HCM621-0804A-01 Ethics, Policy, and Law in Health Care Management - Essay - 4

HCM621-0804A-01 Ethics, Policy, and Law in Health Care Management - Phase 3 Discussion Board - Essay Example If there should arise an occurrence of Arizona v. Maricopa County Medical Society, 457 U.S. 332 (1982), the â€Å"Supreme Court held that these most extreme charge plans spoke to essentially unlawful value fixing agreements.† (Austen, 2008). The issues associated with restricting both patients’ decisions for suppliers and the other way around would be as far as an apparent trade off in quality and principles of human services arrangement since individualized customer consideration and observing would be lower in such cases. This is apparent in Government run social insurance communities where a solitary supplier is relegated to assume responsibility for enormous gathering of patients. In such cases the accompanying issues could emerge: Evidently, in endeavors to control the organization of (new) drugs, the Federal government may give injuries on the sort of medications doctors could recommend and the sort of medication stores which could apportion these medications. Control of these sorts may really be inconvenient to the interests of the two patients and suppliers since â€Å"they force one-size remedies in a region of science that is set apart by variety. Further, one might say that ...solutions to any of the human services issues that legislature is attempting to alleviate won't rest in Washingtons obliging fixes however with [medical organizations] working with offices to advance practice norms and wellbeing estimates that don't forfeit clinical independence and patient decision. (Kaiser, 2007). The Bill or Rights is a significant advance towards looking for social equity and reasonableness in clinical treatment. Under this it is workable for patients to â€Å"sue for injury coming about because of disavowal of care.† (Hashimoto, 2001). Be that as it may, much as this bill may appear to professs equity and ensure oppressed class interests, it neglects to obtain usage esteem since the more unfortunate areas are excluded since it doesn't cover the less fortunate segments of society who are secured under Medicaid. Consequently it is focusing on residents who look for private clinical consideration. Accordingly,

Price Discrimination Essay Example | Topics and Well Written Essays - 3750 words

Value Discrimination - Essay Example 0 B C A D Quantity In the above graph the flat pivot estimates amount in the vertical hub we measure ostensible cost and utility communicated as far as cash. KD is the negligible utility bend. The cost is given by OP. So E is the harmony point that complies with the two conditions (both essential and adequate). Presently we can intelligently clarify why E is the balance point Let us consider that the purchaser is expending 0B sum. For 0Bth unit the customer is happy to pay BL units of cash yet he entirely to pay BG units. His eagerness to pay is more noteworthy than his real installment. So he will raise the utilization and thus there will be a decrease in the eagerness to pay by the purchaser. At last at point E the ability to pay matches with the real installments. The minimal utility bend is the interest bend as it delineates the interest cost of the ware at each comparing degree of utilization. Then again at each degree of value the harmony interest for the product by the purchaser is dictated by the peripheral utility bend. In the above graph the absolute ability to pay is estimated by summarizing the eagerness to pay at each degree of q. Henceforth the complete ability to pay is given by the region of 0KEA and genuine installment is P.q. 0A*0P= 0PEA. Consequently the purchaser's overflow is given by the territory of KEP. Numerically we can show C.S as We guess that is the balance level of utilization which is given by 0A in the figure. As we realize that at that point Hence purchaser's excess can be communicated as The distinction between all out utility (eagerness to pay as far as cash) and the all out use on the merchandise expended. Graphically the...KD is the minor utility bend. The cost is given by OP. So E is the harmony point that complies with the two conditions (both fundamental and adequate). Let us consider that the purchaser is devouring 0B sum. For 0Bth unit the purchaser is eager to pay BL units of cash yet he very to pay BG units. His readiness to pay is more prominent than his genuine installment. So he will raise the utilization and therefore there will be a decrease in the eagerness to pay by the shopper. At last at point E the ability to pay matches with the genuine installments. The peripheral utility bend is the interest bend as it delineates the interest cost of the product at each relating degree of utilization. Then again at each degree of value the balance interest for the product by the customer is dictated by the minimal utility bend. In the above outline the all out ability to pay is estimated by summarizing the eagerness to pay at each degree of q. Subsequently the absolute readiness to pay is given by the region of 0KEA and genuine installment is P.q. The distinction between all out utility (readiness to pay as far as cash) and the absolute use on the merchandise devoured. Graphically the segment underneath the interest bend or more the value line speaks to buyer's excess. (Sen, 2002) The principal level of cost discr

Poverty in America Essay

Destitution in America appears to gaze at us in each town and significant city. Being a culture of realism and monetary achievement, you would envision that we would have enough thriving to see that everybody has a decent amount of lodging, human services and cash to satisfy their fundamental needs. In any case, as assortment plates and pledge drives of our houses of worship keep on soliciting increasingly more from us, it some of the time feels as though the requirement for a noble cause will never stop. Truth be told, in Deuteronomy 15:11 we read that, â€Å"The penniless will never be inadequate in the land; that is the reason I order you to open your hand to your poor and destitute brother in your nation. † With this is as a primary concern, we as Christians can recall that cause is a work of God, not a commitment put upon us by our very own locale. Later in the New Testament we read of Jesus saying, â€Å"The poor you will consistently have with you; however you won't generally have me. † This announcement again certifies the requirement for a noble cause will consistently proceed. Furthermore, legitimately, as our populace develops while our assets become increasingly constrained, this announcement plainly bodes well. However, with the entirety of the neediness we see, we likewise see the same amount of corporate voracity and unnecessary spending. On the off chance that you’ve ever watched MTV Cribs, you wonder how one film or sports star can legitimize resting around evening time in a bed that cost in excess of an a large portion of a years lease for certain families. In all actuality, we may not generally have the famous people here on earth, however would it be a good idea for us to give them as much love as Jesus, and legitimize their expanding uses? The hole existing between the money related boundaries is by all accounts everlastingly developing as opposed to decreasing. In spite of the fact that the Bible scolds that we ought to be giving of good cause; in today’s culture this may mean removing a further advance and abandoning our veneration for amusement. Rather than purchasing a pass to the football match-up for a few hundred dollars, we may consider purchasing two months worth the nourishment for the neighborhood nourishment wash room to achieve this objective. We may not dispense with destitution, however maybe stop the development of the hole between the two limits. Works Cited The New American Bible For Catholics. (1986). South Bend: Greenlawn Press.

