watching a performance the mood is more set by the interaction of the two lovers, then the actual words. Another change that Garrick made, albeit reluctantly and under pressure, was the complete removal of Rosaline from the play. In 1784 he explains: Many people have imagin'd that the sudden change of Romeo's Love from Rosaline to Juliet was a blemish in his Character, but alteration of that kind was thought too bold to be attempted; Shakespear [sic.] has dwelt particularly upon it, and so great a judge of human nature, knew that to be young and inconstant was extremely natural (qtd. In Branam 177). Garrick's largest, and most prominent, change was in modifying the tomb scene. Here Garrick borrows from Thomas Otwayis History and Fall of Caius Marius, published in 1679 and based on Romeo and Juliet (Branam 174). In Shakespeare's original work the act of the poison on Romeo is almost instantaneous, but in Garricks new rendition the poison acts slowly. This gives new light to both Romeo and Juliet's characters. Garrick designed the scene to be more tragic then the original play. In this rendition, Romeo sees Juliet and she speaks to him: I now remember well Each circumstance Oh my lord, my Romeo! Had'st thou not come, sure I slept for ever: But there's a sovereign charm in thy embraces That can revive the dead Oh honest Friar!