Toyota Environmental Factors Essay Example

Toyota Environmental Factors Paper Those components that are leveled bankrupt activity have gone under the inside elements and the variables that past the business control are viewed as outside elements (Van Busch,1 980). More often than not, outer elements have come because of the consequences of the outside business and alluded to the outer components. The fruitful worldwide associations have settled on their promoting choice and its procedures for making experience against the various ecological elements of the business. This paper needs to target investigating the various natural variables and the advertising choice for the world driving vehicle producing organization Toyota Corporation. The vehicle fabricating organization that headquarter has dependent on Japan is the biggest engine make on the planet. The organization has run its activity in the local and worldwide level to the point of grow their piece of the pie and offers an assortment of vehicles for their clients. Toyota Corporation has in excess of 3000 deals communities in their residential market, and more than 1 000 deals place all on the world (Bass Mornings, 2000). Conversation There are various elements that greatly affect the choice of showcasing for the Toyota Corporation. Components have been including are worldwide, social-social, affordable, Legal, political and innovative. These ecological variables have gotten exceptionally trying for the business and experience against them, even more often than not these natural components have become the significant danger for the business. To handle these dangers firm have to the necessary number of vital and promoting choice to conquer these variables. We will compose a custom article test on Toyota Environmental Factors explicitly for you for just $16.38 $13.9/page Request now We will compose a custom exposition test on Toyota Environmental Factors explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer We will compose a custom exposition test on Toyota Environmental Factors explicitly for you FOR ONLY $16.38 $13.9/page Recruit Writer Worldwide Economic Interdependence Toyota Corporation has required offering their item understanding to the predominant interior market because of the worldwide monetary relationship. When there is the less interest from the inside market Toyota has require o change their promoting systems and assembling vehicle as indicated by the worldwide need, while when universal interest has rises they have utilizes broad methodologies of dissemination and advertising choice to meet consumer loyalty and need. The acts of exchange understanding have additionally influenced the choice of advertising for Toyota Corporation; the organization has a significant impact to make an agreement with the sole operator for the particular market (Cortez camp; Penetrated, 2010), that would help stronghold the Toyota that don't sell the item legitimately towards clients even their wholesalers become bankrupt. Segment, Physical framework Cultural contrasts Social variables has identifies with the segment highlights and qualities. Normal for segment has incorporated the distinctions among sexes among the buyers, view of clients and mentalities, social contrast between the specific networks, social decent varieties. Toyota Corporation has realized that very well about different recognitions among their objective clients towards the decision of engine vehicles (Bass Mornings, 2000). The organization has decided the recognition and customer taste particularly in the mainland Africa. Uganda purchaser has for the most part favored the vehicles of single lodges while the purchaser on the United States has favored four wheeler vehicles with twofold lodges. Physical framework then again has moderately significant for Toyota Corporation, for instance in Dark Continent Toyota need to confront challenges to sell their vehicles because of deficient physical foundation, while request of Toyota vehicles are relative very high in Europe and US. Social Responsibility Toyota Corporation has the great name in the market since they are social dependable and ready to back up domestics and remote networks. Toyota Corporation assists with building the school and universities in the town and give great sum for the help of food flexibly for those families who have been influenced because of earth-shakes or other catastrophic events. The organization has the mean to ensure nature in this way they are center towards the green and get great thankfulness from the worldwide network. Political framework and International Relations Political and the legitimate elements are connected with the nation political status, this is fundamentally the principles and guidelines that have forced on Toyota business by those nations where Toyota play out their business exercises. These limitations are difficult and will in general control for directing the exchange Of business. Precariousness of the political framework in lion's share nations has additionally showed up the negative impact from the promoting endeavors for Toyota Motor Corporation (Cortez Penetrated, 2010). Remote Act Foreign Act has set standards that the organization needs to go along the lawful necessity of the nations in which they are worked that is help to decrease the contention with the state offices (Arthur, 1978). Toyota Corporation needs to pay the permit expense and charges which are expected. Outside Corrupt Practices Act of 1 977 is extremely helpful in the worldwide business for Toyota Corporation to keep away from an inappropriate managing and cost for cash lost. This demonstration will likewise accommodating for Toyota Corporation that they can morally and ethically have the ideal for all the exchanges that help to quality their business. Innovation Effect The components of innovation have identifies with the advancements and creation that are either founded on the building or science. The point of Toyota Corporation needs to create that vehicle that is equipped for dynamic needs of their particular clients. Organization has a solid branch of exploration and plush which have had the option to make the vehicles to fulfill different client of household and worldwide market. There are ostensible cases that blemished vehicles have returned towards an organization that shows dynamic advancement of the organization (Cortez Penetrated, 2010). The another significant utilization of innovation by Toyota Motor Corporation is creating practical fuel utilization vehicle that guarantee that Toyota utilizes it procedure of assembling as per current progression of innovation. End The fruitful business has consistently drawn in for looking for the chances, to simply in the domestics showcase, however they have picked bold thought by make their passage towards the global market (Steven David, 2008). The organizations who have conquered the natural difficulties for their business territory are continually having an upper hand over their rivals. There is a necessity to build up the suitable methodologies to go for counterattack towards any negative test that severely influence activities of the business. The neglected needs of the shopper are the ideal decision of Toyota Motor Corporation. Organization research office continually examination to meet the desires for client. There is the need of itemized examination for both household the inward market wherein organization might want to enter.