The Reality of Unrealistic MBA Goals

Business school candidates (depending on career stage) will often look to advanced graduate degrees for one of three reasons: (a) to accelerate in their current career, (b) to make a career switch, or (c) to start a business. Whatever the reason, it’s important that the adcom know exactly what it is that you want to do post-programme so they can understand whether their school can support those aims. After all, they want to see students who will achieve both academic and professional success, and ultimately become successful alumni. So it’s crucial that, as an applicant, you’re providing a clear understanding of your career goals, and how the programme will help you achieve them. Failure to do so, regardless of your stats or profile, could lead to an unfavourable application outcome. During my time as Admissions Director for Early Career Programmes at London Business School, I saw this regularly, and I recall one particular case where vague or nonexistent goals l ed straight to rejection. Case study: Matthew and his unconvincing post-MBA goal Matthew looked good on paper – above average GMAT, good undergraduate marks in a liberal arts degree from one of the top universities in his home country, and experience at his family’s logistics company. Matthew stated in his application that he was interested in pursuing consulting, with a focus on the top tier strategy consultancies for the fairly standard reasons of wanting a role with a steep learning curve and the opportunity to gain exposure to a variety of sectors. While his rationale didn’t seem particularly developed nor his motivation clear, he was invited to interview to probe this reasoning in more detail. The interview is a chance to convince – to convince of your calibre, to convince of your fit, to convince of your drive, and to convince you have what it takes to succeed. Matthew failed to convince on these latter two points. During the interview, Matthew was unable to demonstrate any real understanding of his intended goal of consulting. When probed, he could not articulate why he felt this was a realistic path taking into consideration his experience, skills, and longer-term aims, nor could he accurately discuss the role of a consultant. While his lack of consulting knowledge was a concern, it didn’t necessarily mean the end of the road for Matthew; he would have learned about the industry during his time in the programme, both through career support and through networking with students and alumni with relevant experience. What was a concern was the fact that he did not seem motivated to conduct any research to help him understand what would be an important next step in his career journey. Through further probing at the interview it became clear that, in addition to a lack of drive, he didn’t appear to have any plan B or C. It was MBB or nothing. The interviewer tried to impart advice that could help in his situation – alternate short-term goals that could lead to consulting in the future, other companies, different roles that would give him the work diversity and challenge he was seeking. This advice fell on deaf ears, much to the interviewer’s disappointment. By the end of the interview, it became clear that Matthew’s career goals were not steeped in reality. At the same time, being grounded should not preclude aspiration or dreams. Your goals should be ambitious. They should allow you to stretch yourself, and hopefully provide you with a (positive) professional challenge. Given your mature, demonstrated understanding of your existing skills, educations, strengths, weaknesses, and experience, business studies can help you attain the skills, knowledge, network, and support to make your ambitions a reality. Reality, being the key word here. Unfortunately, this now was the end of the road for Matthew. The concern for myself and the rest of the adcom at this point became the candidate’s apparent lack of self-awareness and ability to listen, behaviours that would be concerning should he become a student. 4 factors in realistic b-school goals So, what can you do to avoid Mathew’s fate? Don’t let your profile give you a false sense of confidence. Having a great GMAT and strong brands on your CV is a good start, but they are not a free pass to admission. Show you’re motivated to act on your career journey. Of course, the programme will develop your knowledge and skills and help to map out your recruitment plan, but at the end of the day, you and only you will be responsible for writing those job applications, attending those networking events, and acing those interviews. Demonstrate you’re prepared to take the onus for your career, and that you have the drive to self-start. Use the application as an opportunity to reflect on your goals. Think about how the programme will connect the dots from your past to your future aims (it should go without saying research, research, research both the academic and non-academic course elements that will help you achieve your aims). And if you find this needs to be further thought through, give yourself the time to do so. Don’t just write what you think the adcom wants to hear. Just because you’re applying to Wharton doesn’t mean you have to say you’re interested in finance if you’re not. Be honest as they’ll be able to read/see through any untruths. Demonstrate key qualification: Commitment Commitment is an important qualification to the adcom – they want to see you’re committed to your studies, committed to your community, and committed to achieving your goals. The application process gives you a chance to demonstrate these attributes, so make the most of your opportunity to show you’ve got the interest and drive to achieve your realistic and still ambitious goals. Do you need help demonstrating your post-MBA goal in your b-school application? Work with an experienced advisor who will guide you through the process of identifying, defining, and outlining your goal and then successfully convincing the adcom that you have the drive and commitment to make it happen. Explore our MBA Admissions Consulting Editing Services for more information. Jamie Wright has more than eight years of recruitment and admissions experience at London Business School, and is the former Admissions Director for Early Career Programmes at LBS. Originally from the U.S., Jamie is now based in London.  Want Jamie to help you get accepted?  Click here to get in touch with Jamie Wright. Related Resources: †¢ Best MBA Programs, a free guide to selecting the right one for you †¢ The Importance of Defining Your MBA Goal †¢ Why Do You Need an MBA? [MBA Interview Questions Series]

Definition and Examples of Aspect in English Grammar

In English grammar, aspect is a verb form (or category) that indicates time-related characteristics, such as the completion, duration, or repetition of an action. (Compare and contrast with tense.) When used as an adjective, its  aspectual. The word comes from Latin, meaning how [something] looks The two primary aspects in English are the perfect (sometimes called perfective) and the progressive (also known as the continuous form). As illustrated below, these two aspects may be combined to form the perfect progressive. In English, aspect is expressed by means of particles, separate verbs, and verb phrases. Examples and Observations Perfect AspectThe perfect aspect describes events occurring in the past but linked to a later time, usually the present. The perfect aspect is formed with has, have, or had the past participle. It occurs in two forms:​ Perfect Aspect, Present Tense:History has remembered the kings and warriors, because they destroyed; art has remembered the people, because they created.(William Morris, The Water of the Wondrous Isles, 1897)​ Perfect Aspect, Past Tense:At fifteen life had taught me undeniably that surrender, in its place, was as honorable as resistance, especially if one had no choice. (Maya Angelou, I Know Why the Caged Bird Sings, 1969) Progressive AspectThe progressive aspect usually describes an event that takes place during a limited time period. The progressive aspect is made up of a form of be the -ing form of the main verb.​ Progressive Aspect, Present Tense:Shes loyal and is trying to wear her thin flippy hair in cornrows.(Carolyn Ferrell, Proper Library, 1994) Progressive Aspect, Past Tense:I was reading the dictionary. I thought it was a poem about everything. (Steven Wright) The Difference Between Tense and AspectTraditionally . . . both aspects [perfect and progressive] are treated as part of the tense system in English, and mention is made of tenses such as the present progressive (e.g. We are waiting), the present perfect progressive (e.g. We have been waiting), and the past perfect progressive (e.g. We had been waiting), with the latter two combining two aspects. There is a distinction to be made, however, between tense and aspect. Tense is concerned with how time is encoded in the grammar of English, and is often based on morphological form (e.g. write, writes, wrote); aspect is concerned with the unfolding of a situation, and in English is a matter of syntax, using the verb be to form the progressive, and the verb have to form the perfect. For this reason combinations like those above are nowadays referred to as constructions (e.g. the progressive construction, the present perfect progressive construction). (Bas Aarts, Sylvia Chalker, and Edmund Weiner, Oxford Dictionary of English Grammar, 2nd ed. Oxford University Press, 2014) present perfect progressive: God knows how long Ive been doing it. Have I been talking out loud? past perfect progressive: He had been keeping it in a safety deposit box at the Bank of America. For months she had been waiting for that particular corner location. Present Perfect Progressive and Past Perfect ProgressiveThe perfect aspect most often describes events or states taking place during a preceding time. The progressive aspect describes an event or state of affairs in progress or continuing. Perfect and progressive aspect can be combined with either present or past tense...Verb phrases can be marked for both aspects (perfect and progressive) at the same time: The perfect progressive aspect is rare, occurring usually in the past tense in fiction. It combines the meaning of the perfect and the progressive, referring to a past situation or activity that was in progress for a period of time. (Douglas Biber, Susan Conrad, and Geoffrey Leech, Longman Student Grammar of Spoken and Written English. Longman, 2002)

Social, Political, And Economic Institutions During The...

