bio study guide questions Essay Example

bio study guide questions Essay Chapter: 20 Part: 1 of 1 Parts Major Topic(s) Covered: Unifying Concepts of Animal Structure and Function Read Additional Section(s): Individual Assignment(s): In class your group will be asked to answer the following question: The regulatory mechanisms that an organism uses result from an evolutionary process. Some organisms regulate their internal body temperature, and others do not. Make two suggestions as to what the evolutionary advantage might be for each of these two, quite different, lifestyles. Why this Material? Each of the living organisms on the planet Earth has evolved a istinctive body form (morphology) at a variety of levels: cellular, tissue. organ, whole animal. Yet we never should forget that it is the actual functioning of living matter at the these levels that that is at the heart of living processes. Thus, it is not possible to separate the analysis of an organisms structure from the functions that those structures carry out. And of course, evolutionary forces work on both structure and function. In this section we will look at common themes that we find in the structure- function relationships found in animals. Given the short evolutionary times (relative o the age of life on the planet) and the fact that all living things can be traced back to common ancestors, it will not be surprising that the arrangement and functioning of living systems is very similar in most animals. This section will also give us the opportunity to understand the control mechanisms necessary to maintain life and how organisms interact with their surroundings. We will write a custom essay sample on bio study guide questions specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on bio study guide questions specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on bio study guide questions specifically for you FOR ONLY $16.38 $13.9/page Hire Writer While we will focus on animals, you might keep in mind how these principles and ideas will relate to the other large group of multicellular organisms the plants. We will have a chance to look at those ore closely in a few weeks. Learning Objectives: Upon completion of this learning guide, you should be able to: 1. Describe relationship between structure and function in an animal. Anatomy study of the form of an organisms structures Physiology study of the functions of those structures 2. Be able to define the terms: tissue, organ, and organ system and understand the hierarchy of animal structure. Tissue an integrated group of similar cells that perform a common function and structure Organ made up of two or more types of tissues that together perform a pecific task Organ system consists of multiple organs that together perform a vital body function 3. Know the major organ systems in the animal by being able to describe its function and the primary organs that make it up. ) circulatory delivers 02, nutrients to cells, transports C02 to lungs metabolic wastes to kidneys 2) respiratory exchanges gases w/ environment, supplies blood w/ 02 disposing of C02 3) integumentary protect body against physical injury, infection, excessive heat/cold, drying out 4) Skeletal supports body, protects organs, provides framework for muscles to produce movements 5) Urinary- removes aste products from blood and urine; regulates chemical makeup, pH and water balance of blood 6) D igestive ingests and digest food, absorbs nutrients, and eliminates undigested material 7) Endocrine secretes hormones that regulate activities of body, maintains homeostasis 8) Lymphatic system returns excess body fluid to circulatory and functions as part of immune system 9)lmmune defends your body against infections and cancer 10) Nervous- coordinates your bodys activates by detecting stimuli, integrating information and directing the bodys responses 1 1) Reproductive produces gametes and sex hormones. Female system supports a developing embryo and produces milk 4. Understand why an organism must have organ systems which allow for exchange with the environment, and give several examples of this at the cellular level. Complex animals have specialized internal structures that increase surface area. The blood helps maintain the proper balance of materials in the interstitial fluid surrounding body cells. Example: digestive, respiratory, urinary and circulatory systems. 5. Explai n what is meant by the term homeostasis and the mechanisms that organisms use to maintain this state. Homeostasis a steady state Homeostasis mechanisms regulate internal conditions, resulting in much smaller changes in the animals internal environment. Homeostasis depends on negative feedback: Control systems detect change and direct responses. Negative-feedback mechanisms keep internal variables fairly constant, with small fluctuations around set points. 6. Understand the meaning and use of the following terms or ideas: CT computed tomography (x-ray) PET Positron-emission tomography (glucose) MRI Magnetic Resonance Imaging (hydrogen atoms) Interstitial fluid solution that body cells are bathed with; exchange takes place through this fluid

