Living Under Poverty A Better State Of Children

Imagine living in a world where technology slowly upgrades once every ten years, or having to use the same type of technology for a lifetime. Imagine going to school and think you can do better, but do not have the right tools and teaching. Imagine going to school, looking outside the window, and seeing dirt instead of grass. For people living in urban areas it is hard to imagine all of these things. Poverty is a growing disease that is spreading not only through America but also around the world. America’s economy spends millions of dollars each year trying to reduce the levels of poverty, but still children are left with a reduced chance of ever achieving their goals and dreams. Children that are raised in†¦show more content†¦To answer that question it would be simply, yes. Growing up in most places in America has a really great benefit of having the most advanced tools and teaching for education. When having those advanced learning tools and experienced teachers , it makes it easier for a student to be a better student. Unfortunately, some other places around America and a lot of places around the world are not as lucky as I have been growing up. I began to realize this when I moved to a little country in the Middle East called Palestine. I was going into my middle school years when moving to Palestine so it was quite a bit transition for me. The country is a really nice country to visit, but the education was not as effective and advanced as it was for me in America. The computers were very old and the teachers were not as experienced as they should have been. There is only one reason for all this, and that is poverty. Unlike America, Palestine is living under poverty. It was very hard to learn over there versus here. When I came back to America to finish my high school years I was falling behind the other students and it was hard for me to do understand a lot especially in English and math. I graduated with having a 4.0 GPA throughout all high school and earned a plaque for it. My friend finished high school in Palestine with the same GPA, which means even though he was in an area with less

Statistics and Difference Free Essays

string(204) " MANN WHITNEY TEST will be used to statistically analyse the data as the %damaged cells of workers in the tile operation shows that the data is not normally distributed since the P-Value is lower than 0\." BIO 2003 SUMMATIVE ASSIGNMENT 2 Introduction: The report analyses the result of a study on workers from brick and tile industries conducted by the Health and Safety Laboratory (HSL). HSL put down few criteria’s to the workers which being that neither of the workers from the tiles and brick industries should have worked in both the industries and that they did not smoke. The criteria’s put across was an assurance to attain reliable results. We will write a custom essay sample on Statistics and Difference or any similar topic only for you Order Now The essence of the study lies in detecting any difference in the health of the workers in these industries (as identified by cell damage) if any and also to determine if any relationship exists between the length of service and the recorded health effect. The Null Hypothesis (Ho) states that no difference in the median between the percentage-damaged cells of the workers from the brick and tile industries is observed. Null Hypothesis for the correlation study also states that there is no correlation between the health effects of the workers and the time period they have worked in the industries. Nonetheless the Alternative Hypothesis (H1) states that the median percentage of damaged cell of the workers in the brick industry is different when compared to the median percentage of damaged cells of workers of both the operations. H1 for the correlation study states that correlation exists between the time period the workers have worked in the industry and their health effects. Analysis will be carried out with the help of the following 5 samples: * Worker ID * Age * Department * Length of service * Percentage of cell damage The above samples are independent within and also between each other. To obtain an accurate analysis of the data, the normality, box plot and straight-line relationship and independence of the statistical analysis will be checked. The Null or Alternative Hypothesis will be accepted or rejected on the basis of a statistical analysis, which will be used to analyse the median percentage of damaged cells got from the brick and tile operations. Table 1: Descriptive Statistics of brick and tile operation workers percentage damaged cells Variable| N| N*| Mean| SE Mean | St: Dev. | Minimum| Q1| Median| Q3| Maximum| % Damaged cells of Tile operation| 27| 0| 1. 337 | 0. 210 | 1. 090 | 0. 200 | 0. 600 | 1. 00| 1. 500 | 4. 700| % Damaged cells of Brick operation | 38| 0| 1. 532 | 0. 179 | 1. 106 | 0. 200 | 0. 536 | 1. 370| 2. 189 | 4. 562| Table 1 gives a descriptive data of the workers of the respective industries. As seen in the table above the % of damaged cells of the workers in the brick industry is higher when compared with the tile operation workers. The me dian percentage of brick industry workers is 1. 370 which is higher as compared to the brick operation workers which is 1. 100. The inter-quartile range which being the difference between Q3 and Q1 is higher for the brick operation compared to that of the tile. Figure 1:Box plot displaying %damage of cell in workers from both tile and brick industries. The figure above shows that the percentage-damaged cell for tile operators is lower when compared with the brick operators indicating a difference in the mean and median. Figure 1 shows a difference in the health hazard of the tile and brick workers. There is evidence of skewness in the distribution of brick operators whereas the tile distribution is symmetric, as the median line for the brick operators has shifted away from the centre. The % cell damage in workers of the tile operation is closely grouped apart from the 2 extreme outliers when compared to the % cell damage of the brick workers, which is quite wide. For the above box plot the need for a further analysis is to be carried out as the hypothesis cannot either be accepted neither rejected since the box plot only denotes statistical measures (mean, median, Q1, Q3, max min values) which are not ample to prove the difference between the two sites. Figure 2: Histogram of the Tile and Brick operation data The % of damaged cells of the brick operation is higher when compared to the tile operation. This is concluded from the histogram above which exhibits that the bar values which is the % damaged cells for brick operation is higher than the bar value of the tile operation. We have used a histogram, as it is one of the important tools for a data analysis. Figure 3:The Test For Equal Variance. The values of the estimated equal variances show no difference in the % cell damage of the workers from the brick and tile operations’-value obtained from the Levene’s Test is 0. 200 which is also higher than 0. 05 implies that the hypothesis of difference cannot be rejected. The value of the F-Test is 0. 952 which being higher than 0. 05 shows also shows no signs that the null hypothesis (H0) should be rejected and also that there is no difference between %cell damage of workers from brick and tile operations. The obtained values from the test for equal variance point out to an abnormal distribution of data stating the acceptance of the null hypothesis. Hence no clear evidence of a difference in the median among the % damaged cells in the workers of both the operations. Figure 4:Normal Distribution Graph For Brick And Tile Operation. Figure 4 illustrates a normal distribution graph for tile and brick operations. The figure above shows that the %damaged cells of brick and tile operations are not uniformly distributed, as the points are not scattered about a straight line. There is evidence that the residuals followed a skewed distribution and it can also be seen that the above graph does not follow any trend or pattern. The is no convincing evidence to reject the null hypothesis (H0) as the P-Value is lower than 0. 05 in Fig4. From the above facts it may be concluded that the residuals do not follow a normal distribution. A MANN WHITNEY TEST will be used to statistically analyse the data as the %damaged cells of workers in the tile operation shows that the data is not normally distributed since the P-Value is lower than 0. You read "Statistics and Difference" in category "Essay examples" 05 and also that the plots on the graph so no route any precise trend. MANN WHITNEY TEST Results CI Of Tile Brick Manufacturing Operations Table 2:illuminates the number of samples used in the Mann Whitney test and the obtained median for data of brick and tile manufacturing operations Sample type| Number of sample| Median| Tile | 27| 1. 100| Brick| 38| 1. 370| Point estimate for ETA1-ETA2 is 0. 200 95. 0% CI for ETA1-ETA2 is (-0. 323, 0. 800) W = 1319. 0 Test of ETA1 = ETA2 vs. ETA1 not = ETA2 is significant at 0. 3905 The test is significant at 0. 3903 (adjusted for ties). The results shows a confidence interval of 95% between 0. 323 and 0. 800 in the %damaged cells of workers In the brick and tile operations. Contrariwise the difference in the median is 0. 200(estimated), which means that 0. 200%(approximately) more % of damaged cells in workers of the brick operations than those of the tile operations. A 100% certain analysis cannot be proven as the confidence interval (CI) is only 95%, hence creating a need for more data in order to achieve a 100% certain analysis. An analyses of results obtained shows the P-value got from the Mann-Whitney test was 0. 3905. Since the P-value is higher than 0. 05 it indicated no evidence to reject the null hypothesis of no differences. Therefore it can be concluded that there is no convincing evidence of difference in the median between %damaged cells of workers in the 2 operations. Conclusion: A use of various graphs and descriptive statistics were used and inferred to decide if there were any differences in the health of the workers of the 2 operations. The Mann Whitney U test was considered to find the difference in the %-damaged cells of the tile and brick operation workers. A conclusion may be drawn from the these analyses that there is scarce evidence to suggest that there is noteworthy difference in the % damaged cells in workers of tile and brick operations. Question: 2 Table 3: Paired T-test and 95% CI to determine if the data of % damaged cells and length of service of workers in two operations is paired. N| Mean| StDev| SE Mean| % Damaged cells| 65| 1. 451 | 1. 095| 0. 136| length of service (years | 65| 8. 995 | 7. 349| 0. 912| Difference| 65| -7. 544 | 6. 964| 0. 864| 95% CI for mean difference: (-9. 270, -5. 819) T-Test of mean difference = 0 (Vs. not = 0): T-Value = -8. 73 P-Value = 0. 000 The table shows the T-test and the P-value got is 0. 05 stating no con vincing evidence to reject null hypothesis of no differences. It may be concluded that the data is paired since the P-value is 0. 000. A scatter plot may also be used to test the relationship between the two samples. Figure5: A scatter plot showing the correlation between the % of cells damaged with a regression line and the length of service in years. The predicted value for Regression is 17. 4%, which states the 17. 4% of the variability in the data is represented by the regression model. This cannot be used to get future values as the predictive value itself is very low. Pearson’s correlation needs to be conducted since the above scatter plot shows a minor positive association between the % damaged cells and the length of the service, but the damage of the cells in the future cannot be predicted. Pearson’s Correlation results: Difference 65 -7. 544 6. 964 0. 864 95% CI for mean difference: (-9. 270, -5. 819) T-Test of mean difference = 0 (vs. not = 0): T-Value = -8. 73 P-Value = 0. 000 Pearson correlation of length of service (years) and % damaged cells = 0. 417 P-Value = 0. 001. The association between the length of service and %damaged cells of the tile and brick operations cannot be accepted since the values from Pearson’s Correlation is 0. 417which is higher than 0. 400. Therefore a regression fitted line will be used to forecast the future data. The P-value is 0. 001 which being less than 0. 05 does not prove to be a convincing evidence to reject null hypothesis (H0) of no differences. Hence a conclusion may be drawn stating a difference in the length of services and the % damaged cells of workers from both the operations. Hence a regression fitted line plot will be used to predict future values. Further Analysis: Figure6:shows the data between the %damaged cells and the age of workers as well as the regression line. The scatter plot above shows that there is a moderate positive correlation between the age and the % damaged cells. Therefore a Pearson’s correlation will be conducted. Pearson correlation of age (years) and % damaged cells = 0. 251 P-Value = 0. 044 The P value is 0. 044 which is less than 0. 05, this means that the null hypothesis must be rejected and the alternative hypothesis is accepted that there is not sufficient evidence available to say that there is a correlation. Conclusion: The data was analysed using descriptive statistics, various graphs, Pearson’s correlation and regression fitted line plot to find association between the % damaged cell and length of service in tile and brick operations. The results concluded that there is no association between the % of damaged cells and their length of service. However there was a positive correlation which was observed between the % of damaged cells and age of workers in both operations. This suggested that it is the age which is the cause of damage and not the dust. The first test carried out, concluded that there is no genuine difference between the health hazard of the worker at the tile and brick operation. The second test concluded that there is little relationship between the workers health and the length of their service. Since the R-sq value was only 17. 4%, the extent of damage cannot be predicted by the length of employment. Overall conclusion: It can be concluded that there is insignificant difference in the percentage damaged cells in the workers of tile and brick operations. It can also be concluded that age of workers and not the length of exposure to the dust in brick or tile operations increase % damaged cells of workers. How to cite Statistics and Difference, Essay examples