Chalice Chapter 9

He was acquainted with her with an enormous thrive, albeit no explanation was given for his quality; which, with the air and the twist, was clarification enough, and her heart plunged. When the Grand Seneschal educated her, solidly, this was the Overlord’s decision for the following Master’s Heir, she didn’t should be told, and in her outrage and disappointment she stated, â€Å"That is hasty,† before she recalled to whom she talked, and she bit her lip, hanging tight for the censure. Be that as it may, none came. She was so shocked she investigated his face. He frowned at her on the double, the natural scornful, disliking glare, however when she dodged her head and afterward looked back again a second later, his face had loose into what looked a great deal like trouble. The new man’s name was Horuld. She gave little consideration to his reproducing, that few of his forebears’ lines ran straightforwardly from Willowlands, and a few more had crossed in the resulting ages, and which Deager was anxious to tell out, again and again and over, even to such unworthies as the demesne’s decrepit and unpredictable new Chalice, who was herself one of the signs (Deager didn’t state this however he didn’t have to) that the demesne was still in a tough situation, longer than a year after she had her spot in the Circle. So far as she knew no Chalice had ever been dismissed. In any case, she had never observed any record of a Chalice picked when there was no Master to hold the land consistent while the Circle accomplished its work either. It had sometimes happened that a disciple kicked the bucket with or before her Chalice; yet then too there had consistently been an accomplished Master. What's more, there were accounts of Chalices who had not had the option to shoulder the work they were approached to do †even the individuals who had their legitimate apprenticeships †and broken under it. There were just a couple of these accounts, however one was too much, and there was mutiple. She accepted that one such Chalice was simply the Chalice she followed. She was astonished †significantly more amazed than she had been at the Grand Seneschal passing up on an opportunity to condemn her †when Horuld appeared to be arranged to converse with her. There were other, all the more inclining and conversationally skilful individuals from the Circle he could deliver himself to; demesne pecking order announced that Chalice was Second of the Circle, yet that must be recalled just when there was work to be finished. Her Circle recalled it just when they needed to, as did the Overlord’s specialist †or they generally had done beforehand. She was, as Chalice, constrained to be available for the agent’s visit, and †as Chalice †she would serve whatever Master destiny set over Willowlands. That was sufficient. Maybe the preparation she hadn’t had would have included how to hold unnecessary talk with individuals she would prefer to stay away from. At the point when she was standing Chalice or playing out a cust om she didn't need to talk; yet Horuld’s first visit was casual. In different conditions this would have appeared to be agreeable and circumspect; as it was it appeared to be dismal and coercive. Deager, having demonstrated to his own fulfillment, if not the entirety of his audience’s, that Horuld’s bloodlines were an incredible decision, wished to make it understood †he said †that the Overlord was simply restless that an unambiguous Heir ought to be set up, after the ongoing debacle. On the off chance that such a mishap ought to happen once more, the demesne may self-destruct completely. It had been without a Master for seven months; it couldn't endure this a subsequent time. She attempted to disclose to herself that a pronounced Heir was a reasonable precautionary measure; their current Master was the finish of his family. The past Master ought to have proclaimed a Heir when he sent his lone sibling to Fire. She asked why the Overlord had not obliged him to do as such; she had just been a little woodskeeper at that point, and little woodskeepers heard minimal about Overlords’ choices. The demesne tattle said simply that the Master was a youngster, and sound, and he would create Heirs †had most likely delivered a couple of as of now, the uncomfortable joke went. In any case, they would be rats, and restricted. When the conventional society of the demesne had started to understand that their young Master appeared to have no expectation of wedding and creating a legitimate Heir, particularly in mix with his inexorably disturbing general conduct, the dread of what this implied likewise implied that nobody needed to discuss it. And afterward the most exceedingly terrible had occurred. Maybe she should attempt to accept that the Overlord was only doing the dependable thing †the mindful thing he had neglected to do before †yet again she pondered. It was too early to attach a Heir to the current Circle; Willowlands was still excessively unstable. Anyway vital a Heir was, constraining him upon them presently would unbalance it further. Would the following thing be that she was obliged to take a disciple? She had no vitality for the coupling that would involve. Leaving aside that she didn't have anything to educate one. Maybe it was just her abhorrence of both Deager and Horuld that caused her to feel the specialist was clarifying that Horuld was being acquainted with Willowlands as the Heir simply after he had made something different considerably increasingly clear, if not in such a significant number of words: that the Overlord might want to see Horuld taking up this legacy soon. She rushed to feel she expected to shield the Master, she let herself know. However, what she had taken from the agent’s portrayal of Horuld’s bloodlines was that on the off chance that he was as well as could be expected be accomplished for her poor demesne, the Overlord ought to be stressing each muscle to help the current Master. Did the Overlord need to break Willowlands completely? Without a doubt not. The disturbance would harm the Overlord’s hold too†¦no. He would rely on braving it; may he, more, be wagering on the tremendous increment of his own capacity the effective changeover would c reate? She knew basically nothing of the governmental issues among Overlords. Demesne people didn't make a trip to the crown city nor visit the court of the lord; and as rehearsing Chalice she was besides insolubly attached to her territory. However, whatever else she knew or thought of the Grand Seneschal, he would not have kept such a bit of news as a visit from the Heir from the remainder of the Circle; and Deager sparkled, or crawled, over the subject of why Willowlands had not realized who was accompanying him, which made it plain that there had been no message that had gone astray. She had blended the cup she would offer to the organization before she came. She had blended it for the visit from the Overlord’s operator, and that was all. That was the means by which it was done; that was the reason it was significant that a Chalice know ahead of time who might drink from her cup, and for what reasons. Very late changes were destabilizing, which was the reason combat zone cups, which were perforce uncommon, were likewise famously unpredictable. It ought not have been a hint of something to look forward to, that a Master’s Heir ought to be kept separate from the principal cup he got from the Chalice. Maybe the Overlord, or some other of his plotters, had concluded that being forgotten about was better than a Chalice tossing her weight against him, which a steadfast Chalice may be associated with doing upon the introduction of any outblood Heir. Goblets were parochial by definition; of all the Circle, just the Chalice couldn't walk over her demesne’s limits. Probably the most established records considered the Chalice the Landtied †and due to this strict overidentification, the Chalice’s reaction to outbloodedness in any individual from the Circle was viewed as urgent. This maybe clarified why Horuld was intrigued †to be sure excited †to converse with her. Maybe she could be arranged to incorporate him merciful in her blend for his following visit, after he had been mindful so as to establi sh a decent first connection. She shouldn't be backstabbing. Any Master’s Heir was a significant part in the demesne structure; most acknowledged Heirs went to probably some Circle social affairs; and under the current conditions the main conceivable Heir was an outblood. A Chalice should at any rate meticulously remember her Master’s Heir for any cup he was available for; obviously it would be better in the event that she felt at any rate kind toward him, or even liberal. In any case, she didn't feel benevolent or liberal. She tuned in, smooth-confronted, when the operator articulated some blather about how the shock of introducing Horuld unannounced would make â€Å"clarity† in an unbalanced circumstance; that he would be progressively ready to see where he would best fit into troublesome conditions if nobody was attempting to mollify reality. She realized that an appropriately educated Chalice would make them coordinate blather to offer consequently, however she was not an appropriately educated Chalice, and it gave her a little pitiful delight that her quietness perplexed the specialist, and by his humiliation he uncovered that he realized his activity had been offensive. Did she severely dislike Horuld on the grounds that Deager was a frog? No. Sunbrightener was a frog, and his shenanigans only caused her to feel worn out and tragic. Or then again on the grounds that the Chalice was repulsed by outbloodedness? She took a gander at Horuld and each molecule of her drew back. No. She bore the Chalice, she was not overwhelmed by it. Mirasol had shown up somewhat late at the House for the gathering with Deager. Similarly as she was leaving her cabin a youthful mother had blasted into the knoll conveying an uncontrollably sobbing youngster. Mirasol knew them, Kenti and her little girl Tis; they were neighbors. Tis had pulled a pot of bubbling water over. Luckily it had just been half full, however the youngster despite everything had a seriously consumed arm; and the neighborhood herbswoman, Catu, was gone to a lying-in, Kenti didn't have the foggiest idea where. Mirasol hadn’t addressed Kenti or her significant other Danel appropriately since she had become Chalice, despite the way that Danel and she had grown up together; she had been desirous when he had be

Skipping a Bill Payment This Month Think Again - OppLoans

Skipping a  Bill Payment  This Month Think Again - OppLoans Skipping a  Bill Payment  This Month? Think Again Skipping a  Bill Payment  This Month? Think AgainOne negative mark or past due bill payment on your credit report can take years to repair.If you’re juggling bills come the end of the month (or the beginning), it can be tempting to let one of them slip on by. Sure, you’ll pay a  late fee. But that’s a price you may be happy and willing to pay!  Unfortunately, skipping a  bill payment   or making a  late payment  can result in a much heftier price tag than initially meets the eye..Here’s the truth: While there are a  number of actions that can tank your credit score, one  late payment  on your  credit report  could end up impacting your  credit score  for years to come. Unfortunately,when it comes to  credit scores, the effects of negative behavior far outweigh the effects of good behavior â€" and that damage can take quite a long time to fix.How do  credit scores  work?Credit scores  are like a letter grade for your trustworthiness as a borrower. They are based on the inform ation contained in your  credit reports, which track your history as a credit user  during a seven-year-time period. You have three different  credit reports, one each from the three  major  credit  bureaus: Experian, TransUnion, and Equifax.The original  credit score  â€" the  FICO  score â€" was created by Fair, Isaac and Company and  debuted in 1989.  FICO  scores are based on a scale from 300 to 850. The  higher your  FICO  score, the better your credit. While there are other competitors â€" notably  VantageScore  â€"  FICO  scores are still the most commonly used type of  credit score  out there.While the exact formula for creating  FICO  scores is a closely-guarded secret â€" and evolves over time â€" the general scoring system goes like this:Payment history  (35%): Paying your bills on time is important. In fact, your  payment history  is the single most important factor in your score.Amounts owed (30%): The more debt you owe â€" especially  unsecured consumer debt  â€" the m ore likely that you will have trouble making all your payments.Length of credit history (15%): The longer you’ve been responsibly using credit, the better.Credit mix (10%): The more diverse your mix â€" personal loans versus  credit cards  versus auto loans versus  student loans, etc. â€" the better.Recent credit inquiries (10%): Requests for additional credit resulting in hard credit pulls, can be a sign that’s something amiss â€" especially if there are many requests in a shorter period of time.Your  credit reports  contain a ton of different information drawn from lenders,  landlords, some  utility companies, and even from the public record. Some of that information can help your score, while other information can hurt it. But even if you have a ton of “good” marks on your credit, a few  â€œbad” marks can hurt your credit  for years to come.Negative credit info positive credit info“Your  credit score  is affected by a variety of factors both positive and negative,” explained CPA Logan Allec, owner of  personal finance  site  Money Done Right. “A positive factor would be an open  credit card  that is actively used and always paid off on time. A negative factor would be a  credit card  that has a missed payment.”Unfortunately, a negative factor can have a longer lasting impact that a positive factor, he says.If that doesn’t seem fair, well, it helps to examine things from the opposite perspective.One way to think about the impact of a negative factor is to recognize the purpose of a credit score. “At its core,” Allec said, “a credit score is designed to show banks and lending institutions whether or not you are likely to pay your debts.Your credit history is sort of like your driving record. A single mistake can easily outweigh years of impeccable  behavior. e. Paying your bills on time, making all of your  monthly payments, and monitoring your debt loads can take some diligence â€"  true â€" but that diligence is exactly the kind of behavior that traditional lenders are looking for in potential customers.How long before your  credit  score  recovers?“Unfortunately, even though a  credit score  can be hit by a simple missed payment, it can take significant time to raise your  credit score  as you demonstrate your creditworthiness,” Allec said.And “significant time” doesn’t mean a matter of months. It means years. Smaller negative marks like a new credit inquiry or two will stop affecting your score within a year (at most), but more serious bad marks like bankruptcies could affect your score for well more than half a decade. In fact, bankruptcies stay on your report longer than most information: 10 years!Still, there are no easy fixes to improve a  bad  credit  score, although there are  some programs  and services out there that may be able to help. However, consistently paying your bills on time is the best way.“The key tip for increasing your  credit score  is to never miss a payment,” Allec said. “Some practical tips to make sure you never miss a payment are to set calendar alerts on your phone to remind yourself to pay off your card every month or set up automatic card payments if your bank allows it.”As you continue to make your payments on time and reduce your debt loads â€" ideally to zero, but below 30% of your open credit limits will do just fine â€" the effects of negative marks will start to fade and the amount of positive information on your account will increase.But before you decide to miss your  due date  or skip out on one of your bills altogether this month, take a second to think through the long term consequences. By opting to not pay that bill now, you could end up paying way more in  higher  interest  rates  and fees in the years to come.ContributorsLogan Allec is a CPA and owner of the personal finance website Money Done Right. After spending his twenties grinding it out in the corporate world and paying off more than $35,000 in student loans, he dropped everything, and in 2017, launched Money Done Right. His mission is to help everybody â€" from college students to retirees â€" make, save, and invest more money. He resides in the Los Angeles area with his wife Caroline. Follow him on Twitter @moneydoneright.