Montana 1948 Practice Essay Essays

Montana 1948 Practice Essay Essays Montana 1948 Practice Essay Paper Montana 1948 Practice Essay Paper Maturity may come at any age any time in a persons life. One moment he or she may be a carefree child, and then suddenly realize that they have been transformed into a mature adult by a powerful and traumatic experience, which they will remember their whole lives. After that, they were never same again. As a result, they rapidly matured into adults. In Montana, the summer of 1948 held a series of tragic events which were to have a permanent and decisive impact on David and his parents. This chain of events were turn David’s young life and his family upside down forever which was to so quickly lead him out of childhood, destroying his innocence and youthful naivety in the process. However, David’s shocking revelations lead to his painful gaining of wisdom. Firstly, David started to change his mind since their housekeeper, Marie Little Soldier’s illness. She refused to see the doctor Frank which is brother of David’s father Wes. Wes called Frank come to house, but Marie insisted Gail stay in room together. After Frank went, she told Gail horrible things that Frank has been doing to Indian girls in reservation. David overheard the conversation between Gail and Wes. â€Å"†¦I was beginning already to think of Uncle Frank as a criminal†¦Charming, affable Uncle Frank was gone for good. †P49 David thought his uncle was good until he heard those frightening statement. David knew this information would change him forever. He took one step toward adulthood by hearing and understanding what his uncle has done. Unfortunately, Marie dead after a few days Frank went to the house. Frank claimed her dead because of pneumonia. Basically, she was sick, but David knew better, he went to deputy sheriff Len McAuley’s house. Len was drunk and reveals the fact that he also saw Frank walking into house before Marie was found dead. David chose to tell his parents what he knew, or at least part he knew about Frank. This shows that he was developing in the area of honesty. Before, David would kept all this to himself, rather than face his parents with knowledge he knows will displease them. Furthermore, a loss of David’s innocence also appears during his killing of a live magpie. This brought an evil in him also reinforcing the fact that he has killed a living creature in the wild and mentioning that â€Å"it can be done in a flick of the finger† â€Å"†¦Looking in the dead bird’s eye, I realized that these strange, unthought-of connections – sex and death, lust and violence, desire and degradation – are there, there, deep in even a good heart’s chambers. †P82 Finally, Wes chose to arrest his brother. Instead f taking him to an actual jail, he thought that he can reduce his murderer and rapist brother some embarrassment by locking him in basement. Julian Hayden sent some men from ranch came to house to break Frank free. Here David was close to being an adult because he realized how he must act and the gravity of situation in which he and his family are involved. He’s far from the child who once looked forward to visits from his uncle and visits to grandfathers ranch. As an adult, he is concerned with the welfare of his family and parents well-being emotionally. David would like to stand by his family when they are in need. He didn’t desert them or feel shameful. He stayed loyal and true to those he cares for and loves. Thus, he has shown his ability to act as an adult should. As a result, in the rapid journey which David has been forced to undertake from innocence to experience, to seeing life in a whole, truthful and certainly more painful way, he learns many lessons and gains important insights, but none more disturbing than that which immediately follows Frank’s suicide. â€Å"You see, I knew! I knew! – I knew! That Uncle Frank’s suicide had solved all of our problems †¦ I felt something for my uncle in death that I hadn’t felt for him in life. It was gratitude, yes, but it was something more. It was very close to love†. P161-162 One can never be too sure when the innocence of childhood is lost, the sure thing is that everyone becomes an adult eventually, and thats when they lose their innoc ence. In many cases, this change from child to adult is a harsh thing, and often it is the realization that the world is not perfect.