Management Theory and Practice for Ethics- myassignmenthelp.com

Question: Discuss about theManagement Theory and Practice for Ethics. Answer: Introduction Ethics forms a fundamental part of the management theory which is practiced in different organizations of the world. Business practices and their models are governed by ethical rules and philosophies stated by moral thinkers on the basis of which the right practice of business is modeled (Aguirre, Hyman Hamilton, 2017). In any organization, ethical codes determine the value of business done to maximize the response of the firm towards its customers as well as towards the business fraternity. It becomes evident for every company to follow the ethical norms in planning business structures and executing business operations. Ethics is a vast and subjective topic which varies from person to person and its compliance depends on the circumstances in which a company operates. In management theory, generally,normative ethics proves to be instrumental which is related to the justification and application criteria of good and bad and practices which are right or wrong (Alnder Gssling, 2017). This raises a question that what practices are considered to be right and in which circumstance and wrong in which context. Hence, identification of moral virtues in a person or an organization is required to know that an entity will do the morally right thing or not. Furthermore, thesecond aspect is that how will the society be made to do ethical things and how they perceive the ethical agenda (Bell, Dyck Neubert, 2017). The third dimension is that what intrinsic values are required for an entity to consider ethical practices in work. In the following discussion, ethical dilemmas of a car manufacturing company are analyzed keeping in mind the practices and issues the company has and how it will transform to comply with the ethics and overcome its dilemma (Bell, Dyck Neubert, 2017). Toyota Australia is the company under consideration which manufactures fast cars for motorsports which have to face some ethical dilemmas in their organization. Deontology Vs Teleology There is a difference between the ethical principles of deontology and teleology which creates a dilemma in the working culture and operations in Toyota Australia. People who follow or believe in the deontological theory have a moral tendency to act. Every action performed by them is based on the moral principles of ethics (Bishop Lee, 2017). This makes their ethical outlook narrow and they are bound to rules which decide that any action is good or bad. It is after this determination of good or bad, they are ought to perform any action. Deontologists believe that some practices are wrong in itself and they are not to perform those actions even if its consequence yields better results (Bowie, 2017). It makes a boundary of restrictions in the minds of people who follow deontological ethics and refrain from performing or even thinking out of the scope of its philosophy. Some views of the deontological theory state that any entity should perform actions on the basis of its principles which are considered inherently right. Deontological ethics has absolute obligations which are sacrosanct and cannot be violated to maintain the virtue of the work being done (Broome, 2017). There is also a presence of formal criteria which is relational. This criterion involves the concept of impartiality and equality. Deontologists also advocate the distributive criteria which consist of the allocation of goods and evils in the nature of men (Burke, 2017). This does the identification of persons virtues and vices which conclusively determines the ethical purity of the work. Another criteria followed by deontologists is that of pluralism and unitary which suggests thecapacity of a person to be adamant on its values. Whereas the teleological theory of ethics preaches that the right or wrong practice applied by an entity is determined by comparing the outcomes of the final work. Teleologists believe that any action performed by an entity is not bounded by any rules or regulation about the rightness and wrongness of the act. But the main thing which counts is that the consequence of the actions. Teleology is result oriented and it scrutinizes the final outcome of the actions taken (Carr, 2017). If a right action results in the wrong outcome then that action is considered ethically wrong and that practice is restricted for further repetition. Besides, if a wrong action results in the right outcome then that act is termed as ethically right as it yields right results which were needed at that time (Cicmil, Crawford Richardson, 2017). The absence of moral rules gives theory more leverage and freedom in performing actions which prove to be more efficient in getting the job done. Some views related to teleological theory states that it is all about doing performing actions keeping the consequences in mind. In Teleology, there are conditional obligations which are specific to the time and environment in which the task in being done. It focuses on the materialistic criteria such as maximization of pleasure and attainment of happiness (Crossan, Monzani Gandz, 2017). It is concerned with aggregating the concept of good and evil in which maximization of both these elements can be done. It advocates only the unitary criteria which imply that doing the greatest good in every action is the only thing that matters without thinking about the righteousness of the actions. Ethical Dilemmas The matter of discussion in the following essay is about the ethical dilemmas in the organization of Toyota Australia which has launched fast cars for the purpose of motorsports. Advertisements of the new range of cars have been criticized by the Australian Advertising Agency which has kept its point stating that ads which promote fast cars have agrave impact on the mind of consumers (Daspit, Pearson Long, 2017). According to the road safety department,these ads will increase the chances of people driving cars at faster speeds which will compromise the safety of drives as well and people on the roads. There have been a lot of fuss over last two years about these appealing ads and their encouragement towards unsafe driving. In this context, the Deontological ethics states that portrayal of these ads can harm the lives and health of the citizens of Australia and thus should be banned (Delos Reyes, Kim Weaver, 2017). Whereas, according to Teleological ethics, these ads may or may not harm the lives of people but a regulation must be made on display of such ads. These theories have made a difference in the advertisement styles of other automobile companies which have to comply with certain regulations before displaying such ads. Major Sources of Ethical Dilemmas from Managerial Point of view Apart from the deontological and teleological ethics, there are a number of ethical dilemmas a manager has to face in the organization of Toyota Australia (Waal Malefyt Morais, 2017). Since the company is a multinational organization and top leader in automobile manufacturing its managers has to face various ethical issues and dilemmas in business operations. The detailed analysis of these dilemmas are mentioned below: Corruption Managers of executive level, as well as the middle management level of Toyota Australia, has to face a major ethical dilemma in the face of Corruption. To get the work done and keep the flow of operations in the organization managers have to bribe the government clerks to make business deals, to clear the employment of local labors, for enhancing the working efficiency and even for raising the standard of living of the executives (Grandy Sliwa, 2017). In many developed countries like Australia, abribe is an indivisible part of thebusiness where government payments are required. It has become a conventional and accepted way of doing successful business. These unfair practices are not only confined to government payments and employees but are also encouraged by the competitors to stay ahead in the market. Moreover, corporations of Australia are governed by laws of business in which there is certain regulation about the bribery practices (Grant, Arjoon McGhee, 2017). There are legal d ocuments which state that the practices of bribery and related actions are prohibited from obtaining business gains and there may be serious legal consequences if any company is caught for having involved in these practices. Managers have to pay to the political parties and government officials (Medeiros, Mumford Connelly, 2017). A bribe is not restricted only to money, payment in cash in one mode of bribery. Payment in the face of good and services and even in the way of jobs are the types of bribes the managers have to pay. Now, this creates a huge ethical dilemma for the managers, who tend to practice unfair means as a part and parcel of business operations knowing the laws against such actions. These ethical issues create a conflict between the philosophies and teachings of the moral thinkers about ethical conduct in business operations. But practicality alters their thinking and behavior towards ethics. Industrial Espionage It is the most illegal and unfair practice which has become popular among the large business organizations around the world. A company like Toyota Australia has been the victim of this unethical practice and also has been involved in such affairs. Industrial espionage is one of the transnational operations in which a company acquires trade secrets, designs and operational plans of the competitor company to stay ahead in the market (Michalos, 2017). Large organizations like Toyota Australia tend to make subsidiary companies and those subsidiary companies have their own small firms. Employees of those small firms go to the establishments of competitor companies to do industrial tours and gather information about the new innovations and plans of the competitors. The entire planning and research of the competitors were known to the Toyota Australia which used the information to speed up their manufacturing and launched new cars in the market which was supposed to be the competitors USP. When the top management of Toyota Australia found out about these unethical practices then they fired the entire set of managers responsible for theorchestration of such method. Ethical violation is evident in this practice as it is a kind of stealing which companies do use corporate spies and insiders who tend to behave as an employee of the target company but have their roots and loyalty to their parent company for whom they report the insider information (Moore, Calvo-Amodio Junker, 2017). Managers who are involved in these practices are on the edge of law and are threatened for their job security in case the matter gets disclosed in front of the world. But still, getting stuck in anethical dilemma they tend to do such things to maintain the efficiency of the organization. If the act is caught in between then it is called a crime, if not then managers are rewarded for their efficient work. Relation with the Environment Due to change in climatic conditions, greenhouse gas emissions, post-war capitalism expansion, use of non-renewable energy, carbon footprint and other such environmental elements, large business and corporate companies like Toyota Australia has to comply with the regulations of the environment (Nielsen, Klyver Bager, 2017). They are under the radar of world health and environmental protection agencies who issue data and statistics about the pollution caused by companies like Toyota Australia in their manufacturing and other industrial processes. Countries, where these companies are established such as Australia in this context, have to comply with the national rules and regulations about the environment protection. There are carbon emission rules, waste disposal rules and other industrial standards which need to be fulfilled in order to keep the balance between production and environment maintenance. Managers of Toyota Australia have to look into the targets of manufacturing which t hey get from higher management and they have to complete those targets in time to stay competitive in the market. This creates an ethical dilemma for the managers as continuous production results in more carbon and other harmful gases emissions which cannot be avoided and at the same time, there are limitations of pollution control which are applied in Australia. To synchronize both the situations managers resort to unethical practices, where they manipulate the data of production for industrial audits so that they do not come on the radar of government agencies of pollution control (Powell, 2017). If they get caught for exceeding the prescribed limit then the organization faces legal action for which the manager is held liable. The company fires the managers for getting involved in unfair means for which they are not fully responsible. Managers have to pave a middle path to cope up with these ethical dilemmas so that they work efficiently and prove their morality towards their work practices as well. Relation with the Employees Large multinational companies like Toyota Australia have their offices and production units in many countries some of which are developing and underdeveloped countries. People or employees of those countries are poor and have to work overtime to meet their basic needs. Taking the viewpoint of the company, they always try to pay less and make profits by cutting the cost of production (Prasad, Kumar Kapoor, 2017). Salary of the employees at the lower level becomes a matter of concern for the managers of Toyota Australia. Workers demand justified salaries for their hard work which is their right but sometimes when the company is not willing to pay them then those workers appeal to the managers for their reimbursement. This creates a situation of anethical dilemma for the managers as they know that workers are right in the demands but they themselves are the staff of Toyota Australia and they have kept the interest of the company first. Managers by their own will cannot raise the salaries of the workers nether they can ignore the rightful demands of the workers. If the workers are not paid well then their attitude towards work depreciates which results in lower production. This hampers the business and profitability of Toyota Australia for which the managers are answerable (Sanders, Brock Barho, 2017). In these situations, managers have to work it out with the workers and the company by negotiating with both of them keeping ethical reasons in theforefront. Another angle of human rights also come in between which calls for legal action against the company. Managers have to convince the company to fulfill the basic requirements of human rights on ethical grounds to keep the moral of the workers high. Relation with the Consumers Any multinational company like Toyota Australia applies almost all the unethical practices in the book when it comes to maintaining a relationship with the consumers (Sison, 2017). There is a vast diaspora of unethical practices such as keeping exaggerated prices on the products and then keeping discounts on them, spending large amount of money on advertisements and promotions which are also vague and have no real base, practicing cheating methods in packaging and other eye-catching stunts, manufacturing products which do not comply with the actual security and safety measures and keeping consumers in a deliberate dilemma about the services offered after buying the products. All the above-mentioned practices are unethical which are clearly for customer manipulation. Promotional videos which contain false notions that owners of Toyota cars attract women towards them is a completely false belief which is used to get into the minds of consumers (Tsoukas, 2017). Managers are themselves involved in making such videos and programs even after knowing the reality. They are affected by the ethical dilemma as they are bound to work on these projects to increase the sale of companies products so that they can get promotions and raises for their work. Consequences of Ethical Dilemmas Ethical dilemmas and practices which are executed in thecontext of those have consequences on the Toyota Australia. There is a significant risk in the execution of these unethical means of business which Toyota Australia understands but still is willing to do (Prasad, Kumar Kapoor, 2017). There are many unethical issues in international business than in national tradeand the laws are stricter. But to be on top of the market Toyota Australia ignores those consequences and continues to do what they consider best for business.Some of the consequences of practicing unethical means are: Practicing unethical means increases the expenses of the organization. As those practices get exposed then Toyota Australia has to spend a good chunk of money to get it covered. The reputation of the company gets charred in the eyes of its consumers as well as fellow competitors who tend to rely on ethical means of business. Clients and business partners get separated from the core management if they get convinced about the unethical practices of the company.This is a huge cost which Toyota Australia has to pay for just to stay in the market competition. Investors refrain from making any capital investments in new projects of Toyota Australia as they know about the companys depleted integrity. Conclusion In the above discussion, the ethical dilemmas of the managers of Toyota Australiawere analyzed as in what circumstances they need to execute unethical practices willingly or unwillingly. As observed in the above essay that business ethics is a very important topic for managing a multinational company like Toyota Australia. In past two years, the company has been involved in many unethical means of business which has hampered its reputation in the automobile market. Consumers are refraining from buying cars of Toyota after knowing about the internal business tactics of the company. Accountability and integrity of such a huge company like Toyota Australia have been shattered due to the above mentioned unfair means of business. It is not always necessary thatindulging in unethical practices to get the work done will increase the efficiency of production and will enhance the position of thecompany in the market. Whatever may be the results of these unfair practices a wrong thing will always remain wrong. It takes decades for a company to build a reputation in the global market, with lots of hard work and sacrifices. But diminishing the work of orally sound employees by practicing unethical means is unjust and should be discouraged. On the contrary, if Toyota Australia respects the ethical practices of business and complies with the philosophies of moral thinkers for business practices then it earns great respect from its competitors and sets an example in the field of management. Moreover, the managers of Toyota Australia will also feel proud of working on the ethical principles which will enhance their moral and zeal of working which will yield greater efficiency than working on unethical principles. To conclude the discussion it can be said that a company should always be ethically and morally correct in its business practices. References Aguirre, G., Hyman, M. R., Goudge, D., Genchev, S., Carrell, A., Hamilton, C. (2017). Teaching ethics to marketing and logistics majors: A transformative learning experiment.Journal of Education for Business,92(3), 121-128. Alnder, M. S., Gssling, T. (2017). Thematic Symposium: Business Ethics, Peace and Environmental Issues (T0004). Bernstein, E. S. (2017). Making transparency transparent: The evolution of observation in management theory.Academy of Management Annals,11(1), 217-266. Bell, G. G., Dyck, B., Neubert, M. J. (2017). ETHICAL LEADERSHIP, VIRTUE THEORY, AND GENERIC STRATEGIES.Radical Thoughts on Ethical Leadership, 113. Bishop, D. L., Lee, D. S. (2017). Business Ethics: Ethical Decision Making and Cases (Asia Edition). Bowie, N. E. (2017).Business ethics: A Kantian perspective. Cambridge University Press. Broome, B. J. (2017). Negotiating the nexus: Symbiotic relationship of theory and practice in conflict management.Negotiation and Conflict Management Research. Burke, W. W. (2017).Organization change: Theory and practice. Sage Publications. Carr, D. (2017). Educating for the Wisdom of Virtue. InVarieties of Virtue Ethics(pp. 319-335). Palgrave Macmillan UK. Cicmil, S., Cooke-Davies, T., Crawford, L., Richardson, K. (2017, April). Exploring the complexity of projects: Implications of complexity theory for project management practice. Project Management Institute. Crossan, M. M., Byrne, A., Seijts, G. H., Reno, M., Monzani, L., Gandz, J. (2017). Toward a framework of leader character in organizations.Journal of Management Studies. Daspit, J. J., Chrisman, J. J., Sharma, P., Pearson, A. W., Long, R. G. (2017). A Strategic Management Perspective of the Family Firm: Past Trends, New Insights, and Future Directions.Journal of Managerial Issues,29(1), 6-29. delos Reyes, G., Kim, T. W., Weaver, G. R. (2017). Teaching ethics in business schools: A conversation on disciplinary differences, academic provincialism, and the case for integrated pedagogy.Academy of Management Learning Education,16(2), 314-336. de Waal Malefyt, T., Morais, R. J. (Eds.). (2017).Ethics in the Anthropology of Business: Explorations in Theory, Practice, and Pedagogy. Taylor Francis. Grandy, G., Sliwa, M. (2017). Contemplative leadership: The possibilities for the ethics of leadership theory and practice.Journal of Business Ethics,143(3), 423-440. Grant, P., Arjoon, S., McGhee, P. (2017). Reconciling Ethical Theory and Practice: Toward Developing a Business Ethics Pedagogical Model.Business and Professional Ethics Journal,36(1), 41-65. Medeiros, K. E., Watts, L. L., Mulhearn, T. J., Steele, L. M., Mumford, M. D., Connelly, S. (2017). What is Working, What is Not, and What We Need to Know: a Meta-Analytic Review of Business Ethics Instruction.Journal of Academic Ethics, 1-31. Michalos, A. C. (2017). Issues for business ethics in the nineties and beyond. InHow Good Policies and Business Ethics Enhance Good Quality of Life(pp. 197-212). Springer International Publishing. Moore, B., Calvo-Amodio, J., Junker, J. F. (2017). Applying a Framework for Complementarist Intervention Approaches to Service Organizations to Achieve a Sustainable Holistic Management Model.Systemic Practice and Action Research,30(5), 487-513. Nielsen, S. L., Klyver, K., Evald, M. R., Bager, T. (2017).Entrepreneurship in theory and practice: paradoxes in play. Edward Elgar Publishing. Powell, T. C. (2017). Strategy as Diligence: Putting Behavioral Strategy into Practice.California Management Review,59(3), 162-190. Prasad, N., Kumar, V., Kapoor, S. (2017). Business Ethics: A Decision Between Right or Wrong.Journal of Public Policy Environmental Management,1(1), 20-30. Sanders, E. J., Hay, G. W., Brock, B., Barho, E. (2017). Ramkrishnan (Ram) V. Tenkasi: Expanding and Bridging the Boundaries of Theory, Practice, and Method.The Palgrave Handbook of Organizational Change Thinkers, 1291. Sison, A. (2017). Handbook of virtue ethics in business and management. Tsoukas, H. (2017). Strategy and virtue: Developing strategy-as-practice through virtue ethics.Strategic Organization, 1476127017733142.