Question and Answer on Contemporary Social Issues Essay

1. One of the most significant changes taking place in the past few decades, the one that has had a pronounced effect on millions of families, causing considerable concern, has been the movement of women into the workplace. This change has had momentous effects on women, on children, on men, on marital relations- on families. Since 1970s, according to the demand for low-paying â€Å"pink-collar†, women moved into those pink-collar jobs and into other jobs as well. The number of hiring women has steadily increased, so in 1960, 32 percent of married women in the labor force. By 1985, this figure had climbed to 54 percent, and in 2005, it stood at 61 percent. Work allows women to become independent, to develop a career, and terminate†¦show more content†¦This belief presumes the preexistence of equal opportunity, which can be easily refuted. The vast majority of street crimes- both violent and nonviolent- are poor. The values of individualism, competition, and financial success provide powerful motivation to succeed by any mean necessary. The United Sates is far more willing to incarcerate nonviolent offenders than most other industrialized nations, and it dispenses longer sentences to offenders than do other industrialized nations. The correctional system is growing at such a rapid pace that only in recent years have criminologists and social commentators become concerned with the political power of the correctional industry. Today, there are a number of interests, other than the public interest, that are served by correctional expansion. Many rural areas with depressed economies and high employment rates have benefitted and stand to benefit from prison construction. Furthermore, both governmental institutions and private corporations reap enormous cost saving form prison labor. 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IHC distribution Center Operations Review on Supply Chain...

Operations Review on Waste Reduction, Cost Reduction and Process This memo will discuss the efficient ways that Supply Chain Management, Inventory, and Logistics have been successfully implemented in the Intermountain Healthcare Supply Chain Center. Peggy Lee, Card Program Manager at IHC led the tour in the Supply Chain Center. The goal of IHC distribution center is reduce waste, cost and centralized the high volume supplies in one location and distribute across all their facilities. This gives Intermountain better control of their inventories and negotiation advantages. Using these methods has had a great impact in waste reduction, quality and cost savings. Supply Chain infrastructure is an important process at Intermountain†¦show more content†¦These activities have a time set when they can be performed. They have divided morning to receive delivery from 4am to 12pm; all deliveries are done on a schedule, as well as pickups, pick up activities begin at 12pm. This is to increase efficiency of the location and the use of resources, thus reducing the chance of error and process flows. In addition, order placement is another key process. All IHC facilities must have their entire orders placed by 11:00 am every day to ensure order fulfillment. One other advantage at the supply chain facility is that it is built to allow shipments to be cross-docking. So, instead of products being housed they are immediately moved to another truck to deliver to the final destination. Logistics processes in this facility are designed to make resources more efficient and allow them to eliminate costs. IHC has increased their success by implementing new strategies on supply chain management, logistics and inventory. They have been able to cut costs and increase efficiencies in inventory on internal orders. Along with inventory, IHC has an added savings by testing for effectiveness of new products when negotiating with suppliers in the mock up room. By having this kind of interaction with supplies, ensures that the products will meet their needs and will contribute to their efficiency. They have also modified their logistics by reducing the number of tripsShow MoreRelatedDeveloping Management Skills404131 Words   |  1617 Pagesis an online assessment and preparation solution for courses in Principles of Management, Human Resources, Strategy, and Organizational Behavior that helps you actively study and prepare material for class. Chapter-by-chapter activities, including built-in pretests and posttests, focus on what you need to learn and to review in order to succeed. Visit www.mymanagementlab.com to learn more. DEVELOPING MANAGEMENT SKILLS EIGHTH EDITION David A. Whetten BRIGHAM YOUNG UNIVERSITY Kim S.

Essay on Mitigation Strategies and Solutions for Global...

Mitigation Strategies and Solutions for Global Warming By Julie Purvis June 13, 2010 SCI 275 Mitigation Strategies and Solutions for Global Warming page 2 Take a look at the world around us and think what it may look like in 20 years. Every day this environment is changing and not always for the better. Things we do in everyday life are destroying our environment. For instance, driving cars, using electricity from coal-fired powerplants, or heating our homes with oil or natural gas, all have devastating affects on our environment. One of those affects is global warming. There are people who dispute the effects of global warming, but scientist have proven that levels†¦show more content†¦CFCs are used in refrigerators and aerosols (n.d. Global Warming and the Greenhouse Effect). Cutting down our forests is another human activity that contributes to global warming. Trees could take in the carbon dioxide and convert it to oxygen. 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Concentrating on act 3 scene 1 of Shakespeares Romeo and Juliet Essay Example For Students

