General course on philosophy Essay Example for Free

General course on philosophy Essay The world is comprised of various types of personalities and my personal experience can attest to that. My class is composed of young male and female adults of varying shapes, sizes, heights and colors. During class, I could also imagine that our instructor would perceive us as a sea of hues, all blending together within the space of the classroom. If our instructor did not focus of each one of our faces, it would be impossible for him to differentiate each one of us because we get along well enough to proceed and complete each classroom meeting. Despite the nature of viscosity of our identities, there are also times when certain members of our class would go to opposite directions, especially when philosophical concepts are being discussed. When our instructor would present a controversial topic such as euthanasia, there would be at least three distinct responses from our class. In general, there would be the group that would approve of the concept and the other group would extend an outright disapproval of the topic. The third yet silent group would be that of the neutral ones, who are always known to be nonreactive amidst all the outbursts around them. One should understand that the variations in the responses of the members of our class are not simply comprised of three general reactions. Our instructor is aware that each broad group can be further differentiated according to the principles and beliefs of each individual. For example, if euthanasia were approved in the entire country, the members of the group that is against euthanasia would aggressively react to this. The implementation of euthanasia could be equivalent to the crumbling of their world, as they would envision deaths that are at the mercy of physicians and other healthcare personnel. Looking closer into the reasons behind the disapproval of these individuals to euthanasia may be different for each individual. It is possible that one student disapproves of euthanasia because he is a strong believer of the Catholic religion, which raises the bar in terms of the value of life. Another student may not be in support of the concept of euthanasia because he has lost a loved one through such medical-ethical approach. It is also possible that another student disapproves the topic of euthanasia because his estranged father is a physician who actively participates in such technique, and thus his disagreement is not really about the topic but against his former role model. In order to shed more detail into the finer variations behind the reactions, the instructor should thus know each one of the members of the class. The class is big, as it is mainly a general course on philosophy and thus there are around 200 students in the room. When the instructor walks over to the podium and starts his lecture for the day, our eyes may seem to be tiny lights that would flicker at the very point when he utters a serious topic that needs to be discussed for an hour. He may or may not push some buttons in some of us, resulting in our reactions of support and condemnation. As for the other explosive topics, it may not be a simple button pushing for a number of students, but more of shoving a concept to our faces and asking us to express of thoughts and ideas. The course may be considered as general subject for undergraduate students, yet little do we know that we are unconsciously learning skills on how to analyze concepts. More importantly, these classroom discussions could pave the way to a clear journey for all of us, as we start our movement through an endless tunnel. It may be dark inside this tunnel of the unknown, yet after this long walk, there would be light at the end of the tunnel, leading us to a place that would cushion our identities and provide us slumber. PART II A metaphor can affect a person’s emotions because it allows the writer to symbolize his ideas using things, as well as adjectives, in order that the reader may have a better feel of the narration. A metaphor therefore facilitates in the cognition of an idea, thing or event that the writer wants to describe. This form of language can increase the impact of a narration because it can fully describe thoughts, as well as actions, by the use of transference (Hovecses, 2010). This approach allows the writer to define a certain topic through the use of comparison of two concepts that are generally considered as fully dissimilar yet may be the same in some aspect, viewpoint or perception. A metaphor can affect a person’s emotions because it assists in describing a topic through the use of descriptors of another matter (Wormeli, 2009). It should be understood that the other matter could be something else that is totally different from the topic in mind, yet the application of the descriptors of this matter can increase the weight and impact of the topic in focus. It is probably human nature to employ certain descriptors of one thing in order to provide information on another topic. The use of metaphor allows the narrator to transfer certain features that are unique to one item