Grapes Of Wrath Essay -- essays research papers fc

John Steinbeck uses symbolism to enrich his writing. Several of these symbols can be found in his book, The Grapes of Wrath. The Joad’s, a family from Oklahoma, are in search of a better life. They leave their home in journey to California because of the dust bowl. The symbols in the book are the dust, the turtle, names of people, and the grapes. These symbols give the reader an additional perspective of the book. Dust represents life and death. Dust makes a mess of things and leaves possessions under a mucky film. The farming in Oklahoma becomes difficult because the heavy winds uplift the soil and carry it great distances. Then the farmers are left with no soil to grow their crops. The Joad’s livelihood depends on the soil. If the soil is rich, then it will feed hundreds. But if the soil is dry, it destroys crops and causes famine. The dust covers Oklahoma and leaves the Joad family with no other choice, but to move. The Joad’s journey to California is as slow as a turtle. Heat in the desert, car problems, and the death of the grandparents make the journey long and painful. A turtle shelters himself by pulling his head, legs, and tail inside his shell. The Joad’s gather together as a family to comfort and shelter themselves. A turtle feels safe when it enters his shell and the Joad’s feel safe when they gather as a family. There is symbolic significance in the names of characters throughout The Grapes of Wrath. Tom, one of the main characters, is hitchhiking home when he stumbles upon a preacher by the name of Jim Casey. Jim baptized Tom, but now he is no longer preaching because he has found that everything is holy and man needs no preacher. His initials are J.C. which are the same as Jesus Christ. Jim shows similar characteristics to Jesus Christ. He sacrifices himself for Tom. Tom has caused a deputy to loose his suspect and is said to be under arrest, but Casey steps in and takes the blame. â€Å"It was me, alright† (p.364). Casey is taken by two deputies, but appears to be proud because he knows he has done the right thing. â€Å"Between his guards Casey sat proudly, his head up and the stringy muscles of his neck prominent† (p.364). He gives up his freedom so the Joad’s can accomplish their dreams as a family. Tom then meets Muley Graves, an old neighbor. Muley shows animal like characteristics and acts like a mule. Just like a mule, Muley is stubborn. ... ...ouldn’t share. â€Å"So Ruthie got mad an’ chased ‘em, an’ she fit one, an’ then she fit another, an’ then one big girl got up an’ licked her† (p.563). Although she appears to be strong in reality she is weak . Grapes are the fruit of the vine; something sweet. But in actuality for the Joad’s they are a disappointment. The Joad’s talk about them as being this wonderful fruit that will bring them a better life. They will pick the grapes and earn money. But as they stare at the open fields they realize that it is all just a dream. There are no grapes. They continuously think of the grapes as an escape from their depression. The grapes would be so fruitful that they would be able to bathe in the sweetness, but in their case it turns out completely different. Discussing the symbols of the dust, the turtle, the names, and the grapes makes the reader aware of another aspect of the story. The reader is able to realize just how well Steinbeck is able to bring his stories to life. As a reader you learn to appreciate his style of writing. Once you read his books you realize that he is not only a author, but an artist too. Bibliography the symbols in the Grapes of Wrath Word Count: 1716

Chemistry: University and Study Area Essay

Introductory Chemistry 1405 for non-science majors is designed to meet the needs of students with no background in Chemistry or who are in need of additional preparation before taking Chemistry 1411. This course is concerned with the study of matter presented at an introductory level. The prerequisite for this course is DMAT 0091. Topics covered include: chemistry and measurements, matter and energy, atoms and elements, compounds and their bonds, chemical calculations, gas laws, solutions, acids and bases and nuclear reactions. This syllabus is your legal contract for this course. The first requirement is that you read it entirely. You are responsible for all of the readings and assignments as defined. Questions or issues requiring clarification are welcomed at any time. REQUIRED OR RECOMMENDED MATERIALS (ISBN FOR TEXTBOOK): Required textbook:Introductory Chemistry for Non-Science Majors, the pearson custom edition for Eastfield College, by Timberlake. This book can be ordered from the bookstore http://follett. com/. ISBN#: 1256414824. It is bundled with Eastfield custom edition lab manual for first part of the laboratory and homework code for Mastering Chemistry. Lab Supplies: You must order a lab kit CK-EF. Order your LabPaq online at http://www. labpaq. com. once you are sure to continue the class, as the returned policy is strict. For labPaq order call 866-206-0773 x 114. OR, go to www. labpaq. com/order here, and enter Log in ID: C 000091, Password, labpaq (all lower case) and Choose CK-EF. You can obtain any digital balance with an accuracy of 0. 1 grams. Recommended digital weight balance from NorthShore Care Supply ( http://www. northshorecare. com) is Triton T2 digital precision handheld scale, Item # 7400 ($19. 95). Other required materials:Laboratory Safety Goggles (may be purchased at campus bookstore) Scientific Calculator STUDENT LEARNING OUTCOMES: 1. Demonstrate understanding of the subatomic particles and types of matter 2. Use the Periodic Table to identify metals, non-metals and metalloids 3. Make calculations using the metric system of measurements and significant figures. COURSE OBJECTIVES The course is to demonstrate a general knowledge of the basic concepts in chemistry, and to prepare the student for Chemistry 1411. CORE CURRICULUM COURSE OBJECTIVES: I. INTELLECTUAL COMPETENCIES: 1. Reading: The ability to analyze and interpret a variety of printed materials such as book, documents and articles written at a level above the 12th grade level 2. Writing: The ability to produce clear, correct and coherent prose adapted to a purpose, occasion and audience at a level above the 12th grade level 3. Speaking: Ability to communicate orally in clear, coherent and persuasive language appropriate to a purpose, occasion and audience at a level above the 12th grade level 4. Listening: Analyze and interpret various forms of spoken and visual communication at a level above the 12th grade level 5. Critical Thinking: Think and analyze at a critical level 6. Computer Literacy: Understand our technological society, use computer-based technology in communication, problem solving, and acquiring information II. EXEMPLARY EDUCATIONAL OBJECTIVES: 1. To understand and apply method and appropriate technology