Concentrating on act 3 scene 1 of Shakespeares Romeo and Juliet Essay Concentrating on act 3 scene 1 of Shakespeares Romeo and Juliet, how effective do you think the Zeffirelli and Luhrmann film versions are in relation to your own interpretation of the play? Shakespeares tragic tale of two star-crossd lovers has survived centuries of political and social upheaval to become one of the most popular and well-known plays of all time. Both Zeffirelli and Luhrmann have seized this opportunity to put their stamp on a literary landmark. It is important to recognise the original context before examining the film versions. Shakespeare set the play in the 16th century, in the Mediterranean city of Verona. Zeffirelli adapted his 1968 version to the 13th century, in the dry, dusty streets of pseudo-Italia. Luhrmann took an entirely different approach with his 1997 film, with a mixture of futurism and kitsch that leads us to doubt the exact era, whilst incorporating the Italian setting into a place of his own devising, Verona Beach. In this way Luhrmann could manipulate the text to suit the setting, while gaining the empathy of both his demanding generation-x audience, and the more critical students of the original play. This scene is pivotal to the rest of the play, as without it there would be no tragedy. However, within the scene there is much ambiguity surrounding tone and the relationship between characters, as well as the continuous references to Fate. This has provided the two filmmakers with much scope for interpretation, as well as giving them the challenge of portraying such a well-known play in an entirely new light. Fate is a key influence in most Shakespearean plays, being a handy and irrefutable scapegoat for any otherwise anomalous events. In this play the role of fate is intertwined with the catalysis of the characters actions, so that one could argue it is entirely responsible, or has nothing to do with, the tragic ends to the play, according to which theory best suits your point. This is best illustrated by a line in the chorus: from forth the fatal loins of these two foes. Fatal has two meanings- predestined and deadly. With this one line Shakespeare manages to sum up the play in its entirety- the malicious actions of the parents leads to the inevitable death of their children. There are many changes of tone within this scene, centred mainly around Romeos entrances and exits. The beginning of the scene is playful, with Mercutio taunting Benvolio about his tendency to quarrel. Mercutio accuses Benvolio of being as hot a jack in mood as any in Italy! Benvolio is known to be an incurable peacekeeper from his earlier actions, and so at surface-level this conversation may seem contradictory of the rest of the play. However, soon after one realises that this is really a reference to Mercutio himself, and that the scene is prophetic of events to come. Shakespeare manipulates Mercutio heavily in the opening lines, when he predicts that If we were to have two such , we should have none shortly, for one would kill the other! The irony of this statement is played out later, when a playfight between Mercutio and Tybalt results in both their deaths. This theme of prophecy ties in with the universal theme of Fate. The first noticeable change of tone in the original text comes with Tybalts confrontation of Mercutio. However, the original text is ambiguous in that the wordplay between Mercutio and Tybalt at that point suggests that there is no real aggression involved in the fight. The verbal sparring between the characters suggests that this kind of confrontation has occurred frequently before, without it resulting in violence. .uafdf5944e829ac7a8658a07601e9e1f4 , .uafdf5944e829ac7a8658a07601e9e1f4 .postImageUrl , .uafdf5944e829ac7a8658a07601e9e1f4 .centered-text-area { min-height: 80px; position: relative; } .uafdf5944e829ac7a8658a07601e9e1f4 , .uafdf5944e829ac7a8658a07601e9e1f4:hover , .uafdf5944e829ac7a8658a07601e9e1f4:visited , .uafdf5944e829ac7a8658a07601e9e1f4:active { border:0!important; } .uafdf5944e829ac7a8658a07601e9e1f4 .clearfix:after { content: ""; display: table; clear: both; } .uafdf5944e829ac7a8658a07601e9e1f4 { 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; } .uafdf5944e829ac7a8658a07601e9e1f4:active , .uafdf5944e829ac7a8658a07601e9e1f4:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .uafdf5944e829ac7a8658a07601e9e1f4 .centered-text-area { width: 100%; position: relative ; } .uafdf5944e829ac7a8658a07601e9e1f4 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .uafdf5944e829ac7a8658a07601e9e1f4 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .uafdf5944e829ac7a8658a07601e9e1f4 .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; } .uafdf5944e829ac7a8658a07601e9e1f4:hover .ctaButton { background-color: #34495E!important; } .uafdf5944e829ac7a8658a07601e9e1f4 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .uafdf5944e829ac7a8658a07601e9e1f4 .uafdf5944e829ac7a8658a07601e9e1f4-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .uafdf5944e829ac7a8658a07601e9e1f4:after { content: ""; display: block; clear: both; } READ: Contracts and procurement EssayLuhrmanns use of a black actor to play Mercutio provides an opportunity for an aggressive tone to be introduced earlier in the scene than in the original text. When Tybalt says thou consortst with Romeo Mercutio takes it to be a reference to his race, in that his response what, does thou make us minstrels? refers to the black and white minstrels that existed at the turn of the 20th century, rather than a troupe of jugglers, which would be the context of Shakespeares time. Zeffirelli places heavy emphasis on the heat of the day, directing Mercutio to mop his face with a handkerchief. The humidity of the scene is pivotal because it causes Mercutio to climb into a fountain to cool off, thereby providing an opportunity for Tybalt to splash him, and start the fight that results in both their deaths. Zeffirelli is aided in setting his scene by Benvolios line for now these hot days, is the mad blood stirring. The Shakespearean connotations of madness are very different to present-day, and madness (any unusual or socially unacceptable behaviour) was attributed to everything from diet to climate. Therefore it would have been perfectly reasonable at the time to conjecture that Tybalt is mad because of the heat. Luhrmann interprets the role of fate as religious destiny, with the continuous appearance of icons of Christ and the Madonna at pivotal moments in the film. There is also the heavy irony that is typical of Luhrmanns other films, in that these images appear on the most unlikely objects (i.e. guns). The film also implies that Romeos fate is synonymous with Christs. At the end of act three scene one Romeo cries, I am fortunes fool. In the same way that the play is described as fated, the death of Christ is held by believers to be predestined. Luhrmann ends the scene with a shot of Romeo stretching his arms out in the manner of a crucifix, and then an opening shot in the next scene of a church spire crowned by an icon of Christ on the cross, a resemblance that can in no way be misinterpreted. In the same way that guns figure as precedents for tragedy in the Luhrmann version, Zeffirelli uses bell ringing to precede turning points in the play. There are church bells tolling in the background at the beginning of the scene, a reminder of the marriage that has just taken place. Bells also close the scene, being audible just after the death of Tybalt. One of the things characteristic of all Shakespeares texts is his choice of language to convey something about the personalities of his characters. This may be in the name (i.e. Benvolio, from the Italian ben voglio, meaning good will), or the choice of phrase. The language of war that runs throughout the scene is important both to portray aggression and give a sense of impending doom. Mercutios line, Marry, go before to field, hell be your follower, is a reference to the battlefield. The second tone change comes when Mercutio challenges Tybalt to a duel, when it reverts to the playful taunting we saw at the beginning of the scene. Mercutio cries Tybalt, you rat-catcher, will you walk?, in this way distracting him from his intended fight with Romeo. The way the challenge is delivered suggests that it isnt particularly aggressive, but it is important that Romeo misinterprets the tone in order that he intervenes and gives Tybalt the chance to deal a fatal blow to Mercutio. The characterisation in the text and the subsequent actions of Tybalt, Romeo and Mercutio suggests that Tybalt seizes the opportunity to stab Mercutio during Romeos intervention, and then flees, aghast. The stage direction is Tybalt under Romeos arm thrusts Mercutio in; and flies. This kind of action would appear to a Shakespearean audience as the result of mad blood stirring on a sweltering day. .u7d7582b993e238ca80636353b9415947 , .u7d7582b993e238ca80636353b9415947 .postImageUrl , .u7d7582b993e238ca80636353b9415947 .centered-text-area { min-height: 80px; position: relative; } .u7d7582b993e238ca80636353b9415947 , .u7d7582b993e238ca80636353b9415947:hover , .u7d7582b993e238ca80636353b9415947:visited , .u7d7582b993e238ca80636353b9415947:active { border:0!important; } .u7d7582b993e238ca80636353b9415947 .clearfix:after { content: ""; display: table; clear: both; } .u7d7582b993e238ca80636353b9415947 { 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; } .u7d7582b993e238ca80636353b9415947:active , .u7d7582b993e238ca80636353b9415947:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u7d7582b993e238ca80636353b9415947 .centered-text-area { width: 100%; position: relative ; } .u7d7582b993e238ca80636353b9415947 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u7d7582b993e238ca80636353b9415947 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u7d7582b993e238ca80636353b9415947 .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; } .u7d7582b993e238ca80636353b9415947:hover .ctaButton { background-color: #34495E!important; } .u7d7582b993e238ca80636353b9415947 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u7d7582b993e238ca80636353b9415947 .u7d7582b993e238ca80636353b9415947-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u7d7582b993e238ca80636353b9415947:after { content: ""; display: block; clear: both; } READ: Interesting and exciting in Romeo and Juliet EssayIn the Zeffirelli film version the youthfulness of the characters and their horror at Mercutios death implie uld kill Mercutio underhandedly, rather than wound him honourably through an accident. The third and final change of mood comes after Mercutio has been wounded. Mercutio says, Help me into some house, Benvolio. This would have been a real blow for Romeo, who up until now would have considered himself to be Mercutios best friend. This is the first death in the play, giving implications that there will be more, and setting the scene for the tragedy. Mercutios dying words, A plague on both your houses! are prophetic of the lovers fate and their families grief. In the Luhrmann film version Mercutio is a very aggressive and obnoxious character, whereas in the original text Shakespeare intended the character to engage the sympathy of the audience through his playfulness and loyalty to Romeo. Zeffirelli remains true to the play in this respect, making Mercutios death scene a very moving moment. The Zeffirelli film lingers on the irony of Mercutios words, Ask for me tomorrow and you shall find me a grave man, where, although the audience understand the gravity of the situation, Mercutios companions believe him to be acting, until he is actually dead. The Zeffirelli version is very true to the Shakespearian text, both in and portrayal and characterisation. The youth and innocence of the characters draws the sympathy of the audience, making the tragedy all the more poignant. However, it fails to challenge any preconceptions about the play, adhering to the usual interpretation of the themes and characters. Luhrmann injects a controversial aspect to his characters, seizing on the ambiguity of many events that occur within the original stage version to make his mark on the play. The flamboyance of his Mercutio made his death all the more ironic, in that the character had a degree of invincibility about him. My interpretation of the play ties in closely with the Zeffirelli version. However, saying that, I believe the Luhrmann version was a far more entertaining screen adaptation, being accessible to everyone, regardless of whether they had read the play or not. Mass appeal is, ultimately, what films are about, and Luhrmann has incorporated all the aspects of a blockbuster with the timeless appeal of Shakespeare.