The Value of Source Study of Hamlet by Shakespeare

Introduction The content of this essay revolves around the Hamlet play staged and sensationalized by William Shakespeare. With substantial reference to varied sources, the prodigy hatched a theatrical drama piece of Hamlet, depicting a code of revenge, patricide, tragedy, and regicide (Sanchez 21).Advertising We will write a custom essay sample on The Value of Source Study of Hamlet by Shakespeare specifically for you for only $16.05 $11/page Learn More This paper bears significant valuation for the sources that Shakespeare alluded to in the production of this play. Sanchez attests that he studied previous works and literature of preeminent playwrights persistently fixating on Francois Belleforest borrowing insightful chapters and verses (1). Belleforest’s work is a replication of Saxo Grammaticus’s Danish legend on Amleth, accompanied with a selection of changes (Sanchez 7). Shakespeare still made some alterations in his adaptations to emp ower his performance, regardless of character references and tributes. This essay seeks to delineate these alterations and, over and above that, explain their instrumental significance. This article starts by narrating Hamlet’s story then outlines Shakespeare’s modifications mainly by way of character analysis and the language borrowed. Body Background Facts: Shakespeare’s Literature of Hamlet Hamlet is a fiction plot with a premise that convenes tragedy and revenge within the Elsinore Castle, in the Kingdom of Denmark (Stopes, Belleforest, and Shakespeare 3). The fortress summons Prince Hamlet, the protagonist, home from Germany to grace his father’s funeral with his presence. On arrival, the Prince gets wind of the marriage between his mother, Gertrude, and his uncle, Claudius, which agitates him. He fathoms foul play and attests his suspicions through an epiphany by his father’s ghost that appears to him recounting how Claudius murdered him in h is nap. The Ghost taxes Hamlet to compensate his death by killing his executioner, Claudius, to be at ease. However, Hamlet is somewhat unsure of the ghost’s credibility and decides to engage a troupe of players to stage a play called The Murder of Gonzago to affirm his notion.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More The tactic is so successful that it strikes Claudius’ conscience; he is remorseful and leaves to pray and ask for cleansing (Stopes, Belleforest, and Shakespeare 4). The affirmation of the stage play rekindles the intense passion for vengeance and retribution within Hamlet for his father’s death (Stopes, Belleforest, and Shakespeare 5). This vengeance, however, is all words but no action, and as the prince contemplates on how to achieve revenge, he instigates six ancillary deaths within the palace. According to Stopes, Belleforest, and Shakespeare (5 ), Hamlet first stabs Polonius, the king’s chief counselor, who was eavesdropping on a conversation between the Prince and the Queen behind the tapestry. The next victims are Hamlet’s schoolmates, Rosencrantz, and Guildenstern, whose demise Hamlet himself arranges by instructing the King of England to hang the two (Stopes, Belleforest, and Shakespeare 6). Ophelia, tormented by Polonius’ decease and Hamlet’s antic disposition, drowns while singing bawdy melodies, lamenting over her spurned lover (Stopes, Belleforest, and Shakespeare 6). Next is Laertes, Ophelia’s sister, who declares to finish off Hamlet, as he is entirely responsible for both his father and sister’s demise. Stopes, Belleforest, and Shakespeare assert that Laertes, in consultation with Claudius, concocts various strategies to kill the Prince, one of them being a ‘fencing match’ (7).Advertising We will write a custom essay sample on The Value of Source Study of Hamlet by Shakespeare specifically for you for only $16.05 $11/page Learn More In the course of the contest, Laertes uses a poisoned sword blade to maim the Prince but releases it after that. Hamlet sees an opening here to reciprocate the attack by Laertes and, therefore, collects the same blade; he uses it to impale his adversary. In a show of victory, the queen drinks from a contaminated glass of wine that Claudius had specially prepared and poisoned for Hamlet (Stopes, Belleforest, and Shakespeare 8). The toxic substance kills her instantly. In an aggravated maneuver, Hamlet grabs the sword, using it to wound Claudius in concurrence with forcing the wine down his throat, in light of Gertrude’s demise. After that, he announces that Prince Fortinbras should rule over Denmark’s throne. He also advocates his friend, Horatio, to retell the preceding events, after which he relinquishes life (Stopes, Belleforest, and Shakespeare 9). In reverence , Fortinbras secures Hamlet’s burial procession withal full military honors. What Changes Has Shakespeare Made to the Archetype Work of Amleth? I have researched that Shakespeare evidently altered some descriptions here and there to personalize Hamlet from looking through Nash’s book, Christ Tears Over Jerusalem. Sanchez clarifies that Shakespeare’s plays inferred from preexistent playwrights, tragedians, and dramatists who composed classic pieces of literature (4). These masterpieces were inclusive of mythologies, folktales, daily life, songs, and history emanating from varied localities such as Greek, Italian, Roman, Germany, and English.Advertising Looking for essay on british literature? Let's see if we can help you! Get your first paper with 15% OFF Learn More Shakespeare collected and remodeled these works, introducing new viewpoints and ideas to the existent compositions, affirms Sanchez (10). The reforms were all in a bid to create finer plot devices to advance the visual and speculative perceptions altogether. The Ghost Stopes, Belleforest, and Shakespeare (7) compare the spirits in the plays of Antonio’s Revenge and Hamlet to elucidate Shakespeare’s variations of King Hamlet’s apparition. By the exploitation of profound readings and assessment of the two works, Hamlet and Antonio’s Revenge implement the character of a ghost in their explanations (Stopes, Belleforest, and Shakespeare 9). The plot in Antonio’s Revenge is fundamentally similar to that of Shakespeare’s Hamlet as it encompasses vindictiveness by a son, whose father’s ghost emerges and commands revenge. Nonetheless, there exist definite divergences in the specters’ properties. The Significance of The Ghost’s Ch aracter Alteration Andrugio’s ghost materializes before both Antonio- the protagonist- and his mother alike, such that the two can see the specter’s impression in the same way (Stopes, Belleforest, and Shakespeare 10). Over and above that, this apparition even has a conversation with both Antonio and his mother, Maria. To Antonio, the ghost has come compelling him to take vengeance on his account, against his murderer, Piero (Stopes, Belleforest, and Shakespeare 11). On the other hand, Andrugio’s ghost relates to Maria in a rather comical and somewhat haunting way, explain Stopes, Belleforest, and Shakespeare (11). The play depicts Andrugio’s ghost seating on the edge of Maria’s bed chastising her by way of rebuking her loose ways, seeing that she has already been intimate with the villain. He proceeds to explain to her that her gender is frail and subsequently soothes her fears. Stopes, Belleforest, and Shakespeare analyze that the gap between the mortal human and the dead narrows down significantly and almost plummets them into one form (9). This plot device is in contradiction with that of Shakespeare’s Hamlet, as the ghoul does not show itself before Hamlet’s mother, Gertrude. Stopes, Belleforest, and Shakespeare note that Shakespeare modified the ghost of King Hamlet to only converse with the prince and beseeched him to get the appropriate revenge for his demise (11). He also points out that the ghoul does not interact directly with the Queen and instead reaches out to her through Hamlet, additionally warning him to care for her as her sex is fragile. In this context, the gap between the supernatural worlds versus the earthly humans remains as vast as it should be. In regards to the intended significance, Stopes, Belleforest, and Shakespeare report that Shakespeare designed the role of the ghost to appear to Hamlet relentlessly to enhance the melancholy motif of the play (12). The central theme envisaged re volves around revenge, and the protagonist aims to achieve his vengeance on the villain by faking madness. By slightly changing the scenario, Stopes, Belleforest, and Shakespeare (11) say that Shakespeare succeeded in consummating the original concept of ‘Hero-as-Fool.’ The leading role feigns a deranged character to avoid the rogue from suspecting his motives. By virtue of the ghost emerging incessantly before Hamlet, the rest of the observers, his mother included, believe without a doubt that Hamlet is not mentally right. The significance of the ghost in Shakespeare’s Hamlet holding conversation with the Prince only, also creates a mood of mystery and confusion (Stopes, Belleforest, and Shakespeare 12). The fact that the apparition comes back from Purgatory gives rise to mockery because Protestants such as Hamlet doubt the entire doctrine of the underworld (Stopes, Belleforest, and Shakespeare 13). This element of disbelief causes the prince to question the gho st’s reliability, thus attaining the aspect of delay in the outline. Ophelia Francois Belleforest sketched the individuality of Ophelia in Saxo Grammaticus’ Danish legend, in his very own rendition. Likewise, Shakespeare paints the same character of Ophelia that Polonius and Claudius use as a convenient tool to spy on Hamlet and examine if he was crazy (Stopes, Belleforest, and Shakespeare 15). In as much as Shakespeare and Saxo portray Ophelia as the lead character’s mistress, some notable differences surface as expounded below. The Significance of Ophelia’s Character Alteration In the Danish legend, Saxo imaged Amleth- the exponent- and Ophelia as foster siblings who shared a very strong likeness to each other. Their closeness was visible when Feng, the antihero, send Ophelia to observe Amleth, and she declined to reveal any information about him whatsoever (Stopes, Belleforest, and Shakespeare 16). After this point, Saxo does not comment on her again i n the play and thus, it is not coherent to the audience what befalls her after that. Secondly, mention is that when Amleth sailed to England, he married Herminthrud, who betrayed him later on. The duplicity and infidelity that Herminthrud inflicted on her husband drove him to detest women and utter profanities about them in general (Stopes, Belleforest, and Shakespeare 16). Shakespeare tweaked Saxo’s thesis marginally in various ways, for example; he stated that Ophelia was Hamlet’s sweetheart and not his foster sister (Stopes, Belleforest, and Shakespeare 17). Shakespeare employed this strategy to pull off the elements of betrayal by way of guiding Ophelia to betray her lover, Hamlet. In the setting of Hamlet, Ophelia sells out the prince repeatedly when at first; she deserts him under the instructions of Polonius, her father. The second time is when she reports Hamlet’s questionable behavior towards her, to her father and Claudius as well (Stopes, Belleforest, and Shakespeare 18). By her act of disloyalty towards him, he reproves of her conduct and shuns her away to a nunnery (Stopes, Belleforest, and Shakespeare 17). Her behavior hurts him, and he decides to humiliate her by refusing to wed her and instead calls her a ‘breeder of sinners.’ In light of her treachery, Hamlet becomes more alert to the people around him, more so, the ones he considers as precious and cherished (Stopes, Belleforest, and Shakespeare 18). In this setting, Shakespeare brought Ophelia into play to scrutinize Hamlet’s resolve of revenge and feigned madness, as Hamlet trusts her enough to divulge his secrets to her. Another significance of revising Ophelia’s individuality is visible in Shakespeare’s elimination of Herminthrud in Hamlet. If he included her in the plot, he would have first had to pause and acquaint her to his audience, hence disrupting the flow of the story. In view of this, he thus observed the rule of flow and coh erency in this narration. Unlike Saxo, who described Herminthrud’s character trait, Shakespeare omitted her intentionally to capitalize on the story’s code of revenge by having Hamlet attack Ophelia (Stopes, Belleforest, and Shakespeare 15). Ophelia thus serves as a scapegoat and takes the blame for all the female characters’ offenses. In addition, the omission of Herminthrud allowed Shakespeare to justify why Ophelia developed madness. Stopes, Belleforest, and Shakespeare argue that the unsympathetic attitude that Hamlet brandish on Ophelia only mirrors the contempt Amleth harbored against women (14). Gertrude Saxo and Shakespeare both incorporated the character of Geruth and Gertrude respectively as that persona that makes merry with the villain. This detail is apparent from the plays’ descriptions that both these personalities marry the antiheroes who have just killed their husbands (Stopes, Belleforest, and Shakespeare 25). By virtue of their union, t hey display an indecent show of incest that devastates both their spouses’ specters, as well as their sons. Despite the legends’ striking resemblance, there are several nonconformities in these characters’ distinctive attributes, verifying that Shakespeare reconstructed his version. The Significance of Gertrude’s Character Alteration The tale of Amleth presents Geruth as a very mild dignitary who suffered under her former husband’s- King Orvendil- quick temper before his death (Stopes, Belleforest, and Shakespeare 27). Her circumstances are so lamentable that her remarriage to Feng calls for deliverance; Saxo sculpts her as Feng’s pushover, whom he forces into marrying him after dispatching her husband, Orvendil. Later on, her son Amleth berated her to rectify her transgressions of conjugating with the villain, who doubled up as her spouse’s murderer and her brother-in-law. Amleth is successful in his castigations as she repents and v ows to help him enact his attack on Feng; Saxo per contra does not cite her again in the play. By contrast, Shakespeare’s Hamlet is quite the