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Essay on A Comparison Between A Coy Mistress and To The...

A Comparison Between A Coy Mistress and To The Virgins ====================================================== Both Andrew Marvell and Robert Herrick who are writing in the 17th Century which was in the Romantic period and both poems are about love. This comparison ties both poems closely together as well as their identical themes of time running out. Herrick’s poem â€Å"To the Virgins, to Make Much of Time† is essentially a general argument that everyone who has not yet found love should make the most of the short time they have alive and marry someone as soon as possible. The idea of Marvell’s poem is to get his mistress into bed with him. This means that there will be a contrast at points of the poem where some conclusion is†¦show more content†¦By this Herrick is saying that while the virgins are still growing up and getting to their peak of adulthood, they will very soon start to get old and then when time has completely run out, they will face an eternal darkness which is death. These first two verses are very similar to Marvell’s poem in that they both develop an argument through similes to their real point that love should come as quickly and early as possible before time gets the upper hand. Herrick’s conclusion then ensures that the reader fully understands his point which is to get married while still young and while time is still available instead of waiting until you are past your prime and nearing the end of time. This has a very direct comparison with Marvell’s poem who also gives a logical conclusion at the end which ensures that the audience completely understands and then tells them that there is no other choice than to do what they say. In Marvell’s poem, his first metaphor is that while his girlfriend is by the Indian Ganges surrounded by luxury and finding rubies, he will be by the Humber (river in Northern England) complaining. This means that she’s surrounded by beauty and luxury which he adores while he’s not so amazing and trying his hardest (complaining in the metaphor) to get her into bed with him. ThisShow MoreRelated A Comparison of Andrew Marvells To His Coy Mistress and Thomas Hardys The Ruined Maid1716 Words   |  7 PagesA Comparison of Andrew Marvells To His Coy Mistress and Thomas Hardys The Ruined M aid In this essay I will look at the two poems, explore what the poems are about, look at the language and images used in them by the writers and then compare the two. The ruined maid by Thomas Hardy is a conversation between two women; Melia, the ruined maid herself and another lady, her friend of whom she used to know when she lived in need. Melias friend brings up all different points about MeliaRead MoreA Comparison of ‘To His Coy Mistress’ by Andrew Marvell and ‘To His Mistress Going to Bed’ by John Donne2064 Words   |  9 PagesA Comparison of ‘To His Coy Mistress’ by Andrew Marvell and ‘To His Mistress Going to Bed’ by John Donne ‘To His Coy Mistress’ and ‘To His Mistress Going to Bed’ are both poems about men seducing women. They centre around sex rather than love or romance. Sixteenth and seventeenth century attitudes to love and relationships were much stricter going as far as wealthy people asking their perspective lovers to court them via love poem or letter. Though this has changed fromRead MoreEssay on Amer. Lit2033 Words   |  9 PagesPossible Essay Questions: 1. Consider the imagery used in Shakespeare’s assigned sonnets, Herrick’s â€Å"To the Virgins,† and Marvell’s â€Å"To His Coy Mistress.† Although their images differ, what do all these poets seem to be saying about time? Be specific when referring to the poems. The imagery is very different, but all of the poems and poets seem to be saying time is important in life. In Shakespeare’s Sonnet 18 he says, â€Å"And every fair from fair sometime declines,† when explaining the inevitableRead MoreEssay about Love in Poems2986 Words   |  12 PagesPorphyria rational. Like the duke in â€Å"My Last Duchess†, this man wants her love alone for himself. Although he knows Porphyria â€Å"murmured how she loved him†, he wants to put a standstill so that their moment of love can last forever. The difference between â€Å"Porphyria’s Lover† and â€Å"My Last Duchess† is that Robert Browning expressed their obsessive love in two different ways. The lover in this poem is really obsessive about Porphyria. He even killed her to stress this point. The lover is indeed madRead MorePoetry by William King, Martyn Lowery, Andrew Marvell, Liz Lochhead, John Cooper Clarke and Elizabeth Jennings10576 Words   |  43 PagesThe Beggar Woman by William King (Pre 1900) Our Love Now by Martyn Lowery To His Coy Mistress by Andrew Marvell (Pre 1900) Rapunzstiltskin by Liz Lochhead i wanna be yours by John Cooper Clarke One Flesh by Elizabeth Jennings As the title suggests, hearts and partners deals with love and relationships. In your exam you will be expected to make comparisons between the different poems and this lesson will help you to make the connections you need to doRead More The Rape of Proserpina and Eves Fall in Miltons Paradise Lost3715 Words   |  15 Pages(perpetuum ver est). What resonates in Miltons description, however, are not the enumerated similarities between Eden and Enna but that which Milton leaves unmentioned—the striking comparison between Eve and Proserpina, between Satans seduction of our mother and Diss ravishment of Ovids goddess. Milton does not explicitly compare Proserpina to Eve, yet the obvious parallel between these two innocent gardeners preyed upon by dark forces is a potent subtext. Indeed, upon completing his catalogueRead MoreHow the Negative and Positive Impacts of Love Are Explored