to the study of natural sciences 2. To recognize scientific and quantitative methods and the differences between these approaches and the other methods of inquiry, and to communicate findings, analyses, and interpretation both orally and in writing 3. To demonstrate knowledge of the major issues and problems facing modern science, including issues that touch on ethics, values, and public policy 4. To demonstrate knowledge of the interdependence of science and technology, and their influence on and contributions to, modern culture MEANS OF ASSESSMENT OF LEARNING OUTCOMES The course learning outcomes are assigned in more detail for each chapter in various learning objectives. These objectives will be assessed by exam questions, terminology, study area quiz, assignment from mastering chemistry and written laboratory report. It is encouraged to start your weekly activities by understanding â€Å"terminology†, which will be followed by reading corresponding units in the textbook. You will continue working on â€Å"Study Area† quiz and Review Questions, and homework assignments from mastering chemistry. Finally, you will perform the lab experiments. These steps are written in order under â€Å"Things to do† in all the weekly activities. EVALUATION PROCEDURE: 1. Lab Grades: This online course of Chem 1405 uses the â€Å"Wet Lab† experiences from Hands-on lab, Inc. For the first five labs, students use the basic laboratory conceptual practice using Pearson published laboratory manual. After completion of five labs from Pearson published lab manual, students will use their purchased lab kits for the â€Å"Wet Lab† experiences and perform real chemical experiments using chemicals and standard techniques, in the convenience of their house. To ensure the credibility of the lab portion of this course, students will be asked to submit their picture showing their face at one or two specific steps of each experiment along with the data as reflected in their report. The specific steps where they need to submit their picture are well- written in the attached report form in the corresponding experiment on eCampus. Lab grades will be earned from their completed lab reports. These reports have to be typed in Microsoft office word and upload on ecampus in order to be graded, unless otherwise specified (Hand Written lab Report Will not be Accepted). You must use the report attached on ecampus under the folder â€Å"Lab #† of each week activities, and not the one that comes on the CD from LabPaq. You will get ZERO SCORE if you won’t use REPORT FORMAT UPLOADED on ecampus under the â€Å"Lab #†. However, to synthesize the conclusion and discussion of your result in the report, you can use â€Å"Lab Report Assistant† that comes in the CD with the CK-1 kit from Labpaq. The â€Å"Lab Report Assistant† can also be found on ecampus under â€Å"Start Here† button. The CD also has the introduction, safety enforcement agreement and the procedure to perform the lab. You have to sign; scan, and upload the safety agreement in the first week of the semester. Students have to upload the report on ecampus after the completion. The instructions on â€Å"how to upload† the report can be found in eCampus menu under the â€Å"Start Here† button. Students can purchase the lab kit, LabPaq CK-EF, from Hands-on Labs, Inc. Please log on to http://www. labpaq. com/ to order the kit. The lab kits also contain the manual of the experiments on CD. Students CANNOT PASS this course with a failing lab grade. A score of 70% or better and completion of 8/11 labs (cannot miss more than 3 labs) is required to pass the lab portion of this course. The lab reports has to be uploaded on eCampus by 11. 30 pm on the specific due date found on the course calendar. Late lab reports will be accepted but they will drop by 25% for each day the reports are late. Students are encouraged to read the helpful suggestions after they read the procedures on the CD and before they do the experiments. Similarly, it is advised them to complete the lab as early as they can and do not wait until the last minute. The lab schedules are found under the weekly activity for each week. 2. Weekly Activities: These are located under â€Å"Course Contents† button in eCampus. Every week the learning items are placed in the following order. 1. Things to do: Helps to figure out the things to do quickly 2. Learning Objectives: Helps to focus on the goals to learn units of the chapter 3. Powerpoint: Gives you the main direction of concepts for each chapter 4. Terminology: It is a quick guide to know the definition and brief concepts of the topics 5. Study Area Quiz 1 &2 (www. masteringchemistry. com/study area) & Key Concept 6. Assignment (www. masteringchemistry. com/study area) 7. Lab report: Attached on the†Lab #† folder. The lab manual is CK-EF from www. LabPaq. com 8. DO NOT BEG FOR THE EXTENSION OF DUE DATES! 2. 1. Terminology: These are copyright materials and should not be altered. These terms help you to understand the concepts and to prepare for the exam. Download the list of terms from eCampus on the folder â€Å"Terminology #† under â€Å"Week of #† from the ecampus menu†. Study the terminologies, read the corresponding section in the book and answer them concisely with examples. You can try this as many times as you want, and upload your final version on ecampus with the file name â€Å"Terminology #† (NOTE: Please see â€Å"How to load a document on ecampus under â€Å"Start Here† button) 2. 2 Study Area These are self check activities and students can attempt as many times as they want. It helps to understand the concepts as well as to prepare for the exam 2. 2. 1 Quiz 1 & 2 After log on to www. masteringchemistry. com/study area, answer the multiple choice questions. These are self check activities and you can try this as many times as you want, scroll down and email the final trial to yourself. Repeat this step for quiz #2. Copy and paste both the quiz 1 & 2 score and answers of all the questions in a new file called as â€Å"Study Area # 1† for chapter 1. Upload the â€Å"Study Area #† on eCampus. Follow the same procedure for all the chapters. (DO NOT EMAIL TO THE INSTRUCTOR) 2. 2. 2 Review Questions To complete this activity, please follow the same procedure as in 2. 2. 1. However, create a file name â€Å"Study #† where # is replaced by 1, 2, 3, and etc. for the corresponding chapter. 2. 