onto the topic of interest, resulting in a better understanding of the idea that needs to be conveyed. A simple example of a metaphor that could stimulate the emotions of a reader is to use items that are important to the reader, such as the words life, love and world. When a small item means so much to a certain person, the writer could signify this importance by claiming that this small item is equivalent to the life of that person. Once the reader sees this description, he will then feel that the item being presented is indeed so important, thus influencing his emotions to go with the narration. Language can empower or limit the expression of our thoughts because it allows the writer to use analogy in describing a certain topic (Kennedy Gioia, 2009). The writer is therefore given the freedom to choose which words to employ for his narration. If the writer chooses to use strong words, his ideas are then delivered with great impact, influencing the reader to perceive the same emotions that the writer feels about the topic. On the other hand, a writer may employ subtle words when he feels that there is no need to purposely impart strong emotions regarding a specific matter. Language is therefore a strong tool because it could sway the reader into any direction that the writer wants provide. Every writer has a large reservoir of words that he could employ when describing or explaining a particular topic. In narration, language can be forceful if there is a need to emphasize a certain emotion. Language is empowered through the use of metaphors and other forms of speech because it allows the writer to represent certain topics by analogy (Applebee et al. , 2005). It focuses on describing a certain topic by tapping on the perceptions of the reader through the use of symbolism and analogy. The choice of words that generate a sentence may impact a reader because the writer has the capacity of employ analogy in presenting his ideas. He is capable of identifying one topic by describing features of a separate item, using the latter’s features to emphasize certain points of the former topic. Language is thus a powerful tool that could affect the perceptions and emotions of readers and this is mainly based on the writer’s capacity to apply certain form of speech such as metaphors and similes. Language can take the reader to a place where the writer has been, without physically going to that place. This successful and complete narration of a certain place mainly depends on the capacity of the writer to select words that would fully convey how he feels and sees in the place of interest. It is possible to perceive all the information that we create if we use the correct words that would impart the same effect on the reader. If we would like an audience to feel what we are actually feeling, we can use two general approaches. One approach would be to describe that condition in a straightforward manner, expressing the actual emotion. Another approach would be to employ metaphors, which assist in describing certain topics through the use of analogy. We can therefore present features that are inherent in other matters yet when applied as a descriptor for our topic, it purposefully imparts a sensation in the reader. Metaphors employed as form of speech are thus very helpful in describing and imparting certain emotions that the reader may be directly feel, yet when presented through the use of transference and analogy, could be equivalent to what the writer actually feels. In order to deliver a complete description of a certain topic, we should initially describe the general environment of the topic. For example, if we are describing a person, then the general physical features from a farther point of view should first be presented. These features may include the adjectives such as tall or short in height, lean or heavy in body size and so on. Once this has been provided, finer details of the individual can then be presented, such as wide eyes, or puckered lips or unkempt hair. The organization of the presentation of details of a certain topic is essential in conveying a message to the reader or the audience. This organization of information could significantly influence the reader’s understanding and perception of the topic being presented. If the writer or narrator does not employ this approach, the reader may not fully comprehend the scenario or the topic that is being presented. A disorganized delivery of information to the audience may therefore result in a different understand, emotion and perception of the topic and it may be totally different from what the writer intended to convey. REFERENCES Applebee, A. N. , Bermudez, A. B. Blau, S. (2005). The language of literature. San Francisco: Holt MacDougal, 1548 pages. Hovecses, Z. (2010). Metaphor: A practical introduction, 2nd ed. London: Oxford University Press, 400 pages. Kennedy, X. J. Gioia, D. (2009). Literature: An introduction to fiction, poetry, drama and writing. Los Angeles: Longman Publishers, 2256 pages. Wormeli, R. (2009). Metaphors and analogies: Power tools for teaching any subject. New York: Stenhouse Publishers, 264 pages.

The Real Sex Addiction Essay -- sexual compulsive behavior

In this time period, there are many different disorders and illnesses that go unnoticed, and unknown. Society creates stereotypes about illnesses such as obsessive compulsive disorder, clinical Depression, and many other mental afflictions. Another that seems to remain controversial and misunderstood is sexual compulsive behaviors. Many see it as an excuse to act a certain way, or think a certain way; in reality it is a serious mental disorder that can cause devastating effects on the people that are consumed by them and the people who are around them. Something that is however, known about sexual compulsive behaviors is that there are certain things that can emotionally damage a person and cause them to have these behaviors. The three major causes of sexual compulsive behaviors are trauma during childhood, insecure personal relationships, and improper or undeveloped coping mechanisms. Sexual compulsive behaviors have been around as long as many of the other disorders. However, there are certain specifics surrounding the issue that makes it more controversial, and therefore harder to diagnose and treat. The main argument is that it is an excuse for men that makes it okay for them to have affairs. This argument has been made partly because of certain movie stars and professional athletes, who use â€Å"sex addiction† as a way to save their careers and their relationships. However, this argument isn’t attributable to this subject because of the terminology that is used. The term â€Å"sex addiction† is not accurate for many reasons. When using the term, â€Å"addiction† one must be careful, because there is technical definitions of the word that need to be observed; these definitions are determined in Diagnostic and Statistical Manual of Ment... ...5 Oct. 2013. The author has her CNM, PhD, RN, and CNP. She has worked in many different hospitals and areas helping women with sexual abuse and sexual compulsivity. This article’s purpose is to bring to light the problem of sexual compulsive behaviors in women that go largely unnoticed. It breaks down this problem in women, and addresses all the different aspects of it. She focuses on how to treat it, and how nurses can play a large role in this. This article was written for nurses who are going to encounter women who have these sexual compulsive behaviors. It is meant to counsel them and give them the necessary information to make them able to help these patients. It is a very good source because it focuses on women, who mostly go undetected in sexual compulsive behavior studies. It has valuable information about the potential causes of these behaviors.

Accounts 18

Question One(25 marks) Based on module 7 – Budgeting Retail outlets purchase snowboards from Slopes Ltd. , throughout the year. However, in anticipation of late summer and early autumn purchases, outlets ramp up inventories from January through May. Outlets are billed when boards are ordered. Invoices are payable within 60 days. From past experience, Slopes’ accountant projects 20% of invoices are paid in the month invoiced, 50% are paid in the following month, and 30% of invoices are paid two months after the month of invoice. The average selling price per snowboard is $450. To meet demand, Slopes increases production from December through March, because the snowboards are produced a month prior to their projected sale. Direct materials are purchased in the month of production and are paid for during the following month (terms are payment in full within 30 days of the invoice date). Direct manufacturing labour and manufacturing overhead are paid monthly. Variable manufacturing overhead is incurred at the rate of $7 per direct manufacturing labour-hour. Variable marketing costs are driven by the number of sales visits. However, there are no sales visits during the months studied. Slopes, also incurred fixed manufacturing overhead costs of $5,500 per month and fixed non-manufacturing overhead costs of $2,500 per month. Projected Sales: January80 unitsApril100 units February120 unitsMay60 units March200 unitsJune40 units Direct Materials and Direct Manufacturing Labour Utilisation and Cost Unit per BoardPrice per UnitUnit Wood5$30Board feet Fiberglass6 5Yard Direct manufacturing labour5 25Hour The beginning cash balance for March, 2010, is $10,000. On June 1, 2009 Slopes had a cash crunch and borrowed $30,000 on a 6% one-year note with interest payable monthly. The note is due June 1, 2010. Using the information provided, you will need to determine whether Slopes will be in a position to pay off this short-term debt on June 1, 2010. Required a. Prepare a cash budget for the months of March through May 2010. Show supporting schedules for the calculation of receivable and payables. b. Will Slopes be in a position to pay off the $30,000 one-year note that is due on June 1, 2010? If not, what actions would you recommend to Slopes’ management? c. Suppose Slopes is interested in maintaining a minimum cash balance of $10,000. Will the company be able to maintain such a balance during all three months analysed? If not, suggest a suitable cash management strategy. Marking Criteria: Application of budgeting to question 1a 18 marks Application of budgeting to question 1b 3 marks Application of budgeting to question 1c 4 marks Question Two(25 marks) Based on module 8 – CVP Analysis Grace Inc manufactures and sells baby cots. For its 2011 budget, Grace Inc. estimated the following: Selling price $600 Net income after tax $650 000 Variable cost per cot $300 Income tax rate 30% Annual fixed costs $150 000 Unfortunately sales were not meeting expectations. Only 525 units had been sold in the first four months of the year at the established price and cost structure. The net income projection for 2011 would not be reached unless some action is taken. A management committee presented the following mutually exclusive alternatives to the CEO. (a) Reduce the selling price by $60. The sales organization forecasts that at this significantly reduced price, 4050 units can be sold during the remainder of the year. Total fixed costs and variable cost per unit will stay as budgeted. b) Lower variable cost per unit by $15 through the use of less expensive direct materials and slightly modified manufacturing techniques. The selling price will also be reduced by $45, and sales of 3300 units are expected for the remainder of the year. (c) Reduce fixed costs by $15 000 and lower the selling price by 5%. Variable cost per unit will be unchanged. Sales of 3000 units are expected for the remainder of the year. Required: (a) Determine the number of units that Grace Inc must sell (a) to break even and (b) to achieve its income objective using the current price and cost structure. b) Determine which alternative Grace Inc should select to maximise net income. Show your calculations. – Marking Criteria: Application of CVP to question 2a 9 marks Application and interpretation of CVP to question 2b 16 mar ks Question Three Based on module 8 – Costing in an entity(25 marks) Alex’s Fine Art Studio is a company offering art services. The owner Alex Touch has been contacted by the manager of Ruthven Cars Company who complained about the price charged for some art work. On the same day Alex was also contacted by the manager of Books Galore who was delighted with the work and the price charged. Alex uses a cost-based approach to pricing (billing) each job. Currently it uses a single direct-cost category (professional labour hours) and a single indirect-cost pool (general support). Indirect costs are allocated to jobs on the basis of professional labour-hours per job. Professional labour costs at Alex’s Fine Art Studio are $70 an hour. Indirect costs are allocated to jobs at $105 an hour. Total indirect costs in the most recent period were $21 000. The job files show the following: Professional Labour Ruthven Cars Company 104 hours Books Galore 96 hours Assume these two jobs were the only jobs completed in this period. ) – Required: (a) Compute the costs of the Ruthven Cars Company and Books Galore jobs using Alex’s existing job-costing system. (b) Alex asks his assistant to collect details on those costs in the $21 000 indirect cost pool that can be traced to each individual job. After analysis, Alex is able to reclassify $14 000 of the $21 000 as direc t costs: Other Direct Costs Ruthven Cars Company Books Galore Research support labour $1600 $3400 Computer time 500 1300 Travel and allowances 600 4400 Telephone/faxes 200 1000 Photocopying 250 750 Total $3150 $10 850 Recalculate for Alex the costs of each job using the six direct-cost pools and a single indirect cost pool. The single indirect cost pool would have $7000 of costs and would be allocated to each job using the professional-labour hours base. (c) Alex’s Fine Art Studio has two classifications of professional staff: artists and apprentices. Alex asks her assistant to examine the relative use of artists and apprentices on the recent Ruthven Cars Company and Books Galore jobs. The Ruthven Car Company job used 24 artist-hours and 80 apprentice-hours. The Books Galore job used 56 artist-hours and 40 apprentice-hours. Alex is curious as to how each job would have been costed if using separate direct cost rates for artists and apprentices and using separate indirect cost pools for artists and apprentices. For direct costs, the cost per artist hour is $100 and per apprentice hour is $50. For indirect costs, from the total indirect cost pool of $7000, $4600 is attributable to the activities of artists, and $2400 is attributable to the activities of apprentices. You are required to satisfy Alex’s curiosity by computing the costs for each job under this more refined costing system. (d) Complete a comparison of costing under the existing system and that of the more refined system. Which is better and why? Marking Criteria: Application of cost allocation principles to question 3a 6 marks Application of cost allocation principles to question 3b 8 marks Application of cost allocation principles to question 3c 8 marks Application of cost allocation principles to question 3d 3 marks Question Four(25 marks) Based on module 10 – Performance management Part A â€Å"Managers should be rewarded only on the basis of their performance measures, They should be paid no salary. † Do you agree? Explain. Part B Bob's Cellular Phone Company uses ROI to measure divisional performance. Annual ROI calculations for each division have traditionally employed the ending amount of invested capital along with annual operating income and net revenue. The Dupont method is generally used. The company's Phone Accessories Division had the following results for the last two years: 2010 ROI = ($2,000,000/$20,000,000) ? ($20,000,000/$10,000,000) = 0. 