edited restatement of the earlier Amleth legend. Before all else, Shakespeare fails to establish Gertrude’s stand on the regicide issue meted out on King Hamlet, her husband (Stopes, Belleforest, and Shakespeare 26). Shakespeare’s indecisive angle enabled him to stage a theatrical aspect of a riddle, as his viewers are inquisitive of whether the queen willingly married Claudius, or he forced her into it. This part of the play also serves as a brainteaser- a quality that is profitable to any play or work of literature. Along the storytelling, Shakespeare records that Hamlet also rebukes his mother, Gertrude, for coupling with Claudius and more so, allying with the bully. Shakespeare also included a supplementary section where the Prince exhibited pictures of Claudius to the queen, in an effort to mark out Claudius’ f laws- a feature lacking in the Amleth legend. Following Hamlet’s admonitions, Gertrude apologizes for her actions and promises him that she will suppress the details of their meeting, never to disclose it to anyone. Unlike Geruth, Stopes, Belleforest, and Shakespeare (26) remark that Gertrude breaks her promise and confesses the solemn secret to Claudius, her second husband. There is a valid reason Shakespeare allowed the queen, Gertrude, to break her promise and betray him to Claudius. Stopes, Belleforest, and Shakespeare state that the betrayal served to enlighten why the Prince set sail for England (28). Hamlet reluctantly embarked on a sea voyage to England, under the king’s strict bidding, as he- Claudius- dreaded that Hamlet was out to kill him. In addition to this, he also required some space and time to account for Polonius’ decease to his children, Ophelia, and Laertes. Claudius also coerced the prince into exile, as he wanted to scheme a dark and cover t plan for killing Hamlet, by drafting letters to the King of England. Gertrude’s betrayal is thus paramount to the unfolding of affairs in Hamlet’s storyline; Shakespeare demonstrated her imperfect portrait of motherhood (Stopes, Belleforest, and Shakespeare 24). Additionally, Shakespeare contradicted Saxo by retaining Gertrude’s character in Hamlet, almost until the end of the narrative, where she died after drinking the contaminated wine. The author hangs on to her to maximize on the plot and theme of tragedy and a total catastrophe by reporting on her regrettable death (Stopes, Belleforest, and Shakespeare 24). The passing of the Queen amplified the element of calamity in the genre of tragic stories by resulting in an even more tragic ending. Hamlet The Danish legend and Hamlet both reverberate a similar sentiment- that of retaliation and the implementation of an eye for an eye. The playwrights appoint their champions as Amleth and Hamlet indicatively to acc omplish a counter play motif (Stopes, Belleforest, and Shakespeare 29). In their capacity as the leading role, they execute their assigned duties by way of donning a camouflage of madness to avoid suspicions by their uncles and bring their mission to fruition. Stopes, Belleforest, and Shakespeare (29) analyze that in their paths for vengeance, they trigger the annihilation of other members of the royalty, either deliberately or not. Beyond the correspondence between the two tales, Shakespeare still progressed to change some parts to modify Hamlet. Below is an outline of the revisions he made together with their distinct significances. The Significance of Hamlet’s Character Alteration In Saxo’s rendition, Amleth first appears at a junior age, such that he is feeble and powerless to take any action upon his father’s regicide. Feng’s deed of eradicating and regarding Orvendil’s regicide, as a deserved performance inspires Amleth to yearn for revenge ( Stopes, Belleforest, and Shakespeare 30). He formulates a strategically viable approach that he will administer on Feng when he becomes of age. In his laid out plan, he plots to eradicate Feng together with all those nobles that tolerated his uncle’s injustice. When he finally avenges King Orvendil’s death, Amleth continues to live, taking over the reins of kingship to implement peace in his kingdom (Stopes, Belleforest, and Shakespeare 31). In Hamlet, Shakespeare presents Hamlet as a young adult, approximately thirty years, who is still pursuing his university studies in Germany. Unlike Amleth, Hamlet is of age; he is fully able to maneuver and act towards his goal (Stopes, Belleforest, and Shakespeare 31). Regardless of his grown-up status, Hamlet is still hesitant to obtain payback; as a result perfecting the delay acts employed as plot devices in Shakespeare’s play. Shakespeare also circumvents from imaging Hamlet as intentionally conspiring to cause seven o ther subsidiary deaths encompassing Ophelia, Gertrude, and Laertes (Stopes, Belleforest, and Shakespeare 32). Instead, he brings out these deaths as a mere coincidence and a victim of the occurrences at the palace, all in an attempt to magnify the concept of tragedy. Uncalculated misfortunes are the core of a tragic story; therefore, Shakespeare endears to the expectations of his audience (Stopes, Belleforest, and Shakespeare 33). Furthermore, the ultimate collapse of the protagonist at the end of the narrative multiplies the effect of adversity. Fortinbras The Significance of Fortinbras’ Character Alteration Fortinbras, the Prince of Norway, is a sovereignty personification that makes an entry in Shakespeare’s Hamlet to take over governance from the ruins encountered in Denmark (Stopes, Belleforest, and Shakespeare 32). Stopes, Belleforest, and Shakespeare (46) write that Saxo’s report does not feature Fortinbras. The reason for this omission is that Amleth def eated Feng and his nobles and, therefore, took his rightful capacity as the new king of his empire. In Hamlet’s production, Shakespeare orchestrates the death of Hamlet to record tragedy at its highest peak, explain Stopes, Belleforest, and Shakespeare (33). The crowning fall of the Prince compelled Shakespeare to usher in a new ruler, Fortinbras, who would reign with utmost justice and peace. Another cause of incorporating Fortinbras in the play was that Hamlet likened himself to Fortinbras; By virtue of being a Prince, Hamlet qualified him as sufficient to preside over the throne. Additionally, Fortinbras prevailed under the same state of affairs as Hamlet, and his uncle displaced him as the king yet he, as the prince, was the inheritor of the crown. The unfortunate event aggravated the Norwegian prince to the point he also seeks revenge on his father’s slayer, provide Stopes, Belleforest, and Shakespeare (34). Given that they experienced the same dilemma, Hamlet adv ocated for Fortinbras’ appointment to the throne assuming that he would carry out his ambition. Claudius Shakespeare ventures to mirror Feng, from the Amleth legend, in his recount of Hamlet by embodying him as Claudius (Stopes, Belleforest, and Shakespeare 21). Claudius is a tyrant ruler and traitor; a mannerism perceptible in the way he dispatches his brother, marries his wife and conspires to put his nephew to death. As explained below, Shakespeare still customized Claudius’ character. The Significance of Claudius’ Character Alteration In Saxo’s tale, the playwright starts the folk tale by unfolding the details of the ruling history ongoing before Amleth’s tragedy (Stopes, Belleforest, and Shakespeare 23). He narrates the bitter and tense association between the two co-rulers, Feng, and Orvendil. When Orvendil triumphs in a war against Koller of Norway and becomes Jutland’s sole leader, Feng becomes jealous and massacres him in quite a sc andalous manner. Feng strikes one as a very hard-hearted and unsympathetic figure. So cruel is he that he makes public his murderous deeds to the absolute court of Jutland then disguises the act by claiming that it was a righteous act (Stopes, Belleforest, and Shakespeare 22). By contrast, Shakespeare embarks on the story midway, presenting Hamlet as a full-grown man who is thirty years of age (Stopes, Belleforest, and Shakespeare 25). Shakespeare deletes the ruling history of King Hamlet’s reign, thus allocating the readers the task of unraveling whether Claudius and King Hamlet were also joint leaders. Secondly, Claudius, unlike Feng, does not announce his cause of regicide, thus adding an interesting twist to the play that involves discerning the grounds of the sudden fate of the king. Stopes, Belleforest, and Shakespeare (22) offer that Shakespeare injects some mystification into the drama piece. Hamlet only becomes aware of the atrocity through the ghost’s divinat ion. Hamlet’s rage and crave for revenge intensify as he now realizes that the death was not accidental. The Names ‘Amleth’ and ‘Hamlet’ The title of Shakespeare’s drama play is reflective of the protagonist’s name, Hamlet, the Prince of Denmark (Stopes, Belleforest, and Shakespeare 13). In the course of lifting the name of his titular character from Saxo’s journal, Shakespeare reshuffles and circulates the etymological significance of the heading ‘Amleth.’ He decides to reposition the letter ‘H’ from the end to the beginning of the name, to read as ‘Hamlet’ in place of ‘Amleth.’ Shakespeare is steadfast in the rebirth of the name ‘Hamlet’ to revolutionize and answer to the call of modernity. The reason for his intended modernization is that he was working in a neoteric period or rather, in the Elizabethan era (Stopes, Belleforest, and Shakespeare 14). His audienceà ¢â‚¬â„¢s generation appealed to developments and reformations of outdated literary works. Language Borrowed For a long time, the wide-ranging perception has been that Shakespeare conceived entirely new words and phrases, advances Sanchez (12). The public deduce that he originated most of the terms and expressions used today, thus exalting him as the father of the modern-day language (Sanchez 14). Sanchez states that this impression is all wrong and even quotes that researchers have disputed this understanding in favor of the reality that Shakespeare merely borrowed terminologies from his predecessors (15). They argue that he possessed a great skill of acquiring language from earlier poets, novelists, and composers such as Thomas Nash. However, he did not just borrow heedlessly; instead, he transformed their meaning in the context of the texts he was writing. Explained below are two of the terms he adopted in his play, Hamlet. The Use of the Term ‘Nunnery’ and its Signif icance In the making of Hamlet, Shakespeare renovated the meaning of the utterance ‘nunnery.’ A meticulous study of Nash’s Christ’s Tears Over Jerusalem qualifies me to say that Shakespeare repeated the word from the celebrated pamphleteer, Thomas Nash. Nash first assimilated the ‘nunnery’ expression in his book Christ’s Tears Over Jerusalem to mean an Institute of courtesans and concubines (Nash 19). In Hamlet, Shakespeare slots this term in the phrase â€Å"Get thee to a nunnery,† uttered by Hamlet when he advises Ophelia to sign into a convent (Sanchez 32). Shakespeare utilizes this terminology, but he does not blend it to mean a brothel or bawdyhouse as Nash did. Stopes, Belleforest, and Shakespeare explain that Shakespeare instead projects its literal definition of a religious community (18). Shakespeare’s aim of changing the meaning is to enable him to make Hamlet urge Ophelia to liberate herself from the fleshly wor ld full of dishonest men. Moreover, Hamlet uses this term while rebuking Ophelia of her betrayal, which he suspects of her (Stopes, Belleforest, and Shakespeare 16). The Use of the Phrase ‘Mind’s Eye’ and its Significance A reading of Sanchez (57) reveals that Shakespeare takes on another idiomatic expression from a writer known as Chaucer (1390). The phrase in question here is ‘mind’s eye.’ Chaucer accommodated the set expression in his account, The Man of Law’s Tale, wording it as â€Å"It were with thilke eyen of his mynde† (Sanchez 58). In the negation of Chaucer’s expression, Shakespeare reverses the arrangement and sequence of the statement to appear as â€Å"mind’s eye.† Shakespeare integrates this saying in Horatio’s reply when he, together with the castle’s guards, glimpse King Hamlet’s apparition on the palace walls. â€Å"A mote it is to trouble the mind’s eye,† c autions Horatio. Sanchez deciphers this to mean that Horatio was warning the guards to acknowledge the ghoul’s appearance (61). In other terms, he was predicting that its sheer emergence could bring disaster to the castle. Shakespeare applies the word ‘eye’ here to represent the castle and not the conventional meaning of ‘one’s optical memory.’ Conclusion Despite the fact that he borrowed concepts and models from his predecessors, Shakespeare was a great tragedian himself in devising his plays and drama sets. Sanchez (5) reports that in his play of Hamlet, Shakespeare generously adapts Saxo Grammaticus’ story thesis based on Amleth. However, he makes some structural changes, primarily in the qualities and traits of his characters among other elements. He remodels the characters of Hamlet, Ophelia, Claudius, Gertrude, Fortinbras, and the ghost in conjunction with the language borrowed (Sanchez 15). Shakespeare’s revisions are just : he only implemented them to blend with the tendencies affixed in tragic stories (Sanchez 56). Works Cited Nash, Thomas. Christ’s Tears Over Jerusalem: Whereunto is Annexed. A Comparative Admonition to London. London: From the Private Press of Longman, Hurst, Rees, Orme, and Brown, Printed by T. Davison, 1815. Print. Sanchez, Isabel 2012, â€Å"The Root of the Recycled: A Comparative Analysis of Shakespeare’s â€Å"Hamlet† and the Mythological â€Å"Ur-Hamlet†Ã¢â‚¬ . Masters thesis, Florida International Univ., 2012. FIU Electronic Theses and Dissertations. Web. Stopes, Charlotte, Francois Belleforest and William Shakespeare. Why Does Shakespeare’s ‘Hamlet’ Differ from the ‘Amleth’ Story of Belleforest? [From the Transactions of the Royal Society of Literature, Vol. 33]. London: Adlard Son, 1914. Print. This essay on The Value of Source Study of Hamlet by Shakespeare was written and submitted by user Brooke C. to help you with your own studies. You are free to use it for research and reference purposes in order to write your own paper; however, you must cite it accordingly. You can donate your paper here.