3 HOMEWORK (ASSIGNMENT) You will use Mastering Chemistry for the online homework tutorial. This will help you to understand the various concepts and to prepare for the exam. You can go directly to mastering chemistry without going to eCampus, by log on to http:// www. masteringchemistry. com/site. Many of the problems come from the back of the book to help you figure out the right answer. Do not attempt the homework without preparing yourself. You have to study the practice problems and worked out examples related to various units before to attempt the homework questions. For first time registration and to be more knowledgeable about this system please log on to http://www. masteringsupport. com/videos. Your COURSE ID is for this course is MCADHIKARI89707 It is advised to complete the assignments in preparation for the tests. Late homework will worth’s 50% of the total possible points. Homework due dates will be shown in Mastering chemistry web site. It is recommended to do the homework questions little by little, rather than solving all the problems at one sitting. Once you have completed the homework assignments, you can revisit them even after the due dates during the preparation for the exam. The total score of the homework from all the chapters will be posted on your ecampus grade book at the end of the semester. DO NOT LOOK THE ANSWER before you solved the problems, if you do so, you will GET ZERO SCORE on that problem. Students have to take full responsibility of THEIR SCORE REPORTED correctly on the website. If you have doubt on any technical issue contact the technical support at 1-877-672-6877. You will get ZERO SCORE IF YOU EMAIL the answer of the ASSIGNEMENT to the instructors’ email. You must answer the assignment on the website. Mastering Chemistry Assignments Problems Chapter # of Problems Chapter 1: 15 problems Chapter 2: 13 problems Chapter 3: 33 problems Chapter 4: 15 problems Chapter 5: 15 problems Chapter 6: 15 problems Chapter 7: 15 problems Chapter 8: 15 problems Chapter 9: 15 problems GRADING SCALE: Total number of points possible for this course is 1055. The following scale will be used to determine the standard letter grade of A, B, C, D and F of ? 90, ? 80, ? 70, ? 60 and ? 50, respectively, earned in the course. 810-905 = A; 808-719 = B; 718–629 = C; 628-538 = D; 537-0 = F Evaluation Items Points Quiz 1 45 Quiz 2 45 Quiz 3 45 Exam 1 100 Exam 2 100 Exam 3 100 Vocabulary 45 (9 submittals @ 5 pts. each) (mandatory) Homework 90 (9 submittals @ 10 pts. each) (mandatory) Study Area (quiz 1& 2) 45 (9 submittals @ 5 pts. each) (mandatory) Lab reports) 220 (11 @ 20 pts. Each) Study Area (Review Questions) 45 (9 submittals @ 5 pts. each) Syllabus Quiz 10 *Discussion Board 15 ______________________________________________________________________________ Total Points 905 *The instructor evaluates the overall performance of the student in all weekly activities DO NOT BEG FOR THE GRADE! PLEASE EARN IT!! Syllabus Quiz: A quiz over syllabus material will be taken on eCampus. The quiz worths 10 points. It will be used to determine if students have read the syllabus material. You may use your syllabus on the quiz. You may take it as many times as you like until the deadline. I advise you to take it until you score a perfect 10 points. The quiz can be found on eCampus under the syllabus quiz section. DISCUSSION BOARDS Participation in the thee Discussion Boards (DB) is required. The discussion boards are worth 5 points each for a total of 15 points. DISCUSSION BOARD ETIQUETTE This science course is based on scientific fact alone, not personal opinions. Please refrain from using the discussion board to express political viewpoints, as a dating service, to advertise any and all types of solicitation, from expressing religious viewpoints or quoting Biblical passages, or giving personal opinions. Please refrain from using any inappropriate language in the discussion boards. Please do not â€Å"sign† discussion boards. The discussion board will automatically be posted with your name. ***Failure to adhere to discussion board etiquette may result in the student being blocked from using the discussion board and a loss of points. EMAIL ETIQUETTE When sending an email message to an instructor there are a few guidelines to follow: 1. Address the instructor as Mr. , Ms. , Mrs. or Professor, and in subject line please mention your class and section number 2. Always include your name, course, and section number in the email. 3. Never use foul, vulgar, inappropriate, discriminatory, rude, or otherwise unprofessional language in the email. 4. Remember, the relationship between the student and the instructor is a professional relationship not a friendship; therefore, be sure not to include instructors in your forwarded emails to friends, chat rooms, or personal updates. 5. Email between the instructor and student is to relate to course, campus, or educational matters INSTITUTIONAL POLICIES: Withdrawal Policy (with drop date): STOP BEFORE YOU DROP For students who enrolled in college level courses for the first time in the fall of 2007, Texas Education Code 51. 907 limits the number of courses a student may drop. You may drop no more than 6 courses during your entire undergraduate career unless the drop qualifies as an exception. Your campus counseling/advising center will give you more information on the allowable exceptions. Remember that once you have accumulated 6 non-exempt drops, you cannot drop any other courses with a â€Å"W†. Therefore, please exercise caution when dropping courses in any Texas public institution of higher learning, including all seven of the Dallas County Community Colleges. For more information, you may access: https://www1. dcccd. edu/coursedrops If you are unable to complete this course, it is your responsibility to withdraw formally. The withdrawal request must be received in the Registrar’s Office by Januay 06, 2014. Failure to do so will result in your receiving a performance grade, usually an â€Å"F. † If you drop a class or withdraw from the college before the official drop/withdrawal deadline, you will receive a â€Å"W† (Withdraw) in each class dropped. Repeating This Course: Effective for Fall Semester 2005, the Dallas County Community Colleges will charge additional tuition to students registering the third or subsequent time for a course. This class may not be repeated for the third or subsequent time without paying the additional tuition. Third attempts include courses taken at any of the Dallas County Community Colleges since the Fall 2002 semester. More information is available at: https://www1. dcccd. edu/cat0506/ss/oep/third_attempt. cfm . Financial Aid: Students who are receiving any form of financial aid should check with the Financial Aid Office prior to withdrawing from classes. Withdrawals may affect your eligibility to receive further aid and could cause you to be in a position of repayment for the current semester. Students who fail to attend or participate after the drop date are also subject to this policy. The Texas Success Initiative (TSI) The Texas Success Initiative (TSI) is a statewide program designed to ensure that students enrolled in Texas public colleges and universities have the basic academic skills needed to be successful in college-level course work. The TSI requires assessment, remediation (if necessary), and advising of students who attend a public college or university in the state of Texas. The program assesses a student’s