1. Discuss social, political, and economic institutions in play during the civil rights movement. In America, the civil rights movement has become one of the most well-known social movements in the world today. African Americans strived for full civil rights and better equality, and refused to quit fighting until their wishes were granted. The blacks protested the white supremacy in every way possible, from strikes to legal challenges in the court systems. The civil rights movement affected the everyday life of these citizens who should have had all of the same rights as the white men and women who brought about these movements. Many public places targeted African Americans and would fight until the police would arrest and haul them off to†¦show more content†¦In politics, civil rights leaders sought to effectively mobilize black voters and also oppose the gerrymandering of political districts that decreased the power of the black vote. (Tuck, 2004) The Congress of Racial Equality used a nonviolent and direct-action approach to politics, endorsing Freedom Rides to challe nge segregated transportation and sit-ins in the south to protest discrimination. (Baldwin, 2011) In revolt to the discrimination within the public transportation systems, the black church and social groups organized a one-day boycott in where all black would avoid using busses and public transportation to show the disapproval of actions and hatred being taken towards them all because of their color. Situations grew to be extremely violent against the blacks, leading to protesting in the streets, but they too refused to back down. Continuing to present acts of nonviolence, the African Americans were demonstrating their desire to overcome the struggles and prove that they were not as harsh as everyone was making them out to be. They believed that actions spoke louder than words, and by acting violently they would only be proving to people across the nation that this is in fact why they were segregated from everyone else in the first place. This

The play Hamlet, by William Shakespeare, was written in the early 17th century, during the Elizabethan era Essay Example For Students