How does Shakespeare explore the themes of hate and love through the words of his characters in Romeo and Juliet Essay Example

How does Shakespeare explore the themes of hate and love through the words of his characters in Romeo and Juliet? Essay Romeo and Juliet is a story of two warring families who despise each other. The Montague is the house of Romeos. The house of Juliets family is the Capulets the play rotates between passionate love scenes to ghastly bloody fight scenes. Also in the play, there are different types of love such as unrequited love, love at first sight, parental love, friendship love and love of family honour and name. In the essay, I will look at the language of love and hate in a variety of scenes. In act 1 scene, one Romeo is in love with Rosaline but she does not show love back to him, this is unrequited love. For example in that hit you miss: shell not be hit with cupids arrow. This illustrates the idea that he has expressed his love but has been rejected as though cupids arrow just deflected of her. He uses oxymorons, which means using impossible opposites such as love, and hate, which is used throughout the play. An example of an oxymoron is Heres much to do with hate, but more with love. This is a good example of an oxymoron because it illustrates what an oxymoron is and how it can be used. Moreover, Romeo sounds as though he is in love with the sensation of being in love, not actually being in love. For example, Heres much to do with hate, but more with love. Why then o brawling love, o loving hate. This suggests that he is not in love because he is not saying anything about Rosaline. Romeo is just confused because this is the first time he has been in love and does not know how to control his overwhelming emotions. We will write a custom essay sample on How does Shakespeare explore the themes of hate and love through the words of his characters in Romeo and Juliet? specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on How does Shakespeare explore the themes of hate and love through the words of his characters in Romeo and Juliet? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on How does Shakespeare explore the themes of hate and love through the words of his characters in Romeo and Juliet? specifically for you FOR ONLY $16.38 $13.9/page Hire Writer At the start of act 1 scene 5, we see Romeo talking about Juliet but not speaking to her. He describes her as a rich jewel and a torch that burns bright. This suggests that her very presence lightens up the roam. He also says Beauty too rich for use. This illustrates the idea that her beauty is too great for everybody to handle in everyday use. This makes Romeo completely forget about Rosaline. This justifies the point in paragraph 1 that the love that Romeo felt for Rosaline was artificial because he has totally forgot about Rosaline. Romeo then uses religious imagery. The key phrase, which shows this, is Ill watch her place of stand, and touching hers, make blessed my rude hand. This illustrates the idea that if you touch her hand all your sins will be washed away. Furthermore, it could mean she will bless because you have been touched by something so beautiful. When Romeo and Juliet speak for the first time, it is love at first sight. They kiss. For example Thus from my lips. This is illustrating that this is love at first sight because they become very passionate with each other even though they do not know a thing about each other. Romeo knows that it is a sin but he cannot resist. For example, Sin from my lips? O trespass sweetly urgd! Give me my sin again. This is implying that he does not want to stop being with Juliet. He wants his urge to trespass so he could carry on kissing Juliet. He even knows that it is not right because he keeps calling it a sin. Juliet he even knows that it is wrong and she should not be doing this but she is so much in love, the same as Romeo, she cannot resist, also the same as Romeo. Shakespeare very cleverly put there conversation into a form of a sonnet, which is a short poem with a set structure. The sonnet suggests their love is mutual. Act 2 scene 2 is probably the most important scene in the play because this is the scene, which Romeo ; Juliet declare their love and agree to marry the next day. First Romeo arrives but Juliet is not in the scene at this time. Romeo describes Juliet as the sun and light. For instance, he says, what light through yonder window breaks? It is the east and Juliet is the sun. Arise fair sun, and kill the envious moon. This illustrates the idea that Juliet is the sun which is bright and sweet and when she appears through the window she will kill the moon and everything will become light and beautiful, the same as she is. This could also be classified as light and dark imagery because it involves the brightness of the sun and the darkness of the moon. He also uses other light and dark imagery to describe Juliet such as Two of the fairest stars in all of heaven plus The brightness of her cheek would shame those stars. Shakespeare has to use light and dark imagery because all the plays would be performed during the day in an opened air theatre. The light and dark imagery helps the audience to believe it was night. Romeo is felling exited at the prospect of meeting Juliet again. We know this because he used a lot of question marks and explanation marks. For instance she speaks, yet she says nothing; what of that? Secondly see how she leans her cheek upon her hand! and finally That I might touch that cheek! All these explanation and question marks make the audience and readers feel as though there is a sense of jumpiness with in Romeo that wants to break free. Juliet however knows that it is wrong for them two to be seeing each other because of there names and wishes Romeo were not a Montague. For example, o Romeo deny thy father name and refuse thy name. This is showing, even though she is not talking to Romeo she wants him to change his birth name and refuse to be a Montague. She also said Or if thou wilt not, be sworn my love, and Ill no longer be a Capulet. This is implying that she is so much in love she will no longer be a Capulet if Romeo swears his love to her. This makes Juliet feel scared of what is going to happen in the future and happy at the same time because she will be with Romeo. In act 5 scene 3 Romeo is saying goodbye to Juliet for the final time at her burial tomb. He thinks she is dead but the audience the knows she is not and this makes them uneasy. He goes to the tomb to kill him self however, the audience and reader does not know this so it is a surprise to them when he kills himself. Before he goes into the tomb, Paris is there so he has to kill him. He does not want to kill him but Paris would not let him go inside to see Juliet. After he has killed Paris, he lays him next to Juliet. As he enters Juliets grave he straight away uses light imagery to describe her. For example, for here lies Juliet, and her beauty makes this a feasting presence full of light. This illustrates the idea that Juliets presence in the grave lightens up the grave. Secondly, Romeo talks about his love for his wife by saying O how may I call this a lightning? O my love, my wife, This is implying that he truly loves her because he is saying his love and his wife before that he called her Juliet. However, the most effective word here is light, ning because it means sprits and the dead. This is good in the play because the audience does not want Juliet to go and leave the play. Finally, Romeo uses gross imagery to where he says with worms that are thy chambermaids. The most effective words here are worms and chambermaids because it is saying that the worms will be her maids and she will always look beautiful because the worms will act as her maids. It addition it could imply that she is still so magnificent everything will treat her greatly. He finally kills himself by drinking poison but he makes it in memory of Juliet. Act 1 scene 1, the first scene of the play Shakespeare starts with an opening violent scene to indulge the audience and readers into the play. Tybalts language reveals that he is an aggressive character and has extreme motives. For instance what, art thou drawn among these heartless hinds? Turn thee, Benvolio, look upon thy death. This suggests that he gets angry quickly because he immediately wants a fight with Benvolio even though he wants peace, I do but keep the piece. Another explanation could be he just likes to fight. This gives the impression to the audience that he is a violent character. His motives could be seen as extreme. For instance what, drawn and talk of peace? I hate the word, as I hate hell, all Montagues and thee. This suggests that he is a horrible person because the Montagues want peace but he wants a fight. This makes him the bad person in the play, which the audience loves to hate. Later on in the scene lord, Capulet hears about the fight. He wants to grab his sword and join in the fight. For example, Give me my long sword. This emphasises the fact that he want to join in the fight so quickly because he calls for his sword straight away without thinking. He does not even consider how old he is. Shakespeare starts the play with a gruesome fight scene to distinguish the hate the two families have for each other. In act 1 scene 5, the ball scene in which the Montagues intrude. It is also the scene, which Capulet and Tybalt get in an argument. Tybalt gets angry quickly at Capulet because he recognizes Romeos voice at the party. He wants to start a fight with Romeo; the quotation that supports this is This, by his voice should be a Montague. Fetch me my rapier, boy. This illustrates the idea that he is so tuned in to the hatred he can spot a Montague with there voice. It also implies he wants a fight straight away the same as act 1 scene 1. He also calls Romeo a slave which is offensive because in Shakespearian time slaves were the lowest of the lowest. This is also love of family honour, which compensates for his hate to Montagues. Capulet however does not think it is a big problem because they are doing no harm. In those days, it was wrong to insult a guest. Tybalt shows aggression to Capulet for instance it fits when such a villain is a guest: Ill not endure him. This suggests Tybalt cannot stand him even though Romeo is doing nothing wrong. Capulet becomes angry with Tybalt because he is the head of the family and he expects to be listened to. The quotation that supports this is Am I the master here or you. Capulet finds it insulting to being listened to. At the very end of the scene, Tybalt says, I will withdraw, but this intrusion shall, now seeming sweet, convert to bittrest gall. Here he is implying he will calm down for the moment but he will to turn something sweet and innocent to something bad and bitter. Act 3 scene 1 is a fight scene. The fight between Tybalt and Mercutio comes about because they both are too proud of themselves and their personal honour in addition they do not want to show weakness to each other. For example, Benvolio sees the Capulets come towards them therefore he warns Mercutio but he does not care, By my heel, I care not. This shows that he will be protective over his honour. He wants to fight. Tybalt will not step down either because he likes a fight. They both are arrogant characters. Mercutio is the one who challenges the fight. When he says, Heres my fiddlestick, heres that shall make you dance. This is him being arrogant, he is over confident that he will win the fight. It could also be a simile because fiddlestick is a musical instrument but he is referring to his sword and dance is making move about because he is going to hit him. When Romeo enters, the audience feels tension because he has just come from the church where he got married to Juliet. Romeo wants the fight to stop because he is apart of Tybalt family as well as Mercutios. Romeo best describes this when he says to Tybalt the reason that I have to love thee doth much excuse the appertaining rage to such a greeting. This illustrates the idea that Romeo does not want to fight because he secretly knows that they are family now. However, Tybalt is so hooked on the hate he has for Romeo he just wants to fight. For example, boy, this shall not excuse the injuries that thou hast done me, therfor turn and draw. Here is insulting Romeo by calling him boy even though he is an adult. He is hoping by insulting him he will be able to get him to fight. Tybalt then hurts Mercutio. This could be the warning that Tybalt was giving at the party, that he will turn something sweet to something bitter. While Mercutio is hurt he uses gross imagery which is the quote A plague a both houses! This is gross imagery because a plague is disgusting so he is saying his wound is disgusting. It could also mean the continence of distraught and despair which has happened through and something that may continue. This makes the audience feel tension and lures them into the play even deeper. When Mercutio dies, Romeo is filled with rage towards Tybalt and sets of after him to kill him, which he does.

North Korea Politics

North Korea Politics North Korea’s nuclear program started in about 1962. During this time, North Korea (Officially known as the Democratic People’s Republic of Korea, DPRK) â€Å"committed itself to what it called ‘all-fortressization,’ which was the beginning of hyper militarized North Korea of today† (Pike, para. 4).Advertising We will write a custom essay sample on North Korea Politics specifically for you for only $16.05 $11/page Learn More The government established an atomic energy research plant, which the specialists who had studied in the Soviet Union used to train students. Due to the abundance of uranium in North Korea, the country succeeded in its nuclear programs but faced oppositions from other countries (Pak, 133). In 1991, North Korea and South Korea made an agreement to keep the peninsula free of all sorts of nuclear weapons (Graham and LaVera, 1269). This is what they called the Basic Agreement. In this agreement, the two coun tries committed to reconciliation, nonaggression, exchange and cooperation between them (Betz, 10). The two countries then formed four joint commissions to workout the specifics for implementation of the basic agreement. However, North Korea went against this agreement, carried out secret nuclear programs, and denied South Korea access to the country for inspection. In 1993, North Korea pulled out of the nuclear non-proliferation treaty, an issue that led to its first crisis (Niksch, 18; â€Å"Timeline,† para. 3). Despite sanctions from western counties and the UN, Korea went ahead and produced its nuclear weapons by 1994. During this period of the basic agreement, North Korea had poor relations with other countries but had some relations with China, the Soviet Union and was struggling to form diplomatic ties with South Korea. In 2002, North Korea faced its second crisis. This county engaged in a gun battle with South Korea in June that killed four of South Korea’s sai lors. Japan stopped its food aid an issue that made the UN WHO to cut its food supplies to North Korea. Korea admitted that it was secretly carrying out nuclear processes and promised to stop if the US signed a non-aggression treaty and it also engaged in ambassadorial overtures. Consequently, it restarted talks with some other countries. Some of these included Japan, the U.S. and South Korea.Advertising Looking for essay on political culture? Let's see if we can help you! Get your first paper with 15% OFF Learn More North Korea conducted its first nuclear test in October 2006 (Kristensen, para.1). This underground explosion test registered a 4.2 magnitude tremor. Prior to the test, North Korea had announced that it was ready to do the test. They also notified China of the test twenty minutes before they carried it out. According to Lankov, the test â€Å"was aimed at impressing the outside world in order to manipulate it and get what the North Korean leader s wanted to get† (para. 1). During this time, North Korea had poor diplomatic relations with many countries and this test helped it revive its relations. Thereafter, the United States decided to make important special considerations. As a result, assistance to North Korea was started again. North Korea has a poor history of international relations especially with the western countries. However, the country held a good relationship with the Soviet Union during the early years of its establishment. North Korea’s relation with South Korea and the US was poor but it improved in 1991 when South Korea became a member of UN and strained North Korea’s relation with the Soviet Union. The signing of the nuclear anti-proliferation agreement between these two counties improved their relationship in 1991. Currently, North Korea has belter international relations with other countries and it is a member of the UN, FAO, UNDP, WHO and many others. North Korea is very cautious in establishing diplomatic ties with other countries. The country began participating in ASEAN Regional Forum in July 2000 and established diplomatic ties with other countries like Italy, Philippines, Australia, U.K., Germany and others. In conclusion, North Korea has a history characterized by wars and international crisis (Hagstrom and Soderberg, 2; Bajoria, para. 1). The country decided to engage in nuclear weapon developments in order to protect itself against its powerful neighbors and to assure it of military self-sufficiency (Cronin and Art, 157). The founders of this project were determined to counter the power of the United States against them and prevent any military takeovers from other countries.Advertising We will write a custom essay sample on North Korea Politics specifically for you for only $16.05 $11/page Learn More Bajoria, Jayshree. â€Å"The Six-Party Talks on North Koreas Nuclear Program.† CFR. Council on Foreign Relations, 2009. Web. Betz, Frederick. Executive strategy: strategic management and information technology.  New York: J. Wiley, 2001. Print. Cronin, Patrick M., and Art, Robert J. United States and coercive diplomacy.  Washington: United States Inst. of Peace Press, 2003. Print. Graham, Thomas, and LaVera, Damien. Cornerstones of security: arms control treaties  in the nuclear era. Seattle: Univ. of Washington Press, 2003. Print. Hagstrom, Linus, and Soderberg, Marie. North Korea policy: Japan and the great  powers. New York: Routledge. Print. Kristensen, Hans M. â€Å"Nuclear Weapons Program.† FAS. Federation of American Scientists, 2006. Web. Niksch, Larry A. â€Å"North Korea’s Nuclear Weapons Program.† Congressional Research  Service. Foreign Affairs, Defense, and Trade Division, 2006. Web.Advertising Looking for essay on political culture? Let's see if we can help you! Get your first paper with 15% OFF Learn More Pak, Chi Y. Korea and the United Nations. The Hague: Kluwer Law International, 2000. Print. Pike, John. â€Å"Nuclear weapons program.† Global Security.org. Global Security, 2005. Web. Quinones, Kenneth C., and Tragert, Joseph. The complete idiots guide to  understanding North Korea. Indianapolis, IN: Alpha, 2003. Print. â€Å"Timeline.† Asia Pacific. The New York Times, 2006. Web. Lancov, Andrei. North Korea conducted nuclear test in 2006. The Korea Times. 2010. Web.

- Financial Accounting Essay Example | Topics and Well Written Essays - 1500 words

- Financial Accounting - Essay Example See appendix 2 (Clarke 2010, pp. 71). (b): while preparing the cash budget, the sales increase by  £ 3,000 per month has been factored in. On a similar note, the quarterly payment of electricity cost and the reduction of the electricity by  £ 1,000 every month have been factored in. See appendix 3 (Albrecht 2007, pp. 901). (c): Working capital includes cash, inventory, marketable securities and account receivables. It is always advisable for business entities maintain a sufficient amount of cash, since it is the most liquid asset, to enable an entity’s operations to run effectively. Therefore, cash, account receivables and marketable securities are types of working capital that are constantly required to carry out the operations of a business entity. Kawasaki Ltd has two types of working capital under its management. They are the account receivables, the inventories and cash. Though the inventories are not as liquid as compared to cash, they can be converted to cash when the need arises (Bhattacharyya 2004, pp. 29-50). The company has a policy in place to regulate the account receivables. The policy states that the buyers have 30 days after sales to pay their dues. Therefore, the debtors’ payable period is 30 days. The period is short enough to reduce the amount of cash tied up on debts, thus, increases the cash availability for the company. In addition, the policy improves the revenue generated by the company, thus, improves the net income. Second, the company has formulated a policy that would see the inventory levels reduced during the low-demand season. The policy will see the inventory wastage eliminated; thus, eliminate the cost related to such wastage, thus. Improve the revenue. Third, based on the cash budget for Kawasaki Ltd, the cash balance increases every month. From the cash budgets, the cash availability in the company is sufficient enough to support the company’s operations. The cash levels should be

History of Education events Essay Example | Topics and Well Written Essays - 1250 words

History of Education events - Essay Example This had led to suggestions of gathering up all children and forcing them into schools. This history to a large extent influenced the American education system to grow to what it is today. Examining that history gives a glimpse of its achievements so far, and provides a view of the yet to be achieved goals. Among the aspects that influenced this growth include religion, technology, funding and technology, among others (Coulson, 1999). American education and religion Originally, education in America started as a religious affair in the early 1846. The Protestants began it with the sole purpose of teaching their followers on how to study God’s word. This was driven by the belief that every individual had a unique relationship with God. Hence, each person needed to interpret Gods word in their own way. To become closer to God, every individual had to be educated. This was seen in Massachusetts where compulsory schooling was put in place. Initially, Latin academies were put in pla ce later leading to grammar schools, then high schools. This eventually led to the existing system of elementary, middle and high schools. Religion can hence be argued to be the main origin of the American education system (Boers, 2007). Religion also influenced social empowerment and equality in the provision of education. This formed the basis of civil rights activism of the year 1964. It emphasized on the desegregation of schools and treating all men as equals. It also influenced efforts towards eradication of racism. This ensured education for all. American education and students with special needs (disabled and â€Å"gifted†) In the year 1975, education for all handicapped children act was passed into law. It required the provision of quality, fair and appropriate education to all students that were physically challenged. This was supported by the courts and eventually led to a large increase in special education classes. The role of the children with special needs in th e education system was hence appreciated. This is especially because many of these children are gifted in various fields and the education system would greatly help in tapping this resource. The challenge only remained in mainstreaming of children with special needs in schools (Shiber, 1999). American education and funding At around 1826, there was the ‘encouraging era’ whereby the government encouraged the establishment of school districts and went ahead to raise the tax revenues to support them. This trend entailed building government-run elementary schools in districts that agreed to own and operate those public schools. Those districts that did not agree to own such schools were allowed to use public funds to pay for the cost of students who came from the district but schooled in a private, parochial or religious school of their parents choice. This encouraged the development of early education as even those who lacked enough funds would benefit from such an arrange ment. Private investors in the education system would also be encouraged to put more investments in the provision of education The high school movement also had support at the grass root level of local cities and school systems. After the year 1916, the federal government involved itself in vocational education funding. Teacher training colleges were funded by states and religious bodies. These were often called the â€Å"normal schools†

Simplifying Expressions Essay Example for Free

Simplifying Expressions Essay Include in this paper I have demonstrated the following solutions for the three problems listed below. Using th given vocabulary words I have broken down each problem using the proper steps in solving the algebraic expressions. Also shown will be what is important about real numbers and in what way they are useful in using real numbers in solving algebraic expressions. By breaking down the equation you can simplify the equation down to lowest terms. Gathering the like terms in the equation is a step in breaking down the expression correctly. Take the coefficient and multiply it by the variable. The distributive property in the expression is the letters in the expression. When solving a algebraic expression you always remove the parenthesis first. A. )2a(-5 + a) + 4(a + -5) Simplify the terms (-5 * 2a + a * 2a) + 4(a + -5) (-10a + 2a2) + 4(a + -5) -10a + 2a2 + 4(-5 + a)Reorder the terms -10a + 2a2 + (-5 * 4 + a * 4) -10a + 2a2 + (-20 + 4a) -10a + 4a = -6a -20 + -6a + 2a2 Combine the like terms : -20 + -6a + 2a2 a = 5This is the simplified answer  a = {-2, 5} B. ) 2w – 3 + 3(w – 4) – 5(w – 6)The given expression -3 + -12 + 30 + 2w + 3w + -5w The distributive property removes the parentheses. -15 + 30 + 2w + 3w + -5w Combine the like terms 15 + 2w + 3w + -5w = 0Combine the like terms 2w + 3w = 5wCombine like terms again 15 + 5w + -5w 5w + -5w 15 + 0 15 = 0The final answer C. ) 0. 05(0. 3m + 35n) + -0. 8(-0. 09n + -22m) (0. 3m * 0. 05 + 35n * 0. 05) + -0. 8(-0. 09n + -22m) (0. 015m + 1. 75n) + -0. 8(-0. 09n + -22m) 0. 015m + 1. 75n + -0. 8(-22m + -0.09n) Reorder the terms 0. 015m + 1. 75n + (-22m * -0. 8 + -0. 09n * -0. 8) 0. 015m + 1. 75n + (17. 6m + 0. 072n) 0. 015m + 17. 60. 1034345728n m + 1. 75n + 0. 072n The distributive property removes the parentheses 0. 015m + 17. 6m = 17. 615mCombine the like terms 17. 615m + 1. 75n + 0. 072n 1. 75n + 0. 072n = 1. 822nCombine the like terms 17. 615m + 1. 822n 17. 615m + 1. 822n Solving Move all terms containing m to the left, all other terms to the right. Add -1. 822n to each side of the equation. 17.615m + 1. 822n + -1. 822n = 0 + -1. 822n Combine like terms: 1. 822n + -1. 822n = 0. 000 17. 615m + 0. 000 = 0 + -1. 822n 17. 615m = 0 + -1. 822n Remove the zero: 17. 615m = -1. 822n Divide each side by 17. 615. m = -0. 1034345728n Simplifying m = -0. 1034345728n How are the real numbers useful in solving algebraic expressions? The real number line is a graph that is used to represent the set of real numbers. Using real numbers is useful by charting them on the graph helps to solve the algebraic expression.

Apollonian and Dionysian Man Essay -- essays research papers

The Apollonian and Dionysian man complete each other in the sense that these two terms create our society. The Apollonian man was given its name from Apollo, the sun- god. He represents light, clarity, and form. The Dionysian man was given its name from the Greek god Dionysus. As the wine-god, he represents drunkenness and ecstasy. The Dionysian was the primal aspect of reality, as well as raw nature, life and death, pleasure and pain, desire, passion, sex, and aggression. It is the source of primal instincts. "The Dionysian with its primal pleasure-experienced even in pain- is the common womb of music and tragic myth...the Apolline is the realm of dreams and ideal forms."("The Birth of Tragedy" Nietzsche, 1871) The Apollonian is the humanized aspect of reality, civilization, harmony, and balance. It follows order, form, status, peace, moderation, permanence, symbolism, language, and reason. In modern psychological terms it is the Ego and Superego. The complexities of the Dionysian person verses the Apollonian person will be explored using Robert Johnson's Ecstasy. The Dionysian name emphazing the irrational element of frenzy was found in the rites of Dionysus. This book explores the nature of ecstasy through the myth of Dionysus. In ancient Greece, Dionysus was the god of wine and ecstasy. "The myth of Dionysus is a picture of the forces, behaviors, and instincts that shape our inner world. He is a complex figure who symbolizes the irrational world of our senses as it interacts with the rational world of rules and limitations."(Johnson, 11) Zeus, in disguise, traveled on earth and came upon the city of Thebes. He fell hopelessly in love with Semele, the daughter of King Cadmus. She became pregnant and wanted to look into the eyes of her lover. She asked Zeus to grant her a boon. He made an oath with the River of Styx. This oath exclaimed she could have anything. She asked to see the god of the thunderbolt in his true splendor. She persisted and sadly he kept his word. This meant her death. She was immediately incinerated. Only her womb, wrapped in ivy, escaped the flame. Zeus was furious, therefore he cut an incision in his thigh, and tucked the child into it. The baby continued to gr... ...e The Birth of Tragedy) â€Å"The Apollonian tendency is associated with the instinct for form, beauty, moderation, and symmetry. It is the basis of all analytic distinctions.†(Nitezsche The Birth of Tragedy) The Apollonian and Dionysian are two terms that consummate each other in the sense that they structure our society. The Apollonian is the humanized aspect of reality, civilization, harmony, and balance. It follows order, form, status, peace, moderation, symbolism, and reason. The Dionysian was the primal aspect of reality, as well as nature, life and death, desire, passion, sex, and aggression. Robert Johnson’s Ecstasy explored the nature of ecstasy throught the ancient Greek myths of Dionysus and Apollo. Ecstasy was once considered a favor of the gods, a divine gift that could lift mortals out of ordinary reality and into a higher world. The myth of Dionysus and the rise and fall of his cult, offer the best elucidation of our loss of ecstatic experience. He is a complex figure who symbolizes the irrational world of our senses as it interacts with the rational world of rules and limitations.

Creating Performance Goals and Measures for Your Charter School Essay

This document is designed to provide guidance and assistance in developing sound goals and measures – both educational and organizational – for inclusion in your charter agreement with [Authorizing Agency]. The following guidance focuses especially on providing deeper guidance for developing strong educational goals and measures – i.e., those that will comprise the Academic and Student Non-Academic Performance indicators of your charter agreement. This task demands particular attention because educational performance indicators are often more challenging to state in meaningful, objective terms than are non-educational measures, such as those focusing on Organizational and Management Performance (the third category of performance indicators required for your charter agreement). However, the principles for developing all of these types of goals and measures are very similar; thus, to the extent applicable, you should follow the guidance in these pages for developing your non-educational goals and measures as well. I. General Criteria for Goals Goals should be SMART: Specific and Tied to Standards Measurable Ambitious and Attainable Reflective of Your Mission Time-Specific with Target Date 1. Specific A well-defined goal must be specific, clearly and concisely stated, and easily understood. Academic goals should be tied to academic standards that specify what students should This document was first developed by Margaret Lin as a guidance tool for the Charter Schools Office of Ball State University (IN) to offer to the schools it oversees. It has been adapted for distribution at the Annual Conference of the National Association of Charter School Authorizers, Nov. 13-14, 2003, San Diego, CA. Many of the concepts, definitions and principles in these pages are adapted from the following sources: Measuring Up: How Chicago’s Charter Schools Make Their Missions Count, by Margaret Lin (Leadership for Quality Education, 2001); Guidelines for Writing Charter School Accountability Plans, 2001-2002 (Charter Schools Institute, State University of New York), http://www.newyorkcharters.org/charterny/act_guide.html; and â€Å"Some Expectations Regarding the Contents of Charter School Accountability Plans,† District of Columbia Public Charter School Board. know and be able to do, for each subject or content area and for each grade, age, or other grouping level. Equally important, academic goals should be developed with solid knowledge of students’ baseline achievement levels. 2. Measurable A goal should be tied to measurable results to be achieved. Measurement is then simply an assessment of success or failure in achieving the goal. 3. Ambitious and Attainable A goal should be challenging yet attainable and realistic. Academic goals should be based on a well-informed assessment of your school’s capacities and your students’ baseline achievement levels. 4. Reflective of Your Mission A goal should be a natural outgrowth of your school mission, reflecting the school’s values and aspirations. 5. Time-Specific with Target Date A well-conceived goal should specify a time frame or target date for achievement. Ball State expects its charter schools to specify both long-term goals that each school expects to achieve by the end of its fourth year of operation, along with annual benchmarks that will enable the school, authorizer and other stakeholders to monitor and assess the pace of progress. Definitions of Key Terms To develop adequate learning goals and measures, schools should begin with a clear understanding of a few essential terms: Goal: A clear, measurable statement of what students will know and be able to do in order to be considered â€Å"educated† after a certain length of time attending the school. Standard: A clear, measurable statement of what students will be expected to know (a content standard) or be able to do (a performance or skill standard) at a given point in their development, usually each year and at graduation. (Standards are usually defined grade-by-grade and subject-by-subject, and are thus more specific than – but necessary to support – overarching school goals.) Assessment (sometimes also â€Å"measure†): A method, tool or system to evaluate and demonstrate student progress toward – or mastery of – a particular learning standard or goal. (Examples: A standardized test, or a portfolio-judging system) Measure: An application of an assessment that defines progress toward or attainment of a goal and indicates the level of performance that will constitute success. (Example: â€Å"Students at the Successful Charter School will improve their performance on the reading portion of the Stanford-9 by at least 3% per year, on average.†) Assessments – and by extension, measures – should be valid, reliable, and demonstrate scoring consistency: †¢ Valid: Assesses the skill or knowledge it is intended to assess. Reliable: Provides consistent results when taken repeatedly by the student at a given point in his/her development, as well as by other students at the same point in development. Scoring Consistency: Produces consistent scores, ratings, results or responses when a particular assessment tool, scoring guide or rubric is used by different evaluators to assess the same student performance or work sample. 3 II. Essential Principles to Guide the Development of Sound Educational Goals and Measures †¢ Your mandate as the operator of a charter school is not just to teach well but also to demonstrate objectively – in ways that are clear, understandable and credible to a variety of external audiences – that you are doing so. Thus, you must measure and report academic progress precisely and extensively. Distinguish between goals and measures. Goals are the starting point, but require valid, reliable ways to measure and demonstrate that you have achieved them. Make sure that your goals are clear, specific and measurable. Your measures for attainment of those goals should describe how you will assess progress, and how much progress will constitute success. Educational goals must be connected to a well-defined set of learning standards for both content (what students should know) and performance (what students should be able to do). Such standards should exist for every subject or content area and each grade, age or other grouping level in the school. Focus on outcomes and evidence of learning, not inputs. For example, participation rates or the number of hours spent on an activity are not sufficient measures of success. Participation and investment of time are  necessary first steps, but they are inputs, not measures of learning and accomplishment. In developing goals for your accountability plan, focus on what’s most important. Ten or fewer clear, well-chosen and carefully measured educational goals (for both Academic and Student Non-Academic Performance) should allow you to provide a convincing story of your progress and achievements – and will be more effective than listing a score of vague, trivial, redundant or hard-to-measure indicators. The measures you develop to assess achievement of each goal, if not based on standardized assessments, should be demonstrably valid and reliable. (The attached framework will provide some help in developing validity and reliability of assessments.) A Note on Defining Standards: Milestones on the Path to Broader School Goals Educational goals must be tied to clear content and performance standards specifying what you expect your students to know and be able to do in order to graduate or be promoted to the next level. These standards need only to be referenced in your accountability plan, but they form the foundation of your school’s education program. As such, selecting and developing grade-bygrade, subject-by-subject standards is an essential component of accountability planning that goes hand-in-hand with broader goal-setting. Of course, many of your school standards will be Indiana state standards. However, most schools have important aims beyond the state requirements, and developing these supplemental standards is a technically challenging task. It usually consists of several steps, including: 1. Articulating desired characteristics of â€Å"educated† students at a general level – or setting your  school’s overarching goals; 2. Breaking these general qualities and goals into more concrete graduation or exit standards; and 3. Benchmarking these exit standards down into specific and measurable grade-age-level content and performance standards.2 III. Practical Steps for Developing Sound Educational Goals and Measures †¢ Define a set of goals that describe what success will look like at your school. These goals should be carefully selected to reflect the breadth and depth of your mission, and should answer critical questions such as: How will you know if your school is succeeding (or not)? What will be important characteristics of â€Å"educated students† at your school? What will students know and be able to do after a certain period of time? Outline your goals in precise, declarative sentences. Example: â€Å"All students at the Excelencia Charter School will be proficient readers and writers of Spanish within four years of enrolling.† Identify at least one and possibly multiple measures to assess and demonstrate progress toward each goal. These measures must indicate both (1) the level of performance you will expect your school or students to achieve, and (2) how much progress will indicate success. (It is not sufficient to say you’ll administer a certain type of assessment; you must explain how you expect your students to perform on it to demonstrate progress and success.) Adapted from Accountability for Student Performance: An Annotated Resource Guide for Shaping an Accountability Plan for Your Charter School (Charter Friends National Network, 2nd ed., 2001), p. 5, http://www.charterfriends.org/accountability.doc. You may develop different types of measures to assess (1) absolute achievement; (2) student growth or gains; or (3) achievement compared to other schools. (The box below provides an example of different ways to measure achievement of the same goal.) For every goal, choose means of assessment that make non-attainment of the goal as objectively apparent as success. That is, the assessment(s) should tell you (and external audiences) immediately whether you have achieved a particular goal or not. Make sure that your measures of student learning are based on knowledge of your students’ baseline achievement levels. Without such knowledge, your measures will not be meaningful or realistic. Set long-term goals as well as intermediate (typically annual) benchmarks to assess progress. Administer assessments corresponding to this timeline to provide longitudinal data over the term of the charter. To have time to counter learning deficits that students may have upon entering your school, you may consider setting certain goals for students who have been enrolled in your school for a certain period of time, such as â€Å"students who have been in the school for at least three years.† For every measure you develop, ask yourself, â€Å"Will this measure be readily understandable and credible to someone who doesn’t spend a day or a week in our school getting to know us?† Remember, your school will be judged by the media, community leaders and the public at large, in addition to your authorizer and parents. For measures not based on standardized tests, establishing external credibility typically requires demonstrating validity and reliability. (The attached framework offers an overview of one way for schools to do this.) Understand what data you will need to gather to support each measure. Remember, if you have no data, you have no case proving your school’s achievements. Likewise, if you have insufficient data, you have an insufficient case. There is no single best way to measure achievement of a particular goal. As charter schools, you are free to choose measures that you prefer, provided that they are also meaningful and persuasive to external audiences. The following example shows how three different measures might be applied to a single learning goal. (These goals could be developed by one school or by three different schools that have the same goal.) Note that each measure describes how progress will be assessed and how much progress will constitute success. The third measure allows the school to assess skills beyond those measured on standardized tests, and would thus require some demonstration of validity and reliability or be used in addition to externally validated assessments.