basic academic skills in reading, writing, and math. Passing the assessment is a prerequisite for enrollment in many college level classes. Students who do not meet assessment standards may complete prerequisite requirements by taking developmental courses in the deficient area and passing them with a grade of C or higher. Additional information is available at https://www1. dcccd. edu/cat0506/admiss/tsi_requirements. cfm . Academic Honesty: Academic honesty is expected, and integrity is valued in the Dallas County Community Colleges. Scholastic dishonesty is a violation of the Code of Student Conduct. Scholastic dishonesty includes, but is not limited to, cheating on a test, plagiarism, and collusion. As a college student, you are considered a responsible adult. Your enrollment indicates acceptance of the DCCCD Code of Student Conduct published in the DCCCD Catalog. More information is available at https://www1. dcccd. edu/cat0406/ss/code. cfm . Academic Dishonesty Course Contract: Academic dishonesty is defined in the District Catalog includes, but is not limited to, cheating on a quiz, a test, or assignment or lab work; plagiarism (including the internet); copying another student’s lab or lecture work; or allowing another student (even lab partners) to copy all or any portion of an assignment. All written assignments are to be in the students’ own words. Written assignments for both the lab and lecture works are to be completed solely by the student, not in collaboration with other students unless otherwise noted in the assignment or instructed by instructor in exceptional cases. Academic dishonesty will not be tolerated. Any student found to be violating any portion of the academic dishonesty policy will automatically receive a zero (without exception or discussion). Students repeating the course are not permitted to use any old assignments or graded materials. All written assignments must be new, not just modifications of old assignments. When working in partners or groups, each student is expected to turn in his or her original work in their own words. Exact (or overwhelmingly similar as per the instructors discretion) duplication of an assignment (in any form), from any group or partner set, will not be accepted, and a grade of zero will be given. If further clarification of this policy or explanation of actions that will be taken for any and all violations is necessary, please see the instructor. ADA Statement: If you are a student with a disability and/or special needs who requires accommodations, please contact the college Disability Services Office. Religious Holidays: Absences for observance of a religious holy day are excused. A student whose absence is excused to observe a religious holy day is allowed to take a make-up examination or complete an assignment within a reasonable time after the absence. Students must notify the instructor of any religious holiday that will impact his/her time in this course by no later than the certification date. ___________________________________________________________________________________ Family Educational Rights and Privacy Act of 1974 (FERPA). In compliance with the Family Educational Rights and Privacy Act of 1974 (FERPA), the College may release information classified as â€Å"directory information† to the general public without the written consent of the student. Directory information includes: (1) student name, (2) student address, (3) telephone numbers, (4) date and place of birth, (5) weight and height of members of athletic teams, (6) participation in officially recognized activities and sports, (7) dates of attendance, (8) educational institution most recently attended, and (9) other similar information, including major field of student and degrees and awards received. Students may protect their directory information at any time during the academic year. If no request is filed, directory information is released upon written inquiry. No telephone inquiries are acknowledged. No transcript or academic record is released without written consent from the student, except as specified by law. _________________________________________________________________________________________________________ Food and Drink Policy Food, drinks, and tobacco products are prohibited in Eastfield College classrooms. _________________________________________________________________________________________________________ Children on Campus The institution strives to protect an environment most conducive to teaching and learning for all enrolled students. Children who are taking part in organized scheduled activities or who are enrolled in specific classes are welcomed. Minor children, however, should not be brought to the institution unless closely supervised by their parent. Minor children should not be brought into classrooms, laboratories or other facilities of the college. This practice is disruptive to the learning process. In the case of an emergency where the student-parent has no alternative but to bring the child to campus, classroom faculty or the administrative heads of other units have full discretion as to whether a child may be allowed to quietly stay in the location. These individuals may require that children be removed by the student-parent from the setting if, in their opinion, the presence of the child is deemed to be disruptive to the learning process. For reasons of security and child welfare the institution will not permit unattended children to be left anywhere on the premises. Parents who have problems with childcare should visit the Counseling and/or Advisement Center to receive referrals to childcare services in the area. _________________________________________________________________________________________________________ Eastfield College Email Policy Faculty and students must have and use a DCCCD account for all correspondence relating to academic coursework. For information on setting up a DCCCD student email account go to: http://www. dcccd. edu/netmail/home. html _________________________________________________________________________________________________________ Obtaining Final Course Grades Using eConnect Final Grade Reports are no longer mailed. Convenient access is available online at www. econnect. dcccd. edu. Use your identification number when you log onto eConnect, an online system developed by the DCCCD to provide you with timely information regarding your college record. Your grades will also be printed on your Student Advising Report, which is available in the Admissions Office. ____________________________________________________________________________________Instructor Reserves the Right to amend this syllabus as necessary !!! A sample of lab report: ( For lab number 7 and up) Unless otherwise specified in a particular lab the sample and the grading scheme of the report is as below. Date:_________________ Name____________________.