The play Hamlet, by William Shakespeare, was written in the early 17th century, during the Elizabethan era Essay The play Hamlet, by William Shakespeare, was written in the early 17th century, during the Elizabethan era. In this time period, women were expected to marry at a young age and have children to carry on the family name; this was to be their only role in life. Women were not believed to be rational and intelligent human beings. For centuries, women have been imprisoned within this box, constricted and restrained by the male view of what womens role in life is. They are mothers, daughters, girlfriends, and wives but never philosophers, business people, investors, owners, doctors or lawyers; they were thought to not be capable in such occupations. In Hamlet, Shakespeare uses this age-old idea and because of that the role of women is minimized to that of a mother, daughter, and wife. However, Shakespeare does cast a very sexual light on the role of women within this play. The female characters within the play Hamlet play a very minimal role and only serve to further develop the character s of the men within the play. Gertrude is both a mother and a wife within this play and she helps to motivate Hamlet further in gaining his revenge on Claudius. Hamlet states: And yet, within a month à ¢Ã¢â€š ¬Ã¢â‚¬Å" / Let me not think on it à ¢Ã¢â€š ¬Ã¢â‚¬Å" Frailty, thy name is woman à ¢Ã¢â€š ¬Ã¢â‚¬Å" / A little month, or ere those shoes were old/ With which she followed my poor fathers body, / Like Niobe, all tears à ¢Ã¢â€š ¬Ã¢â‚¬Å" why she, even she à ¢Ã¢â€š ¬Ã¢â‚¬Å" / à ¢Ã¢â€š ¬Ã‚ ¦ Would have mourned longer à ¢Ã¢â€š ¬Ã¢â‚¬Å" married with my uncle, / à ¢Ã¢â€š ¬Ã‚ ¦ Within a month, / Ere yet the salt of most unrighteous tears / Had left the flushing in her galled eyes, / She married. I.ii.ll 147-158. Hamlet speaks of Gertrudes sudden marriage to Claudius after the death of Old Hamlet. In the second line of the above quote, Hamlet uses the world frail to describe women, meaning that women are weak and not in control of their emotions. Shakespeare also does nothing to develop Gertrudes character any further; we learn very little about her thoughts and feelings towards Old Hamlet, her marriage to his brother, and even Claudius himself. Ophelia also serves to motivate Laertes to further his revenge against Hamlet. By heaven, thy madness shall be paid by weight/ Till our scale turn the beam IV.v.ll 167-168. Yet, neither of these women were the original motivation; they only served to further motivate both Hamlet and Laertes. Both Ophelia and Gertrude are portrayed as weak females with virtually no independence. An example of this is Ophelia obeying her father when he commands her to stop seeing Hamlet. I shall obey, my lord I.i.ll 141. As a daughter, she immediately surrenders to her father and brothers will. Ophelia is further characterized as weak when she goes insane. When compared to Hamlet, we see that Hamlet managed to overcome his fathers death and plot revenge on his fathers murderer. Ophelia, on the  other hand, succumbs to the distress and shock and goes insane instead. This is saying that men are strong and dont let their emotions overcome them, unlike women. Even Gertrude moves instinctively towards the safer choices given to her. An example of this is when she seeks out Claudius right after her confrontation with Hamlet. Bestow this place on us a little while. Ah, my good lord, what have I seen to-night! IV.i.ll 4-5. She does not stop to even think about her situation or what has happened. Gertrude is completely reliant on the men in her life and only seems to be able to think for herself in social situations. .u895175f3608aa2eaaa140e9d098228f5 , .u895175f3608aa2eaaa140e9d098228f5 .postImageUrl , .u895175f3608aa2eaaa140e9d098228f5 .centered-text-area { min-height: 80px; position: relative; } .u895175f3608aa2eaaa140e9d098228f5 , .u895175f3608aa2eaaa140e9d098228f5:hover , .u895175f3608aa2eaaa140e9d098228f5:visited , .u895175f3608aa2eaaa140e9d098228f5:active { border:0!important; } .u895175f3608aa2eaaa140e9d098228f5 .clearfix:after { content: ""; display: table; clear: both; } .u895175f3608aa2eaaa140e9d098228f5 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u895175f3608aa2eaaa140e9d098228f5:active , .u895175f3608aa2eaaa140e9d098228f5:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u895175f3608aa2eaaa140e9d098228f5 .centered-text-area { width: 100%; position: relative ; } .u895175f3608aa2eaaa140e9d098228f5 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u895175f3608aa2eaaa140e9d098228f5 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u895175f3608aa2eaaa140e9d098228f5 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u895175f3608aa2eaaa140e9d098228f5:hover .ctaButton { background-color: #34495E!important; } .u895175f3608aa2eaaa140e9d098228f5 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u895175f3608aa2eaaa140e9d098228f5 .u895175f3608aa2eaaa140e9d098228f5-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u895175f3608aa2eaaa140e9d098228f5:after { content: ""; display: block; clear: both; } READ: How does Shakespeare make the Balcony Scene and the Death Scene in Romeo Juliet Dramatically Effective? EssayGertrude states: Good gentlemen, he hath much talked of you, / And sure I am, two men there are not living / To whom he more adheres. If it will please you/ To show us so much gentry and good will/ As to expend your time with us awhile, / For the supply and profit of our hope, / Your visitation shall receive such thanks/ As fits a kings remembrance. II.ii.ll 19-26. Gertrude is in control of herself here and doesnt, at any point, look to Claudius for assistance as she normally does. The one time that Gertrude does try and show some independence is when she drinks from the poisoned cup. I will, my lord, I pray you, pardon me V.ii.ll 302. The message being given here is that without the guidance of men, women cannot function because if Gertrude had listened to Claudius, she would not have drank and survived. Throughout the entire play Hamlet, both Ophelia and Gertrude were controlled by the men in their lives; they are not in control of their surrounding at any time. Ophelias immediate obedience to Polonius when he orders to stop seeing Hamlet is an example of this. I would not, in plain terms, from this time forth, / Have you so slander any moment leisure, / As to give words or talk with the Lord Hamlet. / Look to it, I charge you. Come your ways I.iii.ll 137-140. Polonius tells Ophelia what she has to do and doesnt allow her to think for herself. Each action that is done by either woman is the result of an earlier action done by one of the male characters. Ophelia goes crazy and then dies because of Polonius death and Hamlets rejection of her. O, this is the poison of deep grief. It springs/ all from her fathers death IV.v.ll 74-75. Another example is when Polonius plans to use Ophelia as bait to figure out the cause of Hamlets madness; he is controlling what she does and says here. At such a time Ill loose my daughter to him, / Be you and I behind an arras then, / mark the encounter II.ii.ll 175-177. Ophelia, walk you here. à ¢Ã¢â€š ¬Ã¢â‚¬Å" Gracious, so please you, / Well bestow ourselves. à ¢Ã¢â€š ¬Ã¢â‚¬Å" / Read on this book, / That show of  such an exercise may colour/ Your loneliness III.i.ll 48-52. They are completely dominated by the male figures in their lives. The role of women in Hamlet is also very sexually oriented. There are many references to prostitutes, sexual favors, incest and sex itself. There are also many comparisons between objects and emotions to sexual objects or people. An example of this is when Claudius compares the guilt he is feeling to a prostitute. How smart a lash that speech doth give my conscience! / The harlots cheek, beautied with plastering art, / Is not more ugly to the thing that helps it/ Than is my deed to my most painted word III.i.ll 57-60. Each negative feeling or emotion, such as guilt, is compared to women, as if they are somehow similar. In Hamlets confrontation with Ophelia, he tells her many times to go to a brothel where she belongs, as she acts much like a whore does. Get thee to a nunnery. Why wouldst thou be a/ breeder of sinners? III.i.ll 131-132. Hamlet also speaks of womens attitude and how they pretend to be innocent and beautiful but are really not. Hamlet states: I have heard of your paintings too, well enough. / God hath given you one face, and you make yourselves/ another. You jig and amble, and you lisp, and nick-/ name Gods creatures, and make your wantonness/ your ignorance. Go to, Ill no more on it. It hath made/ me mad. I say, we will have no more marriages. Those/ that are married already, all but one, shall live. The rest/ shall keep as they are. To a nunnery, go. .udb6c808ab75e9e696af2b1d6e0cb6da1 , .udb6c808ab75e9e696af2b1d6e0cb6da1 .postImageUrl , .udb6c808ab75e9e696af2b1d6e0cb6da1 .centered-text-area { min-height: 80px; position: relative; } .udb6c808ab75e9e696af2b1d6e0cb6da1 , .udb6c808ab75e9e696af2b1d6e0cb6da1:hover , .udb6c808ab75e9e696af2b1d6e0cb6da1:visited , .udb6c808ab75e9e696af2b1d6e0cb6da1:active { border:0!important; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .clearfix:after { content: ""; display: table; clear: both; } .udb6c808ab75e9e696af2b1d6e0cb6da1 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .udb6c808ab75e9e696af2b1d6e0cb6da1:active , .udb6c808ab75e9e696af2b1d6e0cb6da1:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .centered-text-area { width: 100%; position: relative ; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .udb6c808ab75e9e696af2b1d6e0cb6da1:hover .ctaButton { background-color: #34495E!important; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .udb6c808ab75e9e696af2b1d6e0cb6da1 .udb6c808ab75e9e696af2b1d6e0cb6da1-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .udb6c808ab75e9e696af2b1d6e0cb6da1:after { content: ""; display: block; clear: both; } READ: To what extent is Act III Scene ii pivotal to Hamlet? Essay PaperIII.I.ll 154-161. During the play performed by the Players, Hamlet speaks to Ophelia with heavy sexual connotations behind his words. Do you think I meant country matters? III.ii.l 115. Thats a fair thought to lie between maids legs III.ii.l 117. Ophelia is a noblewoman and yet, she is subject to embarrassing conversations that a servant woman would normally endure. This is saying that all women are alike and they have no class distinctions between them as men do. Even when Hamlet speaks with Gertrude in her room, he makes many references to her incestuous bed. Nay, but to live/ In the rank sweat of an enseamed bed, / Stewed in corruption, honeying and making love/ Over the nasty sty! III.iv.ll 102-105. Women are subject to whatever faults men place on them instead of themselves. Within the play Hamlet, the role of women is very negative; they are sexual objects, weak, and not independent. Shakespeare has used a model of the women of his time and put them into this play, Hamlet. Though time has passed and views have changed on women, Hamlet remains the same, stuck in the 17th century. The role of women in Hamlet remains very minimal and only serves to further enhance and characterize the male characters within the play.

Moderation Essays - Dorothea Dix, United States Sanitary Commission

In the 1800s, there were very few tax supported schools. These schools were meant to educate the poor and people didnt feel like their hard earned money should not go to someone else. Eventually, conservative Americans gradually saw the fact that if they didn't pay to educate other peoples kids, those kids might grow up and bind together, with the vote as their weapon of choice. Taxation for education was an insurance premium that the wealthy paid for stability and democracy. After this realization, public education grew in the north, but like in all other situations, the south lagged behind. As manhood suffrage increased during Jacksons presidency, a free vote cried aloud for free education. Even according to the 3rd president himself, A civilized nation that was both ignorant and free never was and never will be. As public education increased, the famed little red schoolhouse became a staple of US democracy. But it wasnt. It was anything but perfect. This was especially shown by th e grade of teachers. The teachers were ill-trained, ill-tempered, ill-paid. They were as good at teaching as riff raff is at rapping. Then along came Horace Mann. A Brown graduate and the secretary of the Massachusetts Department of Education, he effectively campaigned for more and better schools, longer school terms, higher teacher pay, and expanded curriculum and he got his requests. The education system was so much of a problem, Abe Lincoln even said on his own childhood education, there was absolutely nothing to excite ambition for education. Still after all of this, by 1860 there were only about 100 secondary schools and still roughly 1 million illiterate adults. Blacks were still legally forbidden to receive instruction in reading or writing, even free ones. Floyd Mayweather would fit right in. To help combat this lack of education, Noah Webster, a Yale graduate deemed the schoolmaster of the republic, wrote reading lessons designed to promote patriotism and used by millions i n the 19th century. He also wrote the webster's dictionary and spent more than a quarter of his life doing so. There was also William H. McGuffey. A native Ohioan, McGuffeys readers taught of morality, patriotism, and idealism and sold more than 122 million copies in the decades after 1830. That is more books sold than Tom Bradys net worth. Even though transcendentalism was at a high, people did want higher education thanks to the earlier 2nd great awakening. This 2nd coming led to many small liberal arts colleges in the south and west. The 1st state supported public universities were in the south. UNC in 1795 and UVA in 1819 which was the brainchild of TJeff. These colleges strived for freedom from religious and political shackles. Even with all of these advances, womens higher education was frowned upon. Their place was believed to be at home and training in sewing rather than algebra. It was a common conception that too much learning injured the feminine brain, undermined health, rendered a lady unfit for marriage. Emma Willard tried to change this stereotype by establishing Troy Female Seminary in 1821. This was followed by Oberlin College opening doors to women in 1837 and the creation of Mount Holyoke Seminary. As people craved more knowledge, tax supported libraries became increasing popular. Along with this came lyceum lectures were also prominent where educated talkers like my (6 greats cousin) Ralph Waldo Emerson spoke about science and philosophy nationwide. Magazines also flourished like the North American Review and Godeys Ladys Book during this time. The 2nd great awakening brought optimistic promises which inspired many to do battle against the earthly evils. Reformers dreamed anew the old Puritan vision of a society free from war, alcohol, and discrimination especially free from slavery. Women were strong advocators especially in their own struggle for suffrage. There was a desire to reaffirm traditional values. ----Unfortunately, Debtors Priso n was still a problem as late as 1830. Hundreds of penniless people were homeless sometimes for owing less than a dollar, but as embattled laborers won the ballot, state legislatures gradually abolished it. As with this, criminal codes in states were being softened. There was a reduction in capital offenses. Brutal punishments like whipping and branding were being

HARMONY AND COURAGE AS PRINCIPLES FOR SURVIVAL essays

HARMONY AND COURAGE AS PRINCIPLES FOR SURVIVAL essays Mononoke Hime is a powerful tale of the struggle between gods and humans. In pursuit of the cause and the cure of his curse, Ashitaka heads west where he is confronted by the bitter battle between the people of Tatara and the guardian-gods of the Forest of the Shishigami, worsened further by the antagonistic presence of the samurais. He is enchanted with the Mononoke Hime, San, a human raised by Moro, the head of the clan of mountain dogs protecting the forest. Given her upbringing, San has grown to hate humans, and has taken it upon herself to war against them for the sake of the forests preservation. Ashitaka later meets Eboshi Gozen, the head of the iron-making village of Tatara. Beloved to her people, composed of social outcasts, Eboshi, for her part, is set out to destroy the forest for the necessary mining activities. In all this, Ashitaka is caught between two factions who are essentially fighting for their respective survival. This dilemma evidently points to a central theme in Japanese religion-ultimately, Japanese life, and that is the close relationship binding gods (kami), humans, and nature to one another (Earhart, 1982, p 7). In contrast to monotheistic religions, the Japanese religion does not rank gods, humans, and nature in a vertical order, but perceive them co-existing in a harmonious relationship. To illustrate this quality of a non-hierarchy, experiences are not exclusive in gods only or in humans only. Case in point, the boar gods Okkotonushi and Naganokami felt immense pain and suffering, causing them to become Tatarigami. In turn, the Japanese believe, every being, including nature, can potentially have kami, in other words, become a god. Harmony is an important element in Japanese life (de Mente, 1994, p 2). It is believed to be rooted in the primitive religion of Japan, Shinto. Anthropologists, de Mente (1994) explained, attributed the need for harmony to the demands of rice cultivation and the ...

Operation Management Essay Example | Topics and Well Written Essays - 750 words

Operation Management - Essay Example The performance of a company includes both operational and financial aspects of a company and the characteristics of the five objectives of performance management are concerned with both the aspects. The operations strategies of a company primarily focus on meeting the expectations of its customers but it can also be used to identify strengths and weaknesses of a company. The companies make strategies to improve their identified weaknesses to be competitive in the market (Al-Darrab, 2000). The five characteristics of performance objectives The five characteristics of performance objectives are: Speed: it is concerned with the delivery of product or service by the company. Quality: it is concerned with meeting the perceptions of the customers about the quality of the product or the service of the company. Cost: it is concerned with the price of the product or the service for the customers and the internal cost of production involved. Dependability: it is concerned with the stability o f the processes involved in delivering products and services on time. Flexibility: it is concerned with the ability of the company in reacting towards the changes in demand and requirement of both – the customers and the business. ... while external cost applies to price of the product to customers (Slack, 2010). McDonald’s operations strategy and five characteristics of performance objectives Since 2001, many significant changes have been introduced in operations strategy of McDonald’s and it evolved primarily around four characteristics of performance objectives - speed, dependability, cost and quality. Though it cannot be said that the flexibility was ignored by the company, it was only less preferred. Externally, McDonald’s ensured fast delivery of its quality products at affordable cost to its customers and internally it made strategies to ensure a dependable delivery system, reducing labor and operation costs to make the products cost effective without compromising with the quality. McDonald’s evaluates its performance in speed on the parameters such as the query time of customers, lead-time of orders, delivery- frequency and the time required for throughput. McDonald’s als o ensures the dependability by evaluating its performance on the parameters such as number of orders not delivered on time, average deviation time from the scheduled arrival time, the ratio of stock of products and average time of late delivery of orders. The cycle time operations strategy of the company depends on efficient HR resources and it has ensured it by adhering to the principle ‘The result is done by a man†. The company believes that strength of an organization depends on its human resources and the performance of the organization can only improve with the improved performance of its human resource (Bertrand and Fransoo, 2002). KFC’s operations strategy and five characteristics of performance objectives Being the largest chain of chicken

Project Plnning Skills Assignment Example | Topics and Well Written Essays - 2000 words

Project Plnning Skills - Assignment Example (Charette, 2006, 21) With often called th project of competence, th pecification of project hould be a precie decription of what th project aim at carrying out, nd th criteria nd flexibility implied, it parameter, rnge, rnge, exit, ource, (Kameny, 2006, 115) participnt, budget nd calendar (take guard - to ee th note enviaging approximately calendar below). Uually th project mnager mut conult with othr nd thn agree th pecification of project with uperior, or competent authoritie. Th pecification cn imply everal outline before it i agreed. Specification of project are eential becaue thy create a meaurable reponibility for no matter whom who contntly wihe to evaluate how th project goe, or it ucce on th achievement. (Audrey, 2007, 12) Competence of project alo provide n eential dicipline nd a framework to keep th project on th way, nd concerned with th original objective nd agreed parameter. Correctly formulated nd agreed pecification of project alo protect th project mnager againt being held to explain th exit which are apart from th rnge original of th project or independent of th project mnager. It i th tage to agree of th pecial condition or th exception with thoe in th authority. Once you th 'VE publih competence you created a very firm whole of hope by which you will be judged. Thu if you have concern, or wnt to renegotiate, now ' th hour to do it. More th great project cn need everal week to produce nd be appropriate of competence of project. (Joyce, 2007, 13) Th majority of th normal project of buinee however have need for a few day thinking nd conulting to produce uitable pecification of project. Th etablihment nd th agreement of th pecification of project are n importnt proce even if your tak i th imple one. A template for a project pecification: 1. Decribe purpoe, aim nd deliverable. 2. State parameter (timecale, budget, rnge, cope, territory, authority). 3. State people involved nd th way th team will work (frequency of meeting, deciion-making proce). 4. Etablih 'break-point' at which to review nd check progre, nd

Marketing 300 Notes Essay Example for Free

Marketing 300 Notes Essay In the Summa Theologica, Thomas Aquinas uses the philosophical method to theology and addresses the question of whether God’s existence can be demonstrated as well as the question of whether we can know God completely. For Aquinas, the question of proving the existence of God is always bound up with the question of how, and to what extent, we can know God at all. St. Thomas Aquinas believes that yes, God’s existence can be demonstrated but that no we cannot know God completely. St. Thomas believes that God’s existence can in fact be demonstrated and that it can be done so in two ways. â€Å"One is through the cause, and is called â€Å"a priori†, and this is to argue from what is prior absolutely. The other is through the effect, and is called a demonstration â€Å"a posteriori†; this is to argue from what is prior relatively only to us† (Aquinas 15). In other words, to demonstrate that God exists is done in a cause and effect manner. For the question as to whether or not we can know God completely, St. Thomas answers that no, we cannot know God completely. According to St. Thomas one can know the essence of God, but to completely know God would be impossible. The differences between these two questions are that the question as to whether or not God’s existence can be demonstrated addresses God’s existence whereas the question on whether or not we can know God completely does not question God’s existence, just the amount of knowledge one can have on God. St. Thomas Aquinas proposed five proofs in which humans can use natural reason to prove the existence of God through extrinsic evidence. Through the use of natural reason we can logically conclude in the existence of God. Yet strictly speaking, God’s existence cannot be definitively proven through laboratory tests and experimental science. Experimental science and intrinsic evidence cannot definitively prove historical events, and yet by reason we know they have occurred. And surely were science falters and extrinsic evidence fail, reason and intrinsic evidence can prove the spiritual which cannot be measured by material sciences. The first way begins observing the movement all over the world and ends up asserting the existence of God as Immovable Motor; the second way observes the existence of causes in the world and concludes the existence of an ultimate Cause. The Third Way emphasizes one of the most important features of all finite objects, the radical insufficiency of their being, their contingency: the beings of the world exist but they could equally not exist, they have specific features which they could equally not have. If they do exist but could not then we can think of a time in which they didn’t; and if they were the only beings of the world, then nothing would have existed. As this is obviously not the case, then we should conclude that along with those contingent beings there must exist a necessary being, a being which has its origin in itself instead of in another being, and that being is God. St. Thomas states, â€Å"Therefore it is necessary to arrive at a first mover, put in motion by no other; and this everyone understands to be God† (Aquinas 16). In the next paragraph Aquinas says, â€Å"Therefore it is necessary to admit a first efficient cause, to which everyone gives the name of God† (Aquinas 17). Clearly, St. Thomas Aquinas is making his point that God is the source of everything. Since God is the cause we see the effects. The effects had to have come from a cause, which is God, and therefore God must exist. St. Thomas Aquinas starts off his discussion on whether or not one can know God by discussing the senses and their role in how humans know things. â€Å"Our natural knowledge begins from sense. Hence our natural knowledge can go as far as it can be led by sensible things† (Aquinas 86). St. Thomas states, â€Å"It is impossible for God to be seen by the sense of sight, or by any other sense, or faculty of the sensitive power† (Aquinas 74). What this passage is saying is that we cannot see God and because we cannot see God, it is impossible for us to know him. As humans we can know human beings because we can see them physically, however we cannot do this with God. Aquinas says, â€Å"when any created intellect sees the essence of God, the essence of God itself becomes the intelligible form on the intellect† (Aquinas 77) and this means that for what we can see with our human eyes that is what is going to portray to us what God is like. This means that we cannot fully know God and that we can only know of him or about him. God is an infinite being and we are finite beings which mean that we can only contain so much knowledge within us. Due to the fact that we are limited with our knowledge, it is impossible for humans to ever be able to fully encompass and know God because there is too much to know about Him. God is infinite, he has always been and humans cannot understand this because there is nothing else that we know of that has forever been and always will be. For these reasons, St. Aquinas believes that humans will never be able to fully know God like how they know one another. One can also compare these two questions not just by what they are based on (existence and knowledge) but also by looking at the differences between faith and knowledge. As stated previously when discussing whether or not we can know God completely, the basis of knowledge is derived from the senses. Knowledge has factual evidence from the world around you and has to do with reason and science. â€Å"We have a more perfect knowledge of God by grace than by natural reason†¦the knowledge which we have by natural reason contains two things: images derived from the sensible objects; and the natural intelligible light, enabling us to abstract from them intelligible conceptions. Now in both of these, human knowledge is assisted by the revelation of grace. For the intellects natural light is strengthened by the infusion of gratuitous light† (Aquinas__). On the other hand, Faith (or a belief) in something you take without question or evidence. An example of this is if someone is inside of a building and cannot see outside and someone comes in from being outside and tells the person that it is raining. Since the person inside has no way of knowing that it is raining outside since they cannot see or hear it, then they must believe the person telling them that it is raining. â€Å"Faith does not involve a search by natural reason to prove what is believed. But it does involve a form of inquiry unto things by which a person is led to belief, e. g. whether they are spoken by God and confirmed by miracles† (Aquinas__). Teachings by St. Augustine and Pseudo-Dionysius agree with the teachings of St. Thomas Aquinas about knowing God. All of them agree that it impossible to be able to fully and completely know God. Alternatively, the three of them believe that one can only know about and of God; knowing only the different aspects of God. Dionysius describes God as â€Å"wholly unknowable† and has as â€Å"incomprehensible presence† (Pseudo Dionysius 119) which is him saying that God cannot be understood completely. Dionysius also says that God is made up of infinite characteristics, which Dionysius combines to call the â€Å"Godlike oneness† (Pseudo Dionysius 36). He says that one can better know God through knowing that he has characteristics such as â€Å"good†, â€Å"fair†, and â€Å"existent† (Pseudo Dionysius 39-40) but that he is so much more than just these. This relates to St. Thomas Aquinas’ thoughts that through our senses, we can come to know more about God because of what he created, but it is still impossible to completely know God. Similarly with St. Augustine, he states that God is â€Å"high above all, uncontainable and immeasurable† (Augustine 32) which means that God is beyond our reach. Due to the face that we cannot see God, then it is impossible for us to know him fully. St. Augustine also states that God is â€Å"incorruptible, inviolable, and unchangeable’ (Augustine 90). The meaning of this passage states that God is perfect. If he were to be changed, he would no longer be perfect. This is a concept that humans cannot comprehend because humans are not perfect and perfection is an abstract thought. They can have an idea as to what perfection is, but it is impossible to fully understand. In conclusion, knowing that God exists and knowing God are two completely different questions. St. Thomas Aquinas states that one can know that God exists and that it can be proven philosophically through the effects. On the other hand he also states that one cannot know God, only aspects of Him. These two questions correlate with the different of faith and knowledge. Faith is associated with the question of knowing God (cannot be proven) and knowledge is associated with the question of knowing that God exists (can be proven philosophically). St. Thomas Aquinas, St. Augustine and Pseudo Dionysius all state that it is impossible to fully know God. They all agree on the fact that it is possible to know aspects of God and know partially who he is through using our senses, yet God is still seen to be infinite so it is impossible for our human minds to fully comprehend God.

Comparing Womens and Mens Fears in Frankenstein and Pet Sematary Essa

Comparing Women's and Men's Fears in Frankenstein and Pet Sematary      Ã‚   Childbirth and the resulting mother/child relationship are realities for women that leave plenty of room for anxiety. It is no wonder, then, that these themes of birth and motherhood should be featured prominently in women's horror. In contrast, men's horror tends not to focus on these fears, but, instead, focuses on the act of intercourse (the nuts and bolts of making a baby) and the man's fear of the woman's strange childbearing power. In comparing women's and men's fears on these subjects, one can see what fuels resulting horror texts.    In Frankenstein by Mary Shelly a man gives birth which is very curious when considering Frankenstein as a feminist text. The male mother in this text can be read in different ways. One reading of the phenomena could be man's attempt to control nature can have dire consequences. Upon closer reading, however, one can see that by having a male protagonist in the situation of life-giver, Shelly was allowed to make her fears known to her male contemporaries and at the same time explore her own fears concerning birthing and raising a healthy, productive child.    Mary's focus on the birth process allowed men to understand female fears about pregnancy and reassured women that they were not alone with their anxieties. The story expresses Mary's deepest fears; What of my child is born deformed? Could I still love it or would I wish it were dead? What if I can't love my child? Am I capable of raising a healthy, normal child? Will my child die? Could I wish my own child to die? Will my child kill me in childbirth? Mary was expressing her fears related to the death of her first child, her abilit... ... of making a child-the aspect of child bearing that they are most directly responsible for. For men birthing and the relationship between mother and child are foreign and consequently characterize what men are afraid of: "the Other."    Works Cited and Consulted Abrams, M. H., ed. The Norton Anthology of English Literature. 6th ed. Vol. 1. New York: Norton, 1993 Botting, Fred. Making monstrous. Frankenstein, criticism, theory. Manchester University Press, 1991. Boyd, Stephen. York Notes on Mary Shelley's Frankenstein. Longman York Press, 1992. King, Stephen. Pet Sematary. New York: Signet, 1984. Mellor, Anne K. Mary Shelley. Her Life, her Fiction, her Monsters. Methuen. New York, London, 1988. Shelley, Mary. Frankenstein or the Modern Prometheus. Edited with an Introduction and notes by Maurice Hindle. Penguin books, 1992   

Ban Public Smoking And Save Lives

Public smoking is hazardous to health. It has already been identified by medical authorities as a major threat to public health, as a key contributor to preventable deaths anywhere in the world. It exposes non-smokers to second hand smoke (SHS), which is â€Å"a mixture of the smoke given off by the burning end of a cigarette, pipe or cigar and the smoke exhaled from the lungs of smokers† and which has proven to be almost as dangerous as the cigarette smoke directly inhaled by smokers.In fact, it is believed that a nonsmoker who is closeted in a room with several smokers for an hour inhales dangerous chemicals equivalent to that contained in ten or more sticks of cigarette. (Cooper) [cigarette 2] Reports issued by the office of the Surgeon General declared that second hand smoke (or passive smoking), was considered a contributory factor in over 50,000 deaths every year during the early 1990s. [cigarette 5] On the other hand, LawsuitSearch.com [cigarette 6]stated that since it has already been clinically proven that people exposed to secondary smoke are prone to lung cancer, heart disease, asthma, chronic bronchitis, and other related diseases, employers who force their workers to be exposed to second hand smoke are now valid respondents to lawsuits. Meanwhile, an estimate made in the United Kingdom of deaths attributable to second hand smoke in the workplace and at home for the year 2003, found out that a total 617 employees died at the workplace while 2726 people aged 20-64, and 7959 over-65 year olds died from exposure to second hand smoke at home.Fatal strokes and heart disease aggravated by passive smoking (second hand smoke) were identified as the culprits in over 3,000 of the cases. (Jamrozik) [cigarette 8] These data certainly strengthens the case against second hand smoke. Allowed freely in public places, it can really prove harmful to nonsmokers. Armed with a prevalence of clinical data gathered around the globe, countries the world over, in wha t appears to be a concerted effort to save mankind from diseases caused or aggravated by second hand smoke, have, one after another, enacted laws declaring smoking in public areas illegal.The government of the Greater Kashmir banned it as early as 2002, with the term public places encompassing public offices, educational institutions, hospital buildings, libraries, auditoriums, public conveyance including railways, and court buildings. (Tobacco. org. ) [public smoking 3] In France, Chrisafris (2006) reported that the public smoking ban which will take effect February 2007 will cover universities, railway stations, and offices, while nightclubs, cafes, restaurants and bars were told to be ready for the ban a year after.[public smoking 7] Meanwhile, the ban in Hongkong which took effect January 1, 2007, included all indoor places such as restaurants, public places, workplaces, karaoke lounges, and bars. (Washburn, 2007) [public smoking 8] Over in Canada, smoking in public places will be prohibited in Quebec effective February 1, 2007, and smoking in bars, restaurants, nightclubs and cafes will be banned starting January 1, 2008. (Greenaway, 2007) The evidence against the hazards of public smoking can no longer be ignored, and the rest of the world has already spoken: public smoking must be banned if we want a healthy citizenry.The United States should now stop patronizing the tobacco industry and enforce a total ban on all public places in the country, because people are already dying. Smokers may invoke their freedom to smoke as they wish: when, where, or in what manner. However, people have now decided that enough is enough; that individual freedom can only be exercised as far as it doesn’t curtail other people’s own freedoms. Their right to smoke, therefore, must never prejudice nonsmokers’ right to inhale smoke-free air and, therefore, add years to their lives.Given the number of deaths occurring each year in countries around the world, public smoking could even be considered an act of homicide through reckless imprudence! REFERENCES Chrisafis, A. (2006). France sets date for public smoking ban. Guardian Unlimited. (Retrieved from: http://www. guardian. co. uk/smoking/story/0,,1890866,00. html) Cooper, P. G. (2005). Hazards of Smoking. University of Michigan Comprehensive Cancer Center. (Retrieved from: http://www. cancer. med. umich.edu/prevention/hazards_of_smoking. shtml) Greenaway, N. (2007). CanWest News Service. The Gazette. (Retrieved from: http://www. canada. com/montrealgazette/news/story. html? id=c414c2a9-9d63-4bae-9c28-a2543ac. 59025) Jamrozik, K. (2005). Estimate of deaths attributable to passive smoking among UK adults: Database analysis. BMJ. (Retrieved from: http://www. bmj. com/cgi/content/abridged/330/7495/812) LawsuitSearch. com. (2006). (Retrieved from: http://www. lawsuitsearch. com/product-liability/smoke-exposure.aspx) The Reports of the Surgeon General: Secondary Smoking, Individual Rights, and Public Space. (n. d. ). Profiles in Science. (Retrieved from: http://profiles. nlm. nih. gov/NN/Views/Exhibit/narrative/secndary. html) Tobacco. org. (2002) Public smoking banned. (Retrieved from: http://www. tobacco. org/news/89098. html) Washburn, D. (2007). Public smoking banned in HK†¦Mainland next? Shanghaiist. (Retrieved from: http://www. shanghiist. com/archives/2007/01/05/publicsmoking. php)