SECURITY AND STABILITY IN THE GULF, 1979-2003 Essay

SECURITY AND STABILITY IN THE GULF, 1979-2003 - Essay Example The may come into an agreement with a certain nation to help fight violence among others. For example, in 1990s, United State government, intervened on a number of occasions for humanitarian reasons; sending troops to the Balkans, northern Iraq, and Somalia to succor refugees, feed the hungry, and otherwise alleviate suffering There are many reasons why countries come together to form multinational coalitions, whether it is meant to be on short term, long term, or upcoming dealings, restoring peace and order is basically the main reason. A long term coalition involves formation of an alliance that is not affected by future changes such as leadership takeover and will always exist as long as cases of uncertainty situations arise. For a multinational coalition to be effective there has to be a certain command chain that is clear to both parties. This is important especially in situations where the nations have to involve the army in their efforts of achieving desired peace and order. Decision making should be done by certain known individuals in order for the forces to move in one specific direction (Kahn 430). It might be objected that the betterment of humanity is not the only reason for alliance formation. Some countries may have hidden agendas in their alliances such as extracting of minerals from the d eveloping countries or attacking a certain specific nation. However, it is only few nations which can form alliances for such selfish reasons. Another factor that can stimulate the multinational coalition to achieve its desired aims is by equitable sharing of responsibilities. Responsibilities may include war resources such as tankers and jets, the required human power and technology. In addition, responsibilities may vary depending with the coalition size. A big coalition makes it considerably difficult to manage and maintain clear effective strategies as compared to smaller coalition. The rules

Assignment 4 Example | Topics and Well Written Essays - 500 words

4 - Assignment Example However a points based comparative worth model, if strictly implemented will change this, resulting in greater wealth for many women, once it is proven that they do in fact have comparable experience. This will of course make many families happy because of the increase in family income. While approximately 20 local governments across the United States have implemented the comparable worth system, will it ever take off within the private sector? One of the issues which comparable worth brings about is an increase in the running costs of a business. This is because wages can only be equalized upwards and not downwards. For instance in many companies the cleaning staff is on lower wages than other blue collared workers. Furthermore in many white collared work areas, there is a strong variance in pay between roles which are regarded as executive versus clerical, when often times there is little by way of comparable worth between them. The response of a comparable worth program on workers will depend upon the specific workers. The one’s receiving a higher wage will be happy, whereas the others will probably feel undermined. Executive workers in many organizations for instance will often feel that their wages reflect their higher social position within the organization.

Factors for adolescent depression

Factors for adolescent depression Introduction Adolescent depression is not just a bad mood and sometimes depression. Depression is a serious problem affecting every aspect of life at the age of adolescence. Can be if left untreated, depression in adolescence lead to problems at home, school, drugs, self-loathing, the tragedy of irreversible even violence such as murder or suicide. Fortunately, depression can be treated at the age of adolescence, and concerned parent, teacher, or friend, and there are many things you can do to help. You can learn and symptoms of depression, and expressed concern at the spot the warning signs. Can talk about support and provide the problem go a long way to get back in the teen on the right track. Depression is more than the blues or the blahs, and its more of normal operations and downs of everyday life. When this mood down, along with other symptoms, lasts for more than a few weeks, you may be a case of depression. Depression is a serious health problem affecting the total number of persons. In addition to feelings, you can change the behavior, and physical health and appearance, academic performance, social activity, and the ability to handle everyday decisions and pressures. Fortunately, there is a treatment for adolescent depression, as there is for the treatment of depression in adults. Most teenagers can be helped with psychotherapy, antidepressants, or a combination of both Understanding Depression in adolescence There are a lot of misconceptions about depression in adolescence and that there are teenagers in the year. Yes, the teen years are difficult, but most of the friendships of adolescents with anxiety for a good balance, and success in school or outside activities, and develop a strong sense of self. Occasional bad moods or acting outside the expected, but depression is something different. Depression can destroy the essence of personality in adolescence, causing an overwhelming feeling of despair, sadness or anger. If the occurrence of depression in adolescence actually increase, or are we just become more aware of, and the truth is that the Depression strikes teen in many cases, more than most people think. In spite of the depression and treatment too, and experts say that only 20% of depressed adolescents never receive help. Unlike adults, who have the ability to request assistance on their own, teenagers usually must rely on parents, teachers or other caregivers to recognize their suffering and get them the treatment they need. Even if you have a teenager in your life, it is important to know what depression in adolescence, such as what to do if you place the warning signs. Signs and symptoms of depression Adolescents are confronted with a range of pressures and changes in puberty to questions about who they are and where to fit the natural transition from child to adult can also be that the conflict of the parents, children begin to assert their independence. With all this drama is not always easy to distinguish between moodiness in adolescence and depression is normal. Make things more complicated and adolescents with depression do not necessarily appear sad, do not always withdraw from others. For some depressed teens, symptoms of aggression, irritability and anger more pronounced. The difference between depression in adolescence and adult Could be that depression in adolescents look very different from depression in adults. The following symptoms of depression is more common among adolescents than adults to their colleagues: irritable mood or angry and as noted above, irritability instead of sadness and often the mood of adolescent depression. May be depressed teenager angry, hostile, easily frustrated, or are subject to bouts of anger. Aches and pains unexplained adolescent depression often complain about physical ailments such as headaches or stomach pains. If a comprehensive examination on the body does not reveal a medical reason, and this may indicate that the pain of depression. extreme sensitivity to criticism depressed teens suffer feelings of usefulness, making them extremely vulnerable to criticism and rejection and failure. This is a particular problem for the performance of more than one. withdraw from some, but not everyone although adults tend to isolate themselves when depressed, usually adolescents to maintain at least a few friends. However, adolescents with depression may socialize less than before, and Im pulling from their parents, or start with a different audience. Could be that depression in adolescents can be difficult to detect because of moodiness, irritability, and antisocial behavior, negative and often go withdrawal along with the growth. In younger children, depression can present himself as a morbid preoccupation with death and dying. The child may present with intense fear of separation from a parent or parents and lose interest in participating in the games with other children. You progress through the learning process, one comes to the understanding of depression in a way that allows you to learn how to get depressed children and adolescents, like adults, and how depression can be treated in a similar way. And children and adolescents learn specific skills, and ways of thinking that can a) help lift depression and (b) help to prevent relapse. These skills are taught in some schools already with impressive results. Learn more about this topic as you proceed. Causes Not the causes of depression are well known. Probably a combination of factors of genetic, biological and environmental work. Genetic factors Because depression runs in families, and has a strong genetic component, compelling evidence suggests that depression is a biological phenomenon. The information from family, twin, adoption, and these genetic studies. Studies have found that relatives of patients who suffer from depression and 2-6 times more likely to develop the problem of individuals without a family history. Biological agents Evidence to support the theory that depression has a biological basis. Are closely linked and build on the biological causes of depression to anomalies in the delivery of certain key neurotransmitters (chemical messengers in the brain). These neurotransmitters regulate mood and behavior associated with them. Scientists hope that the identification of mutations of genes that code for the organization of these neurotransmitters, and may eventually be able to predict which patients are more likely to respond to specific antidepressants. The effects of depression in adolescence The negative effects of depression than adolescent melancholy mood. Many of the rebels and the unhealthy behaviors and attitudes of adolescents are in fact signs of depression. See table below for some of the ways in which adolescents work or law in an attempt to deal with emotional pain: Problems at school Can cause depression, low energy and difficulty concentrating. At school, and this can lead to poor attendance, a decrease of the vote, or disappointment in the school the student is really good. Escape Many depressed teens escape from home or talk to flee. These attempts are usually a cry for help. Drug Abuse Adolescents may use alcohol or drugs in an attempt to self-medication depression. Unfortunately, drug abuse does not make things worse. Low self-esteem Depression can lead and intensify feelings of ugliness, shame and failure and the lack of merit. Eating Disorders Anorexia and bulimia, binge eating and U U are the signs of depression often unrecognized. Internet Addiction Teens can go online to escape their problems. But excessive computer use only increases their isolation and make them more depressed. Reckless behavior Depressed adolescents may engage in high risk or dangerous, such as reckless driving, outside the control of drinking and unsafe sex. Violence Some teens with depression (usually the children who are victims of bullying), and become violent. As is the case with the Columbine school massacre, Self hatred and desire for death can lead to violence and homicidal rage. Suicide Adolescents who suffer a severe recession in many cases, think, speak, or do not attract attention suicide attempts. Should always suicidal thoughts or behaviors to be taken seriously. Support at the age of adolescence through the treatment of depression As adolescent depression in your life during the treatment, the most important thing you can do is let him or her know that I was there to listen and offer support. Now more than ever, and adolescents need to learn to express appreciation, or they accepted, and cared for. Can understand. Can live with depression in adolescence is a difficult and draining. Sometimes, you may experience fatigue, rejection, despair and aggravation, or any other number of negative emotions. During this time in the search, it is important to remember that the child is not difficult on purpose. Teenager suffers, so your best to be patient and understanding. Encourage physical activity. Encourage the teenager to stay active. Exercise can go a long way towards alleviating the symptoms of depression, and therefore the search for ways to integrate them in the days of your teenager. Can be something as simple as walking the dog or riding a bike useful Encourage social activities. Isolation and depression is getting worse, and even encourage your boyfriend to see friends and praise the efforts socially. Special Offer to bring teenager with friends or social activities to indicate that may be of interest, such as sports, after-school club, or category of art. Stay involved in the transaction. Make sure your teenager is following all the instructions to go for treatment and therapy. It is very important that your child take any medication as directed. Track changes in your childs condition and call your doctor if symptoms of depression seems to be getting worse. Learn more about depression. Just as you do if your child suffers from a disease, and said he knew very little about, read about depression so you can have an expert. More you know, and you will be better equipped to help your depression in adolescence. Encourage your teenager to learn more about depression as well. Can be read for their help depressed teens aware that you are not alone and give them a better understanding of what theyre going through. Conclusion Could be that depression in adolescents can be difficult to detect because of moodiness, irritability, and antisocial behavior, negative and often go withdrawal along with the growth. In younger children, depression can present himself as a morbid preoccupation with death and dying. The child may present with intense fear of separation from a parent or parents and lose interest in participating in the games with other children. You progress through the learning process, one comes to the understanding of depression in a way that allows you to learn how to get depressed children and adolescents, like adults, and how depression can be treated in a similar way. And children and adolescents learn specific skills, and ways of thinking that can a) help lift depression and (b) help to prevent relapse. These skills are taught in some schools already with impressive results.

Discuss the effectiveness of the opening three scenes of Macbeth Essay

Macbeth is a thrilling tragedy based on a mans lack of control over greed. A play that shows his downfall from being a noble lord who was in a close circle with the king, to losing all his morals. This escalated into his death. Its set in Scotland as it is somewhat known to be a nation of things such as blood feuds. Macbeth is a play associated with the supernatural. It is a theme throughout the play because it has reoccurrences from beginning to end. Examples of this would be the three witches. They appear right at the start where Macbeth is first mentioned. They have visions and further on tell Macbeth he will become thane of Cawdor and then king. This triggers off his arrogance. They then reappear to tell him that he will not die from anything human. The audience are repeatedly getting reminded that the play has a supernatural theme to it. A flying dagger also appears along with all of Macbeths strange hallucinations. Macbeth was written during the Elizabethan era. At that period of time the society had a very strong belief that witches and witchcraft was in existence. People would blame unexplainable events on witchcraft. These things would often include when people died from terrible diseases, an animals death, bad harvesting, and houses burnt down in fires. They didn’t have any knowledge on what was really happening so witches were an easy target to use. There were 270 witch trials during the Elizabethan times. 247 of those people were all women and only a mere 23 were men and I think this is mainly because men were known as being ‘all powerful’. The people that were normally accused for being witches were the old, the unprotected, the poor and single women or widows. Elizabethan women relied on the male members of their family. They didn’t have many rights and for that reason they were belittled by men and expected to obey them. The number of poorer people was increasing and old, poor and unprotected women needed to have some kind of support. Access to doctors and medicines was minimal. Women were expected to produce cures. ‘Wise women’ used herbs. The use of herbs and plants such as mandrake, datura, monkshood, cannabis, belladonna, henbane and hemlock were common ingredients in brews and ointments for medical purposes. As the fear of witches and witchcraft increased anyone with knowledge of herbs were thought to be having a pact with the devil. This would be resulted in execution. In act one scene one a dramatic atmosphere is automatically created. As Macbeth is a play, when the audience is watching this, the setting will set the mood to the scene. It’s set on a moor. This is telling us that it’s in a very quite, almost disturbing place as it’s a wasteland area. There’s thunder and lightning as the three witches enter. This allows the audience to have suspicions that something mysterious is about to happen. Thunder and lightning are also perceived as ghastly things which are associated with things that are awful or scary. This might set a tense atmosphere because the audience will now expect the witches to be like the thunder and lightning, something that will turn out to become awful or scary. In addition to this because the weather is unusual, its not like rain or clouds that we see near enough every day, it can let us acknowledge that something unusual will be at the entrance of the play. In this scene the witches are planning to meet again once the fighting is over to meet Macbeth. This would have made the Elizabethan audience a lot more frightened than our modern audience would ever be because back in that time there was a strong belief in witchcraft. They could have been alarmed and anxious to find out how the witches can be. But on the other hand they might think of the play as a re-enactment of things that have happened therefore being startled as the witches were a big fear in their lives. This is a peculiar scene because the witches saying things which are not normally supposed to happen. Things such as ‘when the battles lost and won’. We know that after a battle is either one or the other when it’s over. So saying that neither will happen makes the audience start to wonder. It gives the audience curiosity as they analyze what the witches words mean. It doesn’t seem to make sense, so why are they saying it is a question that runs through my mind. At the end of this scene the all three witches say a line together. ‘Fair is foul and foul is fair: hover through the filthy air.’ The language the witches use is often rhymes and riddles. This gives me several different interpretations of them. Either they want the audience to guess and attempt to solve the riddles in order to understand what they are talking about. They want us to be involved in the play by thinking of this as a game. Whoever solves the riddles will find their way to the plot the quickest. Or I think the witches are talking to the audience because they want us to wonder but they don’t want us to understand what they are talking about. Exactly like when a parents talks by spelling out words so that a young child does not understand. This is the witches’ way of communicating by making sure that no-one will understand what they are talking about and we are not like them so we don’t grasp their way of talking. It could also be a way of stating that they are witches in the play. Talking in a different sort of language to us means they are not from the same place as we are. In the Polanski film the witches are represented to be very mysterious creatures. They give off an eerie sense to them, with their old, haggered faces surrounding a human arm buried in the sand. The images alone tell us that the witches are nothing like the majority of the society. They are portrayed to look like outcasts as they appear on the moor when no-one is around to be seen. They look as if they’ve been washed up from the sea from a whole other world. In Act one Scene two there is a dramatic contrast to the opening scene. In the first scene there is a mysterious and quite a scary theme but in scene two it turns cheerful. The witches are gone and no elements of the supernatural are now presented. It seems like they have skipped a few scenes as it goes from the three witches riddle to then after the battle. There is no information about the battle except from this scene where they are only talking about its past events. The good king Duncan hears the news on how the battle went in this scene. He gets told how heroically Macbeth and Banquo have fought against Macdonwald and his band of rebels; and then against the Norwegians and the Scottish traitor. King Duncan, Sergeant and Ross now views Macbeth as a brave warrior. ‘For brave Macbeth – well he deserves that name’ is how the sergeant describes him to be. This shows the respect and appreciation they have for him. They now portray Macbeth to be a noble gentleman and an idol that should be looked up to. At this point in the play the audience will also think highly of Macbeth by his description without even laying eyes on him yet. Whilst the sergeant carries on talking about Macbeth he then says ‘Which ne’er shook hands, nor bade farewell to him, till he unseam’d him from nave to the chaps’. He was basically saying that Macbeth didn’t give up the battle, he didn’t leave until he had fully destroyed Macdonwald ‘from nave to the chaps’ meaning from his nose to his jaws. This is showing Macbeths inner strength as well as outer strength by not giving up until he was done. In addition, it is showing their lifestyle and how it was a good thing to be able to fight so savagely. This might make an Elizabethan