Free Essays on Appearance Vs. Reality

Appearance vs. Reality Our society today revolves mostly around appearance and how people view themselves and others. In Breakfast at Tiffany’s Truman Capote writes a story about a young lady, who from the outside seems perfect. Throughout the novel Holly Golightly is seen as both a witty and naà ¯ve character. From all the makeup and pretty clothes she wears to the persona she gives off to everyone, makes Holly appear to be a well-rounded individual. But in actuality Holly is hiding behind her appearance and doesn’t know who she really is. The only real aspect about Holly Golighty is her outside appearance. She is glamorous and has great beauty. Most of the time â€Å"she wore a slim cool black dress, black sandals, a pearl choker†¦ [and] a pair of dark glasses† (p.12). She dressed everyday as if she had to impress everyone. Her dark glasses seemed as though to hide her real self from the world. The narrator â€Å"had never seen her before not wearing dark glasses† and when he did, he noticed â€Å"they were large eyes, a little blue, a little green† (p.18). She acted as if she didn’t want anyone to know who the real Holly was. When she threw parties most of the people who attended them she didn’t know. But that’s what she wanted, she didn’t want close friends. Even her cat was just an acquaintance to her, she didn’t believe that he belonged to her. â€Å"Poor slob without a name. It’s a little inconvenient, his not having a name. But I h aven’t any right to give him one: he’ll have to wait until he belongs to somebody† (p.39). Holly’s appearance to her friends and acquaintances were just a scheme to hide the real Holly. But in reality Holly is a frightened young girl still trying to find her true self. Although Holly tries to use her appearance to hide herself, by the end of the novel its known that Holly isn’t just her outside appearance. At the very end before going to the airport, she... Free Essays on Appearance Vs. Reality Free Essays on Appearance Vs. Reality Appearance vs. Reality Our society today revolves mostly around appearance and how people view themselves and others. In Breakfast at Tiffany’s Truman Capote writes a story about a young lady, who from the outside seems perfect. Throughout the novel Holly Golightly is seen as both a witty and naà ¯ve character. From all the makeup and pretty clothes she wears to the persona she gives off to everyone, makes Holly appear to be a well-rounded individual. But in actuality Holly is hiding behind her appearance and doesn’t know who she really is. The only real aspect about Holly Golighty is her outside appearance. She is glamorous and has great beauty. Most of the time â€Å"she wore a slim cool black dress, black sandals, a pearl choker†¦ [and] a pair of dark glasses† (p.12). She dressed everyday as if she had to impress everyone. Her dark glasses seemed as though to hide her real self from the world. The narrator â€Å"had never seen her before not wearing dark glasses† and when he did, he noticed â€Å"they were large eyes, a little blue, a little green† (p.18). She acted as if she didn’t want anyone to know who the real Holly was. When she threw parties most of the people who attended them she didn’t know. But that’s what she wanted, she didn’t want close friends. Even her cat was just an acquaintance to her, she didn’t believe that he belonged to her. â€Å"Poor slob without a name. It’s a little inconvenient, his not having a name. But I h aven’t any right to give him one: he’ll have to wait until he belongs to somebody† (p.39). Holly’s appearance to her friends and acquaintances were just a scheme to hide the real Holly. But in reality Holly is a frightened young girl still trying to find her true self. Although Holly tries to use her appearance to hide herself, by the end of the novel its known that Holly isn’t just her outside appearance. At the very end before going to the airport, she...