0 2011 ROI = ($2,400,000/$25,000,000) ? ($25,000,000/$15,000,000) = 0. 16 Corporate management was disappointed in the performance of the division for 2011, since it had made an additional investment in the division that was budgeted for a 23% ROI. Required: a. Discuss some factors that may have contributed to the decrease in ROI for 2011. b. Would there have been any substantial difference if average cap ital had been used? Marking Criteria: Discussion and explanation regarding the extent of use of performance measures. 10 marks Discussion of performance as required in Part B a. 10 marks Explanation required in Part B b. 5 marks General Requirements: 1. Given the nature of the questions there is not specified work limit. However, you are encourage to present your work in a clear and concise manner. You should ensure that you answer the question fully while giving enough information to ensure that the marker can ascertain your objective in your calculations to enable part marks to be given if necessary. 2. Place references for all questions at the end of the assignment not at the end of each question. 3. You can use dot points or tables to help present your answer if you wish. . Assignment extensions will be granted if needed due to medical, work or personal reasons. However, extensions will not be granted for more than one week. This is because I cannot post back marked assignments and solutions until all assignments have been received. It is unfair on other students to delay the return of their marked assignments unduly. 5. You should note that the assignment is bas ed on modules 7-10. I would recommend completing the relevant question each week as it relates to each module. This approach would mean that the assignment would be completed by the due date. Therefore reasons for needing an extension should be extreme. (Sources withheld: Questions for this assignment are taken from other sources. Details of this source have been withheld for assessment purposes. This material is reproduced under the provisions of the Section 200 (1) (b) of the Copyright Amendment Act 1980. ) ACC5502 Accounting for Managers Assignment Two Description | Marks out of | Wtg(%)| Due date | Based on modules 7–10| 100| 20%| 2012| 1. Question| Criteria| MarksAvailable| Question One| Application and understanding of module 7 | 25 marks| | Application of budgeting to 1a) 19 marks1b) 3 marks1c) 3 marks| | | | | Question Two | Application and understanding of module 9| 25 marks| | Application of CVP principles to a practical situation. 2a) 10 marks2b) 15 marks| | | | | Question Three| Application and understanding of module 10| | | Use of costing principles3a) 6 marks3b) 8 marks3c) 8 marks3d) 3 marks| 25 marks| | | | Question Four| Application and understanding of module 11| | | Discussion and application of performance measurementPart A 10 marksPart B a) 10 marksPart B b) 5 marks| 25 marks| Total| | 100 marks| | |

Exploring the Symbolism and Historical Allusions in...

Dear Professor X, In exploring the symbolism and historical allusions in Langston Hughess The Negro Speaks of Rivers, I hoped to trace the different elements that influenced Hughes and how he viewed himself within the world and society. In the process of examining the poem and beginning to create a structure, I had to not only look at the superficial meaning of what Hughes was saying, but also look for alternative meanings of what he said. Additionally, I had to tie in my knowledge of history and society, which helped me to better understand Hughes and what he wrote. I chose this poem over Phyllis Wheatleys On Being Brought from Africa to America because I felt that Hughes view of himself was much more deep than Wheatleys, and that the message of Hughess poem was much more complex. One of the most difficult tasks I encountered in writing this paper was trying to get into Hughess mindset, especially since this poem was written shortly after he graduated high school. It is interesting to see how mature he was at the time, which could indicate that external factors forced him to become a mature young man at an early age. Additionally, I struggled with figuring out what Hughes meant, and how he used symbolism to enhance his poetic vision. As I wrote this essay, I realized that determining the literal meaning of Hughess writing was one of my strengths as I was able to see that he wrote the events in chronological order. Also, if I did not understand something, or