audience idolize Macbeth. Macbeth is then given the honour of ‘Thane of Cawdor’ by King Duncan. He earns this by his courageous bat tle and has therefore made the Norwegian king beg for peace. Scene three is again dramatically different from the first two scenes. The first scene has a purely supernatural theme to it and the second scene has none whatsoever. Then the third scene comes in and this is where the two worlds collide. Supernatural versus normality. The audience find themselves back at the moor again with more thunder as the witches open the scene. This is like a flashback from the first scene. From the witches interactions at the start of the scene we find out that they are not in the least bit kind but instead they are rather malicious. At the start of their conversation after the first witch asks ‘where hast thou been, sister?’ the second witch replied with ‘killing swine’. This is a simple but effective quote. It tells the audience that the witches stir up trouble. But it also gives them the tension of wanting to know the plans they have got for Macbeth. It is a forceful quote because where the witches are usually talking in riddles; instead she gives a heartless answer with no riddles as we know exactly what killing is. Generally most people would have been a little more shaken up by the thought of killing but not her. Then having no regrets whatsoever because she names the person she has just killed ‘swine’. Once Macbeth and Banquo enter the scene Macbeths firsts words into the play are ‘So foul and fair a day I have not seen’. This links him to the witches because right at the end of the first scene all three of the witches recite ‘fair is foul, and foul is fair: hover through the fog and filthy air’. Macbeth and Banquo describe the witches as ‘so wither’d and so wild in their attire, that look not like th’ inhabitants o’ the earth, and yet are on ‘t?’. They are describing the witches to be barbarians. He is questioning whether they should be on this world or not. This shows that he instantly knows that they are not entirely human. The appearance of the witches gives the audience a judgement to what their going to be like. The appearance of a character is supposed to be there in a play to show off the characters personality traits in it too. The predictions that are given to Macbeth and Banquo are that Macbeth will be the thane of Cawdor and then the king soon after and that Macbeth and Banquo will both be fathers of kings but they won’t become them. Banquo questions the witches along with Macbeth shortly after. They are confused as to what had just happened. When they are about to leave Macbeth says ‘stay you imperfect speakers, tell me more’. This is telling the audience that Macbeth is anxious to find out where they have gathered this knowledge. They seemed to have been stunned by the news. It is weird that the witches already knew that he was thane of Glamis without anyone telling them so they must have some form of power. In addition, the Elizabethan audience thought that witches could tell the future so they would know that what they are saying is true. Plus, the audience now know that Macbeth has become thane of Cawdor already so the rest of their speech is likely to be true too. Afterwards Ross and Angus enter the scene once the witches have vanished and announce that Macbeth is now the thane of Cawdor. This is a really dramatic point in the play because after the witches telling them that Macbeth will become thane of Cawdor it suddenly happens. However the audience can judge the witches better than what Macbeth can because they know what happened in the previous scene. The audience knows that it’s due to Macbeth’s bravery that he has been given the honour of thane of Cawdor. It is dramatic because Macbeth and Banquo now think that its not because of courage it is because of the witches ‘magic’ that got him there. From these opening scenes of the play it is dropping the audience some clues of what is about to happen. They know that something is going to happen to make Macbeth to become king but then he is going to lose that position. They know that Banquo and Macbeth’s sons are going to be kings and they know that king Duncan has to be killed if Macbeth is going to be king. In my opinion the first three scenes of Macbeth are very effective as an opening to the play. It has already showcased the main points of the play with not giving away too much information to make it predictable. It leaves the audience to ask questions to themselves to query what is going to happen next. The theme has been shown in the play by mixing the supernatural and the not. It is also showing how the play is all about power and the hierarchy that Macbeth is climbing up on. Then telling the audience that battles are something that’s going to occur throughout this play by having the first three scenes based around one. The opening would have been more effective to an Elizabethan audience as opposed to a modern audience. The modern audience would find it a lot harder to understand the language that’s being used as it has changed from when the play was written. The Elizabethan audience believed in the supernatural so it would have been more intense to watch. The play is based around things that might of happened around the Elizabethan era. They can relate the play more to their real lives. Whereas for a modern day audience, witches are not something that we talk about in our everyday lives so we cannot relate the play to our own experience. This might make the Elizabethan audience understand the play more.