Crystal Easter Egg Project

Crystal Easter Egg Project These crystal Easter eggs make great decorations! Basically, you grow crystals around a real egg. You can make a crystal geode, an egg decoration or a hanging ornament for an Easter egg tree. Make pastel eggs or vibrant eggs in any color of the rainbow. This is an easy crystal growing project that yields quick results. Time Required a few hours to overnight, depending what you want Materials You can use pretty much any recipe for growing crystals. Good choices would include sugar, salt, Epsom salts or borax. I chose alum because I wanted large crystals on the egg and quick results. If you want to completely coat your egg with sparkly crystals, borax or sugar would work best. The amount of borax, sugar, salt or Epsom salt is different from the amount of alum. Basically, keep adding material to the boiling water until it stops dissolving. Use this saturated solution to grow the crystals. An egg1 cup boiling hot water4 tablespoons alum (which is the size of a typical container in the grocery store)A pin or needleFood coloring or Easter egg dye (optional)String or a pipecleaner (optional)Cup Prepare the Egg You have a few options here. Crystal Geode EggIf you want to make a geode, carefully crack the egg or cut it in half. Rinse off the shells and allow them to dry before continuing.Crystal EggYou can use a hard-boiled egg to make your crystal egg. This results in a heavy egg that can be used as a tabletop decoration.Egg OrnamentUse a pin, awl or Dremel tool to pierce a hole into each end of the egg. Push the pin or an unbent paper clip into the egg to scramble the yolk. Blow into the hole on one end of the egg to remove the egg. If you have trouble, try enlarging the hole. The crystals will grow over the bottom hole, so it isnt critical to have an inconspicuous hole. Make the Crystal Egg This is how I made the egg in the photograph: Pour 1 cup of boiling water into a glass.Stir in 4 tablespoons of alum. Keep stirring until the alum dissolves.If you want colored crystals, add a few drops of food coloring. The eggshell picks up color easily, so a little dye goes a long way.Put the egg in the glass so that it is completely covered by liquid. If you blew out the egg, youll need to submerge the egg until the air bubbles escape or else your egg will float. If you like, you can suspend a hollowed egg using a pipecleaner or string.Allow a few hours for crystal growth. Once you are pleased with the crystals, remove the egg, hang it or set it on a paper towel, and allow it to dry. This egg has large sparkling crystals that show the shape of the alum crystals. If you want alum crystals all over the egg, seed the egg before putting it in the solution by dipping it in alum powder or painting the shell with a mixture of alum and glue. Crystal Egg Recipes Sugar Crystal EggDissolve 3 cups of sugar in 1 cup of boiling water.Borax Crystal EggDissolve 3 tablespoons of borax into 1 cup of boiling or very hot water.Salt Crystal EggThe solubility of table salt or sodium chloride is highly dependent on temperature. Stir salt into boiling water until it stops dissolving. Sometimes it helps to microwave the solution to a rolling boil to get the salt into solution. Its okay if there is some undissolved salt at the bottom of the container. Let it settle out and then pour off the clear portion to use to grow your crystals.Epsom Salt Crystal EggDissolve 1 cup of Epsom salts (magnesium sulfate) into 1 cup of very hot tap water. More Easter Chemistry Projects Homemade Natural Easter Egg DyesWater Into Wine Chem DemoSugar and String Crystal Easter Egg

Final Paper Proposal Essay Example | Topics and Well Written Essays - 500 words

Final Paper Proposal - Essay Example ss try to argue what each of these individual thinkers would have thought about the rights of gay marriage – the fact that they all lived more than a century ago probably means that they would all have been against it simply due to bias. Rather, it will argue what positions are internally coherent with their stated philosophies, and whether the philosophical traditions they belong to would support or oppose gay marriage. I believe that, even though Karl Marx had spoken out publicly against gay rights, all three of these thinkers propose philosophies that fundamentally support the right of gay marriage. John Stuart Mill’s liberalism might be the most friendly to the idea. Firstly, he championed the fight against the tyranny of the majority (Mill 24), where majority opinion, bias and hatred controls other parts of the population. The fight against gay marriage is obviously a case of tyranny of the majority. Secondly, he founded the â€Å"harm principle† where actions that do not harm others should not be negated by the government. Though some have argued that gay marriage can harm society, the lack of evidence of specific harm would mean it would be protected by the harm principle. Kant, likewise, would probably support the right of gay people to marriage. One of his foundational works, Groundwork on the Metaphysics of Morals proposes the categorical imperative: that one should behave as one would if behavior became a universal maxim. This will be harder to prove in an essay, but there are many ways of framing the banning of gay marriage that, universalized, would be harmful, such as: relationships not recognized by a particular religion should not be recognized by law or law should be based on religious morality. Finally, based on Marx’s Communist Manifesto, I believe that he would be against the current fight against gay marriage, on purely pragmatic grounds. Marx was a thinker who focused on class, and noted and fought against attempts by the

Should wehelpthe poor Yourdiscussion should includeeither Essay

Should wehelpthe poor Yourdiscussion should includeeither Pogge'sarguments (in Poverty,Climate Change and Overpopulat - Essay Example As one of the many life-threatening social issues, poverty is associated to many deaths, including diseases and violence, especially in the underdeveloped countries. (Pogge, 2010).   A great factor in the increase of poverty is the unequal distribution of wealth, which leads to social inequality. The economic inequality skews the economic opportunities of people to gain the financial stability they need to ensure a life without poverty. The more unequal the distribution of wealth is, the greater number of people there is at the bottom of the economic and social structure. Pogge’s argument on helping the poor simply explains that the lower the poverty level is, the higher the sustainability would be. Helping the poor means the society needs to exert its efforts on the redistribution of wealth. This is a very big and idealistic step in the eradication of poverty. Since poverty is caused by the unequal structure, specifically economic, of the society, completely taking out pove rty is next to impossible. Pogge suggests a number of points on how to deal with poverty, thus helping out the poor people, and, as a result, helping out the society and the environment in one blow. In this regard, Pogge suggests that the society have a moral obligation to help the poor just because it will result in everyone’s self-preservation. One of the main arguments of Pogge’s perspective is that of Rolston’s. Rolston actually criticizes the point of Pogge that the society has the moral obligation to help the poor. He insists that helping out the poor, and the quest to eradicate poverty will paralyze our society. It’s not that society has no resources to help out the poor but in focusing more on eradicating poverty, the resources would be used up and the society won’t be able to answer to the other challenges that the society is facing, such as financial capability and ecological burden. Rolston suggests that if the society aims to eradicate poverty, it would need to look into the following challenges as well: redistribution of wealth, economic sustainability and population control (Rolston, 1996). Although affluent societies have the resources to answer these social issues, most poverty-stricken countries don’t have the capacity to do that. And the lingering question would be: would the affluent societies pursue the value of preserving the life of other societies while maintaining their own? Would they have the courage to redistribute their wealth to ensure that other societies would have the financial capabilities that they are enjoying? Rolston even suggests that most individuals protect what they value most, even if it results to the demise of another, taking it to account that it is beyond their control (Rolston, 1996). This is similar to Newton’s law of cause and effect. Every decision that we make affects other people, whether directly or indirectly. Rolston’s point shows that one of human na tural characteristics is self-preservation, and this could have a result in the downfall of another. Another point that contradicts Pogge’s perspective is the problem of population. Rolston suggests that feeding the poor is like feeding cancer (Rolston, 1996). It will only result to more problems later since the poor will only give birth to more poor later on. This correlates to his perspective that if the socie

Early Marriage Essay Example for Free

Early Marriage Essay Why do Americans get married so early? Growing up in Germany I’ve been living in America for one and a half year and I honestly have to say that I got used to the culture, values and traditions pretty quickly. But one thing I never understood and I’m still doubting about is why Americans get married with an age of 21 or even younger. In European countries and many other ones like China and Japan the average age of marriage is 30. There is a world out there, new things to experience and people to meet – so why settle down so early? All of the American couple friends I made dated in High School and got married after College. They have been together for a couple of years and seem very happy with what they have in each other. They know each other well, enjoy their comfort in consistency and have history together. I personally doubt if they are just staying together because they are afraid of the unknown or do they think they’ll never find somebody better? In my opinion you haven’t really experienced life when you go and settle down with somebody you met in High School. In the High School age you are still trying to figure out who you are in life, develop characteristics and are very influential of others. So is it a good idea to decide who you are gonna spend the rest of your life with in a stage of age you are still trying to find yourself? The twenties are dedicated to just you. You go out and travel, explore what you ever dreamt of and live your own life. Of course it is always challenging to be single and go on dates. No doubt about that! But being single and not â€Å"tied down† offer you experiences which enlarge your personal horizon immense. The kinds of different people you meet and experiences you’ll have, if bad or good, will help you figure out who you are and what you want in life and certainly in a relationship. The biggest fear I had if I were married with 21 is what happens if you get divorced. You don’t know a life without the person you met as a teenager and probably can’t imagine anything like that. My personal conviction of not getting married at an early age doesn’t result of that, but it’s definitely scary to devote yourself to somebody in an age where you haven’t explored yourself. I’m personally convinced that I’ll find the right person to marry after intensely living my twenties. And that doesn’t mean that I just want to sleep around 😉 I hope by that time I’ll definitely know what to expect from my partner and be mature enough to decide who is the right one for me. The intention of my opinion is definitely not to disrepect anybody’s lifestyle or marriage. If two people love each other and get married it is one of the most beautiful things! I personally doubt that it is a good decision to get married in an early age, but this is up to everybody themselves of course.