Film The Breakfast Club Essay - 993 Words

The movie The Breakfast Club was released in 1985, and is based on a group of five high school students from stereotypical cliques; the popular, jock, nerd and the outcasts, who all wind up stuck together for Saturday detention. Throughout the movie many themes present themselves such as teenage rebellion, peer pressure and family issues as the students get to know each other. The most prominent theme throughout the movie is the student’s placement in the social structure of the school. From the very different reasons why they are in detention to the way that they are all treated differently by the principle, their social placement is evident. In the movie, the principle asks the students to each write a 1,000 word essay on who they†¦show more content†¦It is very similar to high school with the jocks, the popular kids, the people who climb themselves up the social ladder, and the people who just happen to fall into popularity. Many times with people of the Upper Class, they believe that they can get away with anything by either paying someone off to not suffer the consequences, or whoever does find out will just brush it under the table because of who they are. Similarly, Claire, the popular one, is in Saturday detention because she got caught skipping class to go shopping. She thought that her dad would have the power to get her out of detention but he didn’t. This mirrors how members of the Upper Class will often pay their way out of a lawsuit or legal issues because they have the ability to do so. Also, Andy who is the jock in the movie is in detention because he â€Å"taped Larry Lester’s buns together,† and he thought that he wouldn’t have to face detention because he was a varsity athlete. This can be compared to professional athletes that commit a crime and instead of being charged for it immediately or at all. Therefore, the Upper Class of America and the social elites of high school are very similar and the members of these social groups rely on their status to get themselves through certain unfavorable situations. The Middle Class of high school is the students who don’t doShow MoreRelatedAnalysis of the Film The Breakfast Club1629 Words   |  7 PagesThe Breakfast Club Introduction In life there are a number of challenges that everyone will go through. This is a part of discovering who they are and what they want to do with themselves. To help explain these differences, Erikson introduced his development theory. This helps to address some of the challenges and needs that person will go through at particular stages in their lives. To fully understand these phases there will be a focus on two characters from the film The Breakfast Club andRead MoreThe Breakfast Club Film Analysis1174 Words   |  5 PagesThe Breakfast Club is an 80’s teen classic film that brings out the meaning of knowing one another and realizing that each student has a story about themselves that leaves a different impression on them than the title they were given by other people. The Breakfast Club is a stereotypical film that depicts the flaws of five students serving detention on a Saturday. The Breakfast Club really captures the value of realism and leaves a huge impression on stu dents who go through the same similaritiesRead MoreFilm Analysis Of The Breakfast Club 2143 Words   |  9 Pages Joohyun Cho Introduction to Psychology Film Analysis of The Breakfast Club Introduction The film The Breakfast Club was directed and written by John Hughes and was released in the year 1985 (IMDB, 2016). The film’s running time is 95 minutes and can be categorized under the genre of comedy and drama. It follows five teenagers, who all vary in personality and stereotype, get stuck in detention on a Saturday morning. They are all different types of people in nature but whenRead MoreThe Breakfast Club : Film Review929 Words   |  4 PagesThe Breakfast Club is an often talked about film. One of the reasons for this is how it analyzes different social groups formed in high school, or even life. The groups that it talks about are The Brain, The Athlete, The Basket Case, The Princess, and The Criminal. One difficulty I had with this essay is that I found out I have a pretty limited social circle. I don’t talk to many people and most of the people I do talk to are brains. I am very much like one of the characters in the movie. Even thoughRead MoreThe Breakfast C lub is a Coming-of-Age Film628 Words   |  2 Pages The Breakfast Club is a coming of age film about a group of high school kids that have been sentenced to a saturday detention. Each of these kids represents a clique or a stereotype within the average high school demographic. Throughout the film they learn that appearances are not everything and that they share more in common then they are aware. Under the eye of their principal this group struggles to sit through the detention without getting at each others throats, but they somehow manage to formRead MoreChanges in John Hughes Film The Breakfast Club Essay1075 Words   |  5 Pagestheme that binds together the characters in John Hughes’s film â€Å"The Breakfast Club†. Hughes is the writer and director of â€Å"The Breakfast Club† which was released in February 1985. Although this movie is almost 29 years old, it is still just as applicable to today’s society as it was then. Hughes is also known for other films of the same era which include, â€Å"Sixteen Candles†, â€Å"Pretty in Pink†, and â€Å"Ferris Buehler’s Day Off†. These films also feature the issues of teens, but their main focus isRead MoreFilm Analysis - Social Penetration Theory in the Breakfast Club2129 Words   |  9 PagesSocial Penetration Theory in The Breakfast Club The Social Penetration Theory, adapted by Irwin Altman and Dalmas Taylor, is based on the idea that people are layered like onions, (Griffin 133). These layers are made up by different things that hide an individual’s true self. One’s true self can include his or her hopes, fears, likes, dislikes, aspirations and other things that one thinks about. For individuals to become close, they must get past all of the facades and disclose their trueRead MoreWhy Should You Watch The Breakfast Club? Essay1739 Words   |  7 Pages Why Should You Watch The Breakfast Club? Alexandria L. McVicker Zane State College  â€Å"Dear Mr. Vernon: We accept the fact that we had to sacrifice a whole Saturday in detention for whatever it was that we did wrong. What we did was wrong. But we think you re crazy to make us write this essay telling you who we think we are. What do you care? You see us as you want to see us... in the simplest terms and the most convenient definitions. You see us as a brain, an athlete, a basketRead MoreAnalysis Of The Book The Breakfast Club 1230 Words   |  5 PagesThe Breakfast Club is a movie about five students from Shermer High School who gather on a Saturday to sit through eight hours of detention. These five students; Andrew Clark, Claire Standish, John Bender, Allison Reynolds and Brian Johnson, have nothing in common. The Breakfast Club zooms in on the high school social groups and cliques that are often seen in the development of peer groups during adolescents. The peer groups that are portrayed in The Breakfast Club include, John â€Å"the criminal†, ClaireRead MoreCultural Signif icance Of Teen Films1426 Words   |  6 PagesTeen films are the definitive genre that captures the adolescent zeitgeist during the 1980s, and its popularity still hold cultural relevance in the present day. The teen films produced during the 1980s effectively represent youth concerns and the coming-of-age narrative, in terms of adolescent identity, the different roles characters play, sexuality, gender, relationships, class issues and the generational divide. Exploring these issues is essential for recognizing the cultural significance of this