Absorption Costing vs. Variable (Direct) Costing

Absorption Costing vs. Variable (Direct) Costing Absorption cost systems are widely used to prepare financial accounts. These systems are designed to absorb all production costs (variable or fixed) into costs of units produced. Absorption costs techniques allow manufacturing costs to be traced and allocated into product costs. There are different types of absorption costing systems: job order costing, process costing, and ABC costing. In job order costing, costs are assigned to products in batches or lots, and the costs of each specific batch are traced separately using job order cost’ sheets. In process costing, products are produced in a continuous process and costs are systematically assigned to the product. In ABC costing, costs are assigned from cost centers to products. Because a unit’s cost in the absorption cost systems are made of variable and fixed costs, they can be very misleading. Absorption cost systems can incentive overproduction when the overhead rate is calculated based on units produced, and units produced is higher than units sold. In order to calculate this overhead cost, one should divide the total fixed cost by units produced and multiply the result by units sold. This overhead rate will be lower when more units are produced and when variable and fixed costs remain constant. In this process, fixed costs are being spread over more units, thus lowering unit’s cost. This technique allows profit to increase when production increases, and quantity of units produced is higher than quantity of units sold. In this case some of the fixed costs are divided by units and part of the total production (including its costs) is inventoried. The costs inventoried are not transferred to the income statement, thus increasing profits for that period, and misleading managers to overproduce. In some cases, managers do not understand how this costing process works. In the majority of the cases, they are only worried about increasing production and lowering units’ cost. Other managers that have their compensation linked to the period’s profit also feel motivated to overproduce, once profit increases as quantity produced increases. There are many ways to decrease the incentive of overproduction. The first one charges inventory holding costs against profits. In this process, inventory values are increased by the costs of capital plus warehousing costs. Managers that are evaluated based on residual income, tend to dislike this system; first, because it increases data processing complexity, and second, because it decreases residual income when there is an overproduction and an increase in inventory. This system does not eliminate completely the incentive to overproduce, but it makes overproduction less profitable to managers. The second technique that aims to reduce the incentive of overproduction is based on a strict policy against building inventories. This can be done through contracts stating that bonuses tied to net income will not be paid if inventories exceed a certain amount. A third method would be to base managers’ compensation on stock prices instead of accounting earnings. This method will inhibit managers’ actions that could damage the company’s profit maximization plan. However, in cases where the company has more than one plant, overproduction has a small effect on the value of the firm. This factor decreases the efficiency of stock-based compensation to eliminate or reduce overproduction incentive. The forth method consists of the implementation of just-in-time production systems. Because this process does not begin until a part or a total order is made by customers, it reduces inventory levels. In this system, the decision rights are made by demand-driven market orders. Here the production levels are determined by demand, not by managers. Just-in-time systems reduce inventories, thus reducing the incentive to overproduce. Companies can control managers’ incentive to overproduce by adopting variable costing systems. These systems write off all fixed manufacturing costs as a period cost, which will not allow profit increases with overproduction. In variable costing, product costs are made up only of variable costs. Fixed manufacturing costs are considered period costs and are written off. Variable costing and absorption costing differ from each other in the way that they treat fixed costs. Under variable costing, fixed manufacturing costs are written off as a period expense. As for absorption costing, fixed manufacturing costs are included as part of product costs. The advantages of variable costing are that the product’s cost does not change depending on volume change, and it reduces the incentive for overproduction. It is important to notice that when production and sales are equal, absorption costing and variable costing will have the same profit amount. Variable costing systems’ benefits might not exceed its total costs, a fact that contributes to the systems unpopularity.