High School Exit Exams :: Argumentative Persuasive Education Essays

High School Exit Exams Exit Exams are an unfair way of determining whether a student should or should not receive his or her diploma. Most students work very hard throughout high school to receive good grades. This should be enough to determine whether a student should pass high school. There are many intelligent students which do not have good test taking skills, exit exams keep many good students from graduating and teachers have to narrow their lesson plans for these types of exit exams. These are all good reasons why exit exams should not be required in graduating from high school. When it comes to test taking, some students do not know how to remain calm. Many times when students fail a test it was not because they did not understand the material on the test, it is because students do not contain good test taking skills. Taking a test can be very nerve wrecking and uncomfortable. A student from Paris (texas) High School said, "some people get testaphobia, I passed my math classes with flying colors, but I get to that TAAS test and my mind's like a blank, I have no idea why." (Kunen 62). TExas is one of the 22 states that requires a high school exit exam like the TAAS test. Every year many students are kept from graduating high school because of these exit exams. This makes students and parents very angry. Students who have had high passing grades throughout high school do not understand why they cannot pass exit exams. Sometimes the student blames him or herself by thinking that he or she did not learn enough, when in fact there is nothing wrong without heir knowledge. These students do not realize that they lack good test taking skills. Parents are angry that their child was kept from graduating because of a single test, even though the child had all the he credits required. This situation occurred to Lee Hicks, another student from Paris (texas) High School. Had he lived 14 miles away in Oklahoma, which has no statewide exit test, he'd have received a diploma and would now be serving his country in the Navy. Instead Hicks severs customers in a Paris supermarket; he won management's Aggressive Hospitality Award for 1996. "He's a great employ ee, a bright young man--extremely hardworking," says store director, Larry Legg.

Relating Moles to Coefficients of a Chemical Equation Essay

Introduction: The definition of a mole is Avogadro’s number (6.02 x 1023) of particles (atoms, molecules, ions, electrons etc.). Moles are a very important part of chemistry especially in stoichiometry since it is part of many other calculation quantities and formulas including molar mass, solution calculations and gas volume calculations. The mole is also used in chemical reactions and equations to calculate the amount of reactant needed to react completely with another reactant or to calculate the product produced from the amount of reactant provided and vice versa. This is done by using the ratio of the coefficients in a balanced equation. This ratio of coefficients is also known as the mole ratio. In the following experiment, a simple displacement reaction would occur from the reaction of an aqueous solution of copper (II) sulphate and zinc powder. Zn (s) + CuSO4 (aq) à ¯Ã‚ ¿Ã‚ ½ ZnSO4 (aq) + Cu (s) This reaction would be set up to allow the zinc to be the limiting factor therefore react completely, in order for that to happen, copper (II) sulphate would be in excess. As zinc is the limiting factor, it will be used to calculate the expected amount of copper produced from the 1 to 1 mole ratio of zinc and copper from the balanced equation above. Aim: To find the mole ratio of a reactant to a product in a chemical reaction . Apparatus: – Balance – Bunsen Burner – Two 150 cm3 Beaker – Glass Stirring Rod – Tripod – Gauze – 100 cm3 Graduated Cylinder – Goggles – Heat Proof Mat – Pure Distilled Water – Tongs – Balance to 0.01 g Reagents: – Copper (II) Sulphate Crystals – Zinc Powder Method: 1. Weigh the mass of a clean, dry 150 cm3 beaker. Then weigh out 7.0 g of copper (II) sulphate using the beaker 2. Add 50.0 cm3 of pure distilled water into the beaker and heat the solution gently until all the copper (II) sulphate has dissolved 3. Determine the mass of the second clean, dry 150 cm3 beaker. Then weigh out as accurately as possible, 1.30 g of zinc powder using the beaker 4. Record the mass of the beaker and the zinc powder in the results table, nearest to 0.01 g 5. Slowly pour the copper (II) sulphate into the beaker containing the zinc. Stir continuously for 1-2 minutes 6. Leave the beaker for 10 minutes while the reaction continues. Record your observations 7. When the copper has settled, pour out the light blue liquid. 8. Add 10 cm3 of pure distilled water into the beaker. 9. Leave it for 10 minutes again and pour out the liquid again 10. Repeat steps 8 and 9, two times 11. Place the beaker in the oven to dry for 24 hours 12. Remove the beaker from the oven and determine the mass. Results: 1. Mass of empty 250 cm3 beaker 97.37g 2. Mass of the 250 cm3 beaker and copper (II) sulphate 104.37g 3. Mass of copper (II) sulphate 7.0g 4. Mass of empty 150 cm3 beaker 98.66g 5. Mass of 150 cm3 beaker and zinc powder 99.96g 6. Mass of zinc powder 1.30g 7. Mass of the 150 cm3 beaker and copper formed (after drying overnight) 98.78g 8. Mass of copper 1.41g Calculations: 1. Number of moles of copper produced n = = = 0.0222 mol 2. Number of zinc moles reacted n = = = 0.0199 mol 3. Zn : Cu 0.0199 mol : 0.0222 mol 1 : 1 4. Mass of copper expected = n(Cu) = 1 x 0.0199 = 0.0199 mol m = nM = 0.0199 x 63.55 = 1.26 g 5. Percentage Yield: x 100 = 89.4% Conclusion: The mole ratio from calculation 3 is approximately 1 to 1, same as the expected mole ratio from the balanced equation. The expected mass of copper is 1.26 g but 1.41g of copper was weighed out therefore, the percentage yield of the above experiment is 89.4%. This is mostly caused by the impurity of the copper since there might be a small amount of leftover zinc sulphate in the beaker. Evaluation: From the experiment above, some things could have been done better to achieve a higher percentage yield. The glass rod should’ve been dipped into water before stirring the copper (II) sulphate and zinc in order for no copper to attach to the glass rod after stirring. More importantly, I could have improved and made this experiment more accurate by rinsing the copper more thoroughly so no zinc sulphate would be left in the beaker.

Why Children And Young People May Need To Be Looked After Away From Their Families

â€Å"There were over 91,000 looked after children in the UK in 2012. † (www. nspcc. org. uk) in this task I am going to describe why children and young people may need to be looked after away from their families. There are many reasons that children and young people may need to be looked after away from their home, one of those are the child’s or young person’s parents. This may be down to bereavement of the parents meaning that they have died, if the parents have died then the child or young person will go to the closest other family member unless there aren’t any in which case the child or young person would be looked after outside the family.Another reason children are being looked after away from their families is due to abuse. If the parents or guardians are abusing the child or young person in any way then they will be removed from the family home as it’s not safe for them, this comes under the children act (1998, 2004). â€Å"Over half of l ooked after children in England and Wales became looked after because of abuse or neglect in 2011/12. † (www. nspcc. org. uk) Some children or young people may go into temporary foster care due to parental illness, which is when the parent becomes dependant their self and are unable to look aft6er their child.For example if a single parent falls very ill then she/he would be unable to take proper care on their dependent child therefore they would go into a foster care setting where they would be looked after until the parent was again able to care for the child. The child or young person may be looked after away from the family if the parents feel they are incapable of taking care of them and have requested that they be adopted or in a foster family. One example of this is financial difficulty as the parents do not have enough money to care for the child and give it even a reasonable standard of life.Another example of this could be young parents that feel they are too young t hemselves to be able to take care of a child they may request that the child be taken into a more suitable family that will be able to take proper care of it. Also children or young people that have parents who have committed offences may need to be looked after if there is no other family as the parent could go to prison, depending on the offence the child may only be temporarily looked after in a foster family setting then would return to the family home when the parent is released.Although not all reasons that children need to be looked after outside of the family is due to the parents or guardians, some reasons may be due to the child or young person. One of these reasons is a child or young person with disabilities that have complex needs and are unable to be cared for at home as they do not have the right equipment or the money to get it.For example a child in a wheel chair may not be able to be cared for at home as the household they live in is not wheel chair friendly and th e family have not got the funding to move or renovate the house therefore the chid would be looked after outside the family. Another reason due to the child that they are being looked after outside the family is their behaviour. If a child or young person has behavioural problems they may become too much for the parent to handle and need to be looked after outside of the family. An example of this could be a child or young person who is harming he’s/hers family