The Revolution For Independence From England - 853 Words

Many colonist were against the revolution for independence from England for many different reasons. Some reasons were that the colonies were too commercially dependent on England, that they had superior numbers and they also had a stronger navy against the colonies, and that the existing political system would breakdown and all of this would leave America prey to attacks from other foreign countries. Tomas Paine thought differently on the results of the revolution. His answers to the counter these arguments made by the colonist that were against the revolution was that, being commercially dependent on England, America will go to ruins, America does not need more people to fight but that the colonies need to band together and for England’s navy, not all of her ships are in use or ready to be in use and America can also build her own navy comparable in size. Lastly, Paine suggest that the colonies should adopt a representative democracy, which will give equal representation to a ll colonies. Firstly, Paine argued that if America was to stay connected to England, she will not thrive, her trade will be ruined because America will become involved with wars and fighting between England and other parts of Europe. â€Å" †¦ Because, any submission to, or dependence on Great Britain, tends directly involve this continent in European wars and quarrels†¦Ã¢â‚¬  (Paine, 86). This will tend to leave other foreign countries not wanting to trade with America. Paine say that America’s commerce will beShow MoreRelatedEssay Howard Zinn vs. George Wood934 Words   |  4 Pagesï » ¿What is Gordon S. Wood’s argument and what is Howard Zinn’s argument on the nature of the American War for Independence and what evidence do the two historians present to support their interpretations? Who do you think presents the better case? 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Fire And Ice By Robert Frost - 947 Words

There is more than a million poems in the world it seems that are written by Robert Frost, but the most interesting is his Fire and Ice Poem. While reading poetry is not a strong point for some people poetry can open up a whole new world of ideas within a few short sentences no matter how big or small the poem is. Fire and Ice by Robert Frost seems to want to tell the reader how the world might end which mostly true but on the other hand the poem bring out a whole other meaning to just how presses your life can be either it’s good or bad. This poem for many like myself will inurrpret its meaning by basically thinking that’s it’s about the end of the world will end which is true to the meaning of the poem, but the meaning of the poem seems to tell me that if there is so much hate in the world then everything that coincides with hate like love is basically the same thing which will bring about the end of the world in the same manner unlike how hate can destroy the world love could also destroy the world much like how hate and love can also destroy a family apart. â€Å"For what I’ve tasted of desire I favor those who favor fire†(Frost) This line in the poem pictures a world that could end in fire because of hate much like how a family can be ripped apart from hate. Since from the time the memory starts children hear and see everything ad they do remember but when it comes time later in life to finally see why you believe in this in the first place it all goes back to that firstShow MoreRelatedFire and Ice by Robert Frost 628 Words   |  3 Pagesto the poem â€Å"Fire and Ice† that many can still relate to today? The popular poem â€Å"Fire and Ice†, was written in in 1920. This poem was very controversial when it was first published. This poem seems to deal with the question â€Å"How will the world end?† Many scientists have different opinions on not only when the world will end, but more specifically how it will end. This poem implies that when dealing with the end of the world, it will end in one of two ways; in fire or in ice. Nearly 100 yearsRead MoreFire And Ice By Robert Frost1349 Words   |  6 Pagesa frozen wasteland has baffled the minds of many people. 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I feel that he uses the term fire, not toRead MoreFire and Ice Robert Frost Commentary822 Words   |  4 Pages‘Fire and Ice’ - Robert Frost In the poem ‘Fire and Ice’ Robert Frost explains how the world will end by either fire or ice. The poet uses these two primal elements to serve as a metaphor for the destructive powers of the universal human emotions. ‘Desire’ which he associates with fire, and ‘hate’ which he associates with ice. The poet uses the first person singular and concludes that from personal experience he sides withRead MoreFire and Ice by Robert Frost Essay example519 Words   |  3 PagesFire and Ice by Robert Frost The poem Fire and Ice is a poem written by Robert Frost, and published in 1923. This is a nine-line poem: Some say the world will end in fire, Some say in ice. From what I have tasted of desire, I hold those who favor ice. But if I had to parish twice, I think I know enough of hate To say that for destruction ice Is also great And would suffice. This is one of Robert Frost simplest poems. When I initiallyRead MorePoem Analysis of Fire and Ice by Robert Frost Essay857 Words   |  4 Pagesknow the poem â€Å"Fire and Ice† by Robert Frost. It is pretty famous. But do most people know the meaning of this unique poem? What does Robert Frost mean when he writes â€Å"if the world had to perish twice?† Although it is short, â€Å"Fire and Ice† is a puzzling poem filled with words that hold a meaning that we have to unlock. In the poem, Frost is the narrator and he is speaking to the readers. The issue that Frost discusses is if the world will end in a blazing fire or in freezing ice. Based on the poemRead MorePoem Analysis of Fire and Ice by Robert Frost and The Day They Came For Our House by Don Mattera1916 Words   |  8 Pagespower, and the power of passion. The 20th and 21st centurys have illustrated clearly the deadly potential of power, and not just to the possessor of the power but also to those over whom it is exercised. The poems Fire and Ice and The Day They Came For Our House by Robert Frost and Don Mattera respectively, perfectly convey the idea of the destructive nature of power, the poems are both concerned with Mortality of Age. The ideal readers of these poems are people old enough to understand howRead More Robert Frost’s Fire and Ice Essays991 Words   |  4 PagesRobert Frost’s Fire and Ice Fire and Ice is a popular poem written in 1923 by Robert Frost. It is a very well known poem and is used in many high schools and colleges today. Many students along with various critics read this poem as Frost’s idea as to how the world is going to end. People also take this in a Biblical sense, because the passage that God states the next time he destroys the world, it will be in fire. He blatantly states in the first lines, â€Å"Some say the world will end in fireRead More Analysis of Robert Frosts Fire and Ice Essay1087 Words   |  5 PagesAnalysis of Robert Frosts Fire and Ice      Ã‚  Ã‚   For Robert Frost, poetry and life   Ã‚  Ã‚  Ã‚  Ã‚   were one and the same.   In an interview he said, One thing I care about,   Ã‚  Ã‚  Ã‚  Ã‚   and wish young people could care about, is taking poetry as the first form   Ã‚  Ã‚  Ã‚  Ã‚   of understanding.   Each Robert Frost poem strikes a chord somewhere, each   Ã‚  Ã‚  Ã‚  Ã‚   poem bringing us closer to life with the compression of feeling and   Ã‚  Ã‚  Ã‚  Ã‚   emotion into so few words.   This essay will focus on one particularRead MoreBitterness: Poetry and World1016 Words   |  5 PagesIn the past and present, there have been numerous poets who have composed similar pieces to those of other poets. In 1859, Emily Dickinson produced Success is counted sweetest. In1923, Robert Frost wrote Fire and Ice. That same year, Wallace Stevens created Gubbinal. These three poems share much in common. They contain many of the same elements of poetry, such as connotative meaning, imagery, symbolism, and tone. First, the three famous poems all possess a connotative meaning . Within

Essay on Economic Effects of the Black Plague in England

The high middle ages from the eleventh to the fourteenth century saw the reemergence of urban life, the revival of long distance commerce, innovation, maturation of manorial agriculture, and a burgeoning population. Consequently, the fourteenth century spawned war, famine, disease and economic decay, leading to what many historians believe to be the end of the Middle Ages. Although there were many contributing factors such as famine, collapsing institutions and war. Many historians believe the arrival of the Black Death to England in 1348 was the final straw, and the most impactful agent of change in that area. In a letter to his brother, Petrarch wrote, â€Å"When has any such thing been even heard or seen; in what annals has it ever been†¦show more content†¦With depopulation, agricultural and commerce reform and labor force alterations, the effects of the Black Death in England were dramatic and placed the course of the English economy on a new path. To gain perspectiv e on the level of economic change in England, it is important to note and understand the population trends, as it had a directly impacted all aspects of change in regards to the economic effects of the Black Plague. In simple terms, the number of people had a direct impact on the most basic categories of the economy: production and consumption. An expanding population is only possible if it has the economic resources to support it. It seems the Black Death’s impact on population levels actually created a silver lining based on the â€Å"Malthusian Theory† where English scholar Thomas Malthus claims, â€Å"[t]hat the superior power of population is repressed, and the actual population kept equal to the means of subsistence, by misery and vice.† As England was experiencing overpopulation, there was not enough agricultural production to support the masses, but as the force of the Black Death swept in and decimated the population, it left England with abundance of land and less people to support, resulting in a balance between agricultural productivity and consumption. Although the Black Plague created shock, panic and fear for a few years, this alteration in population left survivors with an optimistic outlookShow MoreRelatedThe Effect Of The Black Plague On The Economic Situation Of England1675 Words   |  7 Pagesdocuments. 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In the 1300’s, England was struck with a plague called the Bubonic Plague, better known as the â€Å"Black Death.† Historians believe this disease arrived by ship at a seaport in modern day Ukraine (Byrne 1). Fleas living onRead MoreLooking Back at the Middle Ages1485 Words   |  6 Pagesreligious and economic events, which have shaped history since that time, and the world today. One such event that has affected the politics of the Middle Ages and now was the signing of the Magna Carta. Secondly, was the Black Death (also known as the Bubonic Plague that affected the religious, social, and economic aspects. An event that affected the religious and economic aspects were the Crusades. There was also the rise of the Ottoman Empire which affected the social, political, and economic aspectsRead MoreEssay on Black Death with Wings of Light1479 Words   |  6 Pagesdeathliest plagues that ever struck mankind, the Black Death? This song describes the main symptom of the B lack Death, which is the formation of infected black rings on skin. The Black Death is a disease that first arrived in Europe in 1347 through a ship with rats and fleas contaminated with Yersinia pestis bacteria. This bacteria has the capability of taking one’s life within 48 hours (MedicineNet). In 1340s, the plague victimized countless numbers of people. Fortunately, the plague temporarilyRead MoreThe Black Death Of Europe1265 Words   |  6 Pagesmany symptoms such as fever, black swellings, and much more. It wasn’t long until others in the surrounding area started catching the same symptoms and began to fall sick as well. This point marked the arrival of the Black Death in Europe. The Black Death quickly and uncontrollably started to travel its way through Europe and had a great impact on Europe. It’s undeniable that the Black Death created many upheavals in Europe, but it also led to a few positive effects as well. The outbreak of theRead MoreEffects Of The Black Death On The Economy930 Words   |  4 PagesThe Black Death or more commonly known as Bubonic Plague, decimated European society in the mid 14 century to the extent that it has not been seen since in human history. It not only killed fifty to sixty percent of the population, but it also brought huge changes to the people of Europe. The impact of the plague caused effects on the economy, society, family structure, public policy, health science, religion, philosophy and literature. Its’ effects would last until the eighteenth century and beyondRead MoreThe Black Death Has Long Term And Short Term Effects Of War1285 Words   |  6 Pagesdon’t know relates to the Black Death. Ità ¢â‚¬â„¢s interpretation goes like; a rosy rash was a symptom of the plague, posies of herbs which were carried as protection, sneezing or coughing another symptom, and finally all fall down.† Like most nursery rhymes the interpretation can be interpreted differently. What’s important is not how you interpret it but, that you tried to in the first place. Specifically focusing on England, the agricultural advances, famine, and economic problems due to war makes theRead MorePositive and Negative Results of The Black Plague847 Words   |  4 PagesThe Black Plague, perhaps one of the worst epidemics in history, swept its evil across Europe in the middle of the 14th century, killing an estimated 20 million people. This major population shift, along with other disasters occurring at the time, such as famine and an already existing economic recession, plunged Europe into a dark period of complete turmoil. Anarchy, psychological breakdowns, and the dissipation of church power were some of the results. As time passed, however, society managed toRead MoreThe Black Death : A Silent, Catastrophic Killer1326 Words   |  6 Pages The Black Death: A Silent, Catastrophic Killer In 1347, merchants arrived in Sicily from a trading trip in China. They carried Chinese goods on board with them, but they harbored an unknown killer, as well. Hiding on the rats living on board the cargo vessel was the bacteria Yersinia Pestis, or what would later become known as the Black Death.The Black Death was a disease that destroyed much of Europe’s population throughout the 14th century. This rodent-borne disease was a huge obstacle in humanRead MoreEssay on Black Death988 Words   |  4 PagesBook Report Summary: The Black Death, by Philip Ziegler, covers the epidemic that spread throughout Eurasia around 1348. The book mostly focuses on England and how the disease affected this area. The book also covers other portions of Europe such as France, Italy, and Germany but not as in depth. Ziegler uses the research of many historians to piece together what occurred during this time of grief. Ziegler starts off the book explaining the origins and nature of the plague. He explains how the tartar

The Role Differences between an LPN and an RN free essay sample

When differentiating the role differences between an LPN and an RN the analytical level of competence acquire by an RN is the first to come to mind. Harrington Terry (2009) state that â€Å"more emphasis in now being placed on the higher analysis level. This reflects the increased complexity inherent in the scope of practice and job analysis study for registered nursing (Harrington Terry, 2009, p. 204)†. In contrast, the primary role of an LPN is stated â€Å"to provide nursing care for clients who are experiencing common, well defined health problems in structured health care settings (Harrington Terry, 2009, p.  201)†. RNs are taught to investigate the symptomatic cause of a disorder (labs, symptoms, history, imaging etc. ) which allows the registered nurse to use critical thinking skills to create a care plan for the patient. The LPNs are taught to identify a disorder report their findings to the RN. The registered nurse role is that of self-governing nursing an d licensed practical nurses role is supervised nursing. We will write a custom essay sample on The Role Differences between an LPN and an RN or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Another difference in the role of LPNs and RNs is the immense opportunities available to registered nurses. Renfrow identifies case management, forensic medicine, Parish nursing, teaching as well as, specializing in areas interest as a few of the numerous areas a registered nurse may partake in. LPNs â€Å"are limited to giving medications, administering direct patient care in a hospital, nursing home or home health agency, or working in a physician’s office (Renfrow, MSN,RN C, APN, 2007, para. 2)†. Clearly RNs have the advantage of broader practice as appose to the limitations placed on LPNs. Finally, the financial gain of an RN is substantial compared to that of an LPN. RNs make on the average of $ 20,670 more than LPNs according to Renfrow’s article the national Tennessee average in 2005 was $36,210 for an LPN and $56,880 for an RN. Ultimately the role differences between the LPN and RN are the registered nurse shoulders the responsibility of the LPN as well as her/his own duties. RNs serve as the primary service-nursing provider for the patient. References

Quality Management for Organizational Excellence

Question: Discuss about the Quality Management for Organizational Excellence. Answer: Introduction: For the purpose of the study, the company chosen is General Motors. It is headquartered in Michigan, Detroit, United States. It was founded in September 6, 1908, The company operates in the global market and has a number of subsidiaries in the global market. General Motors has a distinct management team that look after its various business units. In this regard, it can be stated that, authority as well as responsibility of the team is de-regulated into the various business units that is working in many countries. The company mainly deals in the development of automobile cars. According to Drury (2013), the brand designs, manufactures as well as distributes vehicles as well as vehicle parts in the international market. The General Motors Company operates in around 37 countries and produces 12 brands (Goetsch and Davis 2014). The companys vision and missions is to retaining the existing market share in the global market and achieve distinct brand reputation. In addition, the business entity shall seek to retain the existing customer loyalty in the international market. Besides this, innovation has been the necessary criteria for the brand in the developing a positive consumer perception among the brand. General Motors has been consistently executing consistent business performances over a period of time. Therefore, the business enterprise has been the primary innovator in developing effective business designs for a period. According to Kaplan and Atkinson (2015), the vision as well as the mission of the company shall have to clearly stated which has assisted the business entity to execute the business functionalities as per the organization ethics as well as the long term goals and the objectives of the entity. Therefore, the organization has achieved considerable brand reputation in the national and the international market. Deegan (2013) mentioned that General Motors encompasses a wide range of production, operational and manufacturing policies. As such, the brand has a distinctive line as well as staff function. In this regard, it can be stated that the workforce engaged in General Motors perform a wide range of activities . According to Hiromoto, and Hiki (2015), the line function in the business organization shall relate to each step in the production process. This relates to the assembling of materials as well as executing the business functionalities in a particular place. Therefore, the management of a business entity has to take appropriate strategies in making the production process faster and cost effective. Being a manufacturing concern, the business entity has to develop appropriate business strategies in constantly monitoring the market changes. As such, the staff has been trained and is capable enough to develop innovative products for the buyers. Evaluating value chain of the company An innovative value chain has been used by General Motors to develop the operational policies of the business enterprise. These Include Enabling Vehicle Assembly and the Stamping operations in the business enterprise shall ensure the gathering of proper storage and materials for the business entity. As such, the other business functions are building corporate schedules as well as supplying materials in crisis situations. In the context of the value chain management other business functions are supplier capacity as well as crisis management and future business planning and support. The supply chain management shall also consist of logistics as well as cost estimates for newer product launches. Schalteggec and Zvezdo (2015) mentioned that the distribution policies for has been an essential part of the supply chain operations for the business entity. In this regard, it can be stated that the value chain operations in the context of the company has been developed because of intensive res earch and development activities. The brand has been manufacturing a range of vehicles for the business entity. Therefore, it is extremely necessary that the business entity has been able to adjust to the market requirements regarding the development of the market. According to Christensen et al.2014 the value chain system in the business organization has been effective in determining the marketing and the operational policies in the business organization. Planning A low cost business strategy is adopted for the development of the organizational policies of the business strategy. In this context, Babington et al. (2014) stated that the low -cost business strategy is adopted for the business entity in the development of the organization goals and objectives of the business entity. The business strategy that has been implemented in the business entity and have an impact on the operational strategy of the business entity. Kamala et al (2015) stated that the business entity has been successful in achieving business sustainability in the International market. It has e been able to maintain constant contact with the customers of the organization. e Besides this , the brand has been acquiring constant feedback from the management of the business organization . Therefore, it has been able to gather appropriate consumer feedback for the development of the organizational policies (Deegan 2013). The brand has been offering value for money for the customers and has been offering a wide range of products to the customers. For determining the manufacturing and the selling overhead, the total financial condition of the business entity has to be assessed. As such, it can be stated that General Motors has been able to develop the total budget of the organizations, which consists of the total expenditure that would be required in executing the business functionalities of the entity. Schmidt and Nakajima (2013) stated that the variable expenses of the organization shall also have to be re-innovated to develop the manufacturing and the selling strategies of the business entity. General Motors has been developing high - manufacturing operations. Therefore, the cost of goods sold in the existing market condition as well as the market changes and consumer preferences shall have to be considered as significant information in framing the market policies for the business entity. Controlling Process at General Motors: Role of process of controlling in monitoring the manufacturing plans: The primary role of controlling in the manufacturing processes is contributing towards increasing the levels of profit margin of the organization. Goetsch and Davis (2014) states that the controlling mechanism varies depending upon the scale of manufacturing activities. The manufacturing process undertaken at General Motors comprises of scaling processes, manufacturing and assemblage functions. Controlling process assists GM towards establishing tangible benchmarks in terms of level of production, the amount of wastage, the quantum of idle labour hours on the factory premises. Further, controlling functions aggravates the level of quality control in GM products through identifying and resolving issues pertaining to deviation of actual product with that of the planned products. Moreover, in terms of limiting the degree of manufacturing cost overruns the controlling function plays a pivotal role through standardizing the limits of overruns beyond which management action is sought. Implementation of balanced scorecard in the performance management of General Motors: Financial: The data driven processes in General Motors is required to be streamlined in order to mitigate the amount of financial misrepresentation. Moreover, dependence of managerial decision-making onto costing and internal managements in turn requires calibrating of finance decisions (Zhu, Sarkis and Lai, 2013). The company requires focusing upon gaining back its market shares from Toyota and Ford through introduction of newer sets of product line. Moreover, through diversification of its revenues from the manufacturing activities onto its financial services business the company will be able to capitalize upon its widespread presence in both developed and emerging markets around the globe. Customer: The numerous forms of products and services offered by General Motors propel them towards catering to large segments of consumers (Gm.com. 2016). However, the company has to improvise upon streamlining the operational efficiency to provide products as per the consumers preferences. Moreover, the company also requires focusing upon the improving the customer feedback policies in order to alleviate consumer grievances. Further, General Motors should increase its levels of after sales services. Process: Manufacturing processes of the company entails large number of complex engineering works. Moreover, the complexities aggravate the probability of bottlenecks in the production mechanism. In terms its financial services, the company requires to take into consideration the exchange rate fluctuations and safeguards its corporate interests overseas. Moreover, the company requires coming up with consumer driven strategies that tends to decrease the degree of non-alignment. Learning and Growth: The adverse financial repercussions of the mortgage crisis upon both the automobile and financial services of General Motors have highlighted the necessity for better degree of market awareness. The incorporation of mentoring programs for its management trainees can help mitigate the prospective market risks that the company will be facing in the near future. Hoque (2014) rightly remarked that the growth processes pertaining to an organization remains highly contingent upon the adaptability and improvised learning procedures inculcated by the organization. Decision making The following two situations can be evaluated in the context of decision-making. Business segment General Motors has diverse business segments. Therefore, it is necessary for the business entity to monitor each business segment in terms of sales revenue, profitability and future prospects. Therefore, the decision to continue or drop a business segment shall depend on the financial prospects of that business segment in the coming years. As such, Smith and Smith (2014) stated that this could be achieved through evaluating the existing sales revenue of the entity and the response of the consumers towards the brand. Retaining or dropping a business segment shall also depend upon several other factors. These include the external market condition and the nature of the market competition. In the context of General motors,, A it is necessary for the business entity to determine the external market condition where the organization operates as well as the nature of the competition in the market . Domestic and Global Operations - In the case of a manufacturing organization, the business entity would have tp make pertinent decisions regarding its scale of operations Therefore Christensen et al.(2014) noted that the business organization should have to consolidate on its domestic operations before operating on a global scale. General Motors ranks among the leading automobile manufacturers in the US Market. As such, the business entity posses extensive market share in the country. Thus, the brand can consider implementing global manufacturing and distribution strategies. Webster (2016) noted that the business enterprise has relevant global operations that cater to consumers coming from different backgrounds and nationalities. Findings and recommendations It can be said that the business entity has been able to develop pertinent marketing and operating strategies in the global market. General Motors has developed extensive operational policies in the global scale and would have an influence on the business performance as well as the sales revenue of the entity. Therefore, the brand has a number of business segments. Therefore, it is necessary for the business enterprise to identify the least profitable business segments to make the necessary alterations in the business operating policies of the entity. However, a low cost business strategy is adopted so that consumers do not have to spend substantially. Therefore, reasonable price of the goods has been one of the important part of the operational strategies of the business enterprise that has developed a positive perception on the consumers. In addition, continuous innovation as well as the quality of customer services has been essential in executing consistent business performances o ver a period of time. The business entity has been concentrating only on manufacturing of automobiles. As such, it would be better if General Motors has been widening its range of products for the business entity. Besides this, the business enterprise would have to intensely study the in-depth details of the marketing condition in reacting in an appropriate manner. The General Motors company has implemented rigid monitoring system to ensure smoother business functionalities without any wastage of resources for the business. In addition, General Motors has been instrumental in making key business decision. These include retaining an existing business segment and executing the global business operations after the consolidation of the domestic market. References Bebbington, J., Unerman, J. and O'Dwyer, B., 2014.Sustainability accounting and accountability. Routledge. Christensen, T.E., Baker, R.E. and Cottrell, D.M., 2014.Advanced Financial Accounting. The McGraw-Hill Companies, Inc. Deegan, C., 2013.Financial accounting theory. McGraw-Hill Education Australia. DRURY, C.M., 2013.Management and cost accounting. Springer. Gm.com. (2016). General Motors | Official Global Site | GM.com. [online] Available at: https://www.gm.com/index.html [Accessed 11 Sep. 2016]. Goetsch, D.L. and Davis, S.B., 2014. Quality management for organizational excellence. pearson. Hiromoto, T. and Hiki, F., 2015. Cost Accounting.Theory and Practice 3th Edition, Chuokeizai-Sha Holdings. Hoque, Z., 2014. 20 years of studies on the balanced scorecard: Trends, accomplishments, gaps and opportunities for future research. The British accounting review, 46(1), pp.33-59. Horngren, C.T., Sundem, G.L., Schatzberg, J.O. and Burgstahler, D., 2013.Introduction to management accounting. Pearson Higher Ed. Kamala, P., Struwig, J., Bornman, M., Boersman, R., Vermaak, M., McGill, M., Jordaan-Marais, J., Matthew, J., Hurter, C. and Taylor, P., 2015.Principles of Cost Accounting. Oxford University Press. Kaplan, R.S. and Atkinson, A.A., 2015.Advanced management accounting. PHI Learning. Schaltegger, S. and Zvezdov, D., 2015. Expanding material flow cost accounting. Framework, review and potentials.Journal of Cleaner Production,108, pp.1333-1341. Schmidt, M. and Nakajima, M., 2013. Material flow cost accounting as an approach to improve resource efficiency in manufacturing companies.Resources,2(3), pp.358-369. Smith, S.R. and Smith, K.R., 2014. The journey from historical cost accounting to fair value accounting: The case of acquisition costs.Journal of Business and Accounting,7(1), p.3. Webster, W.H., 2016. Accounting for managers. Zhu, Q., Sarkis, J. and Lai, K.H., 2013. Institutional-based antecedents and performance outcomes of internal and external green supply chain management practices. Journal of Purchasing and Supply Management,19(2), pp.106-117.