Whats a Good PSAT Score for 2015

What's a Good PSAT Score for 2015 SAT / ACT Prep Online Guides and Tips With all the scoring changes on the redesigned College Board exams, what counts as a "good score" on the PSAT these days? There are a few factorsyou can use to define what's good: score percentiles, National Merit criteria, andyour own personal goals for the PSAT and the SAT. First, it's critical to understand how the PSAT is scored. This guide will review the scoring scale of the PSAT, along with National Merit Scholarship Corporation's Selection Index, so you know what counts as a goodPSAT score. To start off, let’s go over a few key PSAT terms that will help you understand the rest of this guide. PSAT Scoring Terms: A Glossary Before examiningthe scoring scale of the PSAT, let’s review a few important terms: scaled scores, section (or test) scores, raw scores, subscores, and National Merit Selection Index. By understanding the difference between these terms and how they relate to one another, you’ll have a clearer understanding of the rest of this articleas wefigure out what makes for a â€Å"good† score on the PSAT. Scaled scores: your overall PSAT scores, which fall between 320 and 1520. Math accounts for half of this score (160-760), and the Reading section and Writing and Language section account for the other half together (160-760). Section (or test) scores: your scores by section, which fall between 8 and 38. You’ll get three section scores, one for Math, one for Reading, and one for Writing and Language. Raw scores: the number of correct answers by section. Your maximum potential raw scores varyby section. Subscores:seven scores between 1 and 15 that tell you how you did on certain types of questions. The questions fall into these seven categories:Command of Evidence, Words in Context, Expression of Ideas, Standard English Conventions, Heart of Algebra, Problem Solving and Data Analysis, and Passport to Advanced Math. National Merit Selection Index: the scale used by the National Merit Scholarship Corporation to determine eligibility for Commended Scholar and Semifinalist. The Selection Index for the PSAT will fall between 48and 228. As you can see,you’ll get a lot of different scoreson your PSAT score report. Now that you have a preliminary sense of these terms, let’s look in more detail at how the PSAT scoring system works. How Is the PSAT Scored? As you read above, the PSAT has aminimum possible score of 320 and a maximum of 1520. Both the low and high end of this range are shifted about 80 points lower than the scoring scale of the SAT, to account for the fact that the PSAT is a somewhat easier test. Math isscored from 160 to 760, and Reading and Writing (technically called Writing and Language) isscored together from 160 to 760. Math makes up half the total score while the Reading and Writing sections will make up the other half together. You can think of the PSAT as half math and half verbal. While your final score will lump Reading and Writing together, you'll get a chance to see your performance on each the three separatesections. In addition to your overall scaled scores, you’ll get three section scores - one for Math, one for Reading, and one for Writing, that fall between 8 and 38. These numbers may feel a little random, but it’s actually pretty easy to convert from your section score to your scaled score. To get your math scaled score, just multiply your section score by 20. To get your Reading and Writing scaled score, add your section scores together and then multiply by 10. This chart gives you one hypothetical example of a student who got section scores of 28, 32, and 34 on Reading, Writing and Language, and Math, respectively: Test Test Score Section Score Total Score Reading 28 (28 + 32) * 10 = 600 600 + 680 = 1280 Writing and Language 32 Math 34 34 * 20 = 680 At the risk of making things more confusing, I'll quickly add that your score report shouldalso tell you your â€Å"raw score,† which is simply one point for each correct answer. Since there are 47 questions on Reading, you could get a max raw score of 47. On Math there are 48 questions, so you could get a max raw score of 48. Finally, on Writing, there are 44 questions, so you could get a max raw score of - you guessed it - 44. Again, your raw score simply reflects the number of questions you answered correctly. Then that raw score is converted to a section score and, finally, your scaled scores. Now that you have a sense of the PSAT’s scoring system, let’s consider our original question: what isa good PSAT score? What Makes for a Good PSAT Score? There are a few ways we can define â€Å"good.† First, we can look at the scores that rank in a high percentile compared to the scores of other test-takers. Second, we can look at what scores qualify for National Merit distinction and scholarships. And third, we can look at what your PSAT scores predict for your performance on the SAT. Let's start by reviewing how percentiles work and how you can predictthe strength of your PSAT scores. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: What Are PSAT Percentiles? Once you get your scores back, you'll see the different values described above - your raw scores, your section scores, and your scaled scores. Additionally, your score report will tell you your percentiles. Your score report will tell you two percentiles: the Nationally Representative Sample percentile and the User Percentile. Your Nationally Representative Sample percentile may look higher, since it confusingly includes projections for all students in a grade, even those who typically don'tthe PSAT. It seems that your User percentile will be the most reliable piece of data, since it only includes students whoare actually very likely to takethe PSAT. Therefore, the chart below gives you User percentiles, or for how your PSAT scores compare to other students in your grade who took the test. So how do percentiles work? They simply tell you the percentage of students compared to which you scored higher or the same. If your scaled scores land in the 80th percentile, for example, then you scored the same as or higher than 80% of other test-takers. The other 20% scored higher than you. Students' performance varieson Math, Reading, and Writing, so a score of 600 on Math, for example, may translate to a different percentile than the same score on Reading and Writing. Readon to see how scores from the new PSAT are expected to convert to User Percentiles. What PSAT Scores Will Rank in a High Percentile? This chart has the full list converting PSAT/NMSQT scaled scores to percentiles.This information is sourced fromCollege Board's dataon the PSAT administered in October 2015. As you read through the chart, notice thatyou don't have to have a perfect scaled score to make it into the top 99%. This is important if you're aiming for National Merit - you don't have to get a perfect score to make it into the top 1%. Score Reading and Writing Math 760 99+ 99+ 750 99+ 99+ 740 99+ 99 730 99+ 98 720 99 98 710 99 97 700 99 97 690 98 96 680 98 96 670 97 95 660 96 94 650 95 93 640 94 93 630 92 92 620 91 90 610 89 89 600 86 88 590 84 86 580 82 83 570 79 80 560 77 78 550 74 74 540 71 70 530 67 66 520 63 61 510 59 59 500 54 55 490 50 50 480 47 45 470 43 39 460 39 36 450 35 33 440 32 27 430 28 23 420 25 19 410 23 16 400 21 14 390 18 11 380 15 8 370 11 6 360 9 5 350 7 4 340 5 3 330 4 1 320 2 1 310 1 1 300 1 1 290 1- 1 280 1- 1 270 1- 1 260 1- 1 250 1- 1 240 1- 1 230 1- 1- 220 1- 1- 210 1- 1- 200 1- 1- 190 1- 1- 180 1- 1- 170 1- 1- 160 1- 1- This conversion might vary a bit each year, and College Board's data on the new PSAT is still preliminary and subject to change. In previous years, the Math section was slightly more competitive than Reading and Writing. Similarly, math getsnoticeably more competitive as you look at the lowest scores, and you would need 30 to 40 points higher in Math than in Reading and Writing to score in the 99th percentile. For the most part, though, both sections look like the same scores convert to more or less the same percentiles.At a few levels, Reading and Writing looks to be even more competitive than Math.Let's take a closer look at these percentiles totry to answer our original question of what makes a good score on the PSAT. The higher percentage, the better. What's a Good PSAT Score Based on Percentiles? Based on the chart above, an average PSAT score, or one that's right in the middle in the 50th percentile, is about 490 for both Reading and Writing and for Math. We can define good as being not just above average, but also as stronger than a significantmajority of other test-takers. Given that definition, these are approximately the scaled scores you need in each section to score in the 70th, 80th, 90th, and 99th percentiles. Percentile Reading and Writing Score Math Score Composite Score 70% 540 540 1080 80% 580 570 1150 90% 620 620 1240 99% 700 740 1440 As you can see, both sections convert to roughly the same percentiles except when you approach the 99th percentile. Then you'd need to score about 40 points higher in Mathto make it into the top 1%. Apart from scoring higher than other students, you might define a good score as one that qualifies for National Merit. Let's take a look at what you need to qualify. Want to improve your SAT score by 160points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: The original National Merit Scholar. What's a Good PSAT Score for National Merit? The percentiles in the chart above compare students all across the U.S who typically take the PSAT. To determine whether you qualify for National Merit, though, you actually have to look at how your scores compare to those of other students in your state. The National Merit Scholarship Corporation (NMSC) compares scores on a state to state basis. It names the top 3 to 4% of students Commended Scholar. To be named a National Merit Semifinalist, you have to score at the very top. National Merit Semifinalist distinction is given to the top 1%. The important thing to remember about National Merit is that it uses its own Selection Index. Since the PSAT changed its scoring system this year, this new Selection Index differs from that used in previous years. Before scrolling down to the chart below, read this next section to make sure you understand thePSAT Selection Index of today. Important: NMSC'sNew Selection Index National Merit has always used its own Selection Index, or scoring scale, to determine Commended Scholars and Semifinalists. In past years, this Selection Index looked a lot like PSAT scaled scores, so you may not have noticed. This year, though, it looks quite a bit different, even though it’s calculated in a similar way. As you read above, the PSATlumps together the Reading and Writing sections in one final scaled score. National Merit, however, still wants to consider these two sections, Reading and Writing, separately. Therefore, NMSClooks at your section scores rather than at your scaled score. It takes your Math section score, Reading section score, and Writing section score - all of which fall between 8 and 38 - adds them together, and then multiplies by 2. The NMSC Selection Index hasa scale between 48 and228. Confused yet? Let's look at an example. The Breakdown: NMSC’s New Selection Index Where does NMSC get this scale of 48 to 228? Let’s say you got minimum scores of 8 on each of the three PSAT sections. You could figure out your Selection Index by adding 8 + 8 + 8 (= 24) and then multiplying by 2 (= 48). That’s the lowest end of the Selection Index scale. What about the max Selection Index score of 228? You could get that with top section scores of 38 in all three sections. 38 + 38 + 38 = 114. Multiply that by 2, and you get 228. Now you can see that the Selection Index isn’t as random as it might have looked at first glance - it just relies on your PSAT section scores between 8 and 38, rather than your PSAT scaled scores between 160 and 760.You can also see why we took the time to go over all these terms at the beginning of the article! Based on reported data from individuals around the country, we've put together a list of every Selection Index cutoff across the United States for the PSAT in 2015. If you see any error with your state, let us know in the comments! Here are the qualifying scores from the old PSAT (2014 and earlier) and the new PSAT (2015 and later). State OldPSAT Cutoff New PSAT Cutoff Alabama 207 215 Alaska 210 213 Arizona 213 219 Arkansas 206 213 California 222 221 Colorado 213 218 Connecticut 220 220 Delaware 215 218 District of Columbia 224 222 Florida 211 217 Georgia 215 219 Hawaii 214 217 Idaho 211 214 Illinois 215 219 Indiana 212 217 Iowa 207 215 Kansas 213 217 Kentucky 210 215 Louisiana 208 214 Maine 212 214 Maryland 221 221 Massachusetts 223 222 Michigan 210 216 Minnesota 215 219 Mississippi 207 212 Missouri 209 216 Montana 206 210 Nebraska 209 215 Nevada 208 214 New Hampshire 212 216 New Jersey 224 222 New Mexico 210 213 New York 218 219 North Carolina 212 218 North Dakota 201 209 Ohio 213 217 Oklahoma 206 213 Oregon 217 219 Pennsylvania 216 218 Rhode Island 212 217 South Carolina 209 215 South Dakota 203 209 Tennessee 212 218 Texas 218 220 Utah 208 215 Vermont 213 215 Virginia 219 221 Washington 219 220 West Virginia 201 209 Wisconsin 208 215 Wyoming 204 209 Average 212 216 As you can see,New Jersey, DC, andMassachusetts require some of the highest scores to qualify. The average qualifying scores for all states isa little lower at around 216. If you haven't taken the PSAT yet and areserious about achieving excellent scores, then I'd recommend aiming for at least 2 to 5 points higher than these cutoffs, as the actual qualifying scores can vary from year to year. How can you figure out your target section scores? By understanding where the new Selection Index comes from, you can take our estimate for your state and simply work backwards. Let’s consider a few examples. How to Calculate Your Target Scores for National Merit As you read above, National Merit will take each of your section scores between 8 and 38, add them together, and multiply by 2. To figure out your target scores by section, take these steps and go through them in reverse. First, divide your state’s cutoff qualifying score by 2. Let’s say you live in New Jersey, and your cutoff will be an estimated 222. Divide that in half and you get 111 (222 / 2 = 111). Now, your section scores in Math, Reading, and Writing should add up to 111. Divide 111 by 3 and you’re looking at a 37in each section: 111 / 3 = 37. You could define your target scores as about 37 in each section - or a little higher to be safe. If you’re more confident in Math, then you could aim for a top math section score of 38. Then you’d have slightlymore wiggle room in Reading and Writing. Depending on your strengths and weaknesses, you can setyour target scores in theoptimal way. To review, you can define your target section scores by dividing your state’s cutoff in half. Then divide by 3 to get a sense of what you need in each section of the PSAT. Customize your target section scores from there. Of course, only a small number of students are actually aiming to score in the top 1%. You may very well be deciding what's a good PSAT score based on your own goals for the test, as well as for the SAT and ultimately, college. Pause for your quintessential collegiate building. What's a Good PSAT Score for Your College Plans? Even if you're not competing for National Merit, the PSAT still matters and is an important test along the path to college. It's valuable practice for the SAT and can help predict your SAT scores. The redesigned exams are very similar, with matching content and format and comparable scoring systems. By doing some research into the colleges you're interested in, you can figure out what you need to score on the SAT. Simply Google the name of your school, along with "average SAT scores." Most schools release data on the average SAT scores of accepted students, so you have a sense of what you need to be a competitive candidate. Then you can use your PSAT scores to determine where you're currently scoring and how much more you need to improve. Based on your target scores and time you can commit to prep, you can design a schedule to prep and raise your scores. The following is a rough estimate of how many hours you need to devote to studying to achieve certain score improvements on the PSAT. 0-50 SAT composite point improvement: 10 hours 50-100 point improvement: 20 hours 100-200 point improvement: 40 hours 200-300 point improvement: 80 hours 300-500 point improvement: 150 hours+ Whether or notyou've already taken the SAT, your PSAT score is a useful starting pointto measure your level and figure out where you need to go from there. Then you can make a study schedule to get yourself where you want to be. Finally, these are the most important points to remember when you take the PSAT and determine whether or not you're satisfied with your scores. Key Points to Remember If youtookthe PSAT in October 2015, you were kind of a College Board guinea pig. 2015 wasthe first year featuring the redesigned PSAT with a new scoring scale and Selection Index.Remember that the PSAT is now scored between 320 and 1520, which is a composite of the Math section and the Reading and Writing sections together. To score in the 70th percentile or above, you want to aim for at least a 540in Reading and Writing and a 540 in Math (or a composite of 1080). To qualify for National Merit, you'll need something like an impressive Selection Index score of214, or a section score around 35 to 36 in Math, Reading, and Writing. The PSAT is a valuable benchmark that you can use to plan your studying for the SAT. Make sure to check your PSAT scores right away to see if you need to take any further steps, like for National Merit, and to move forward with your SAT prep. What's Next? For more on the changes that weremade to the PSAT in 2015, check out our complete PSAT guide. Then head on over to these free PSAT practice tests and other resources to prepare for the exam. Are you wondering what makes a good SAT score? This article breaks down the percentiles so you can see what exactly counts as a bad, good, and excellent score on the SAT. Besides the PSAT/NMSQT that qualifies for National Merit when you take it as a junior, College Board now also offers the PSAT to 8th, 9th, and 10th graders to prepare. Learn about the PSAT 8/9 and the PSAT 10 and how to decide between these tests and the regular PSAT. Disappointed with your scores? Want to improve your SAT score by 160points?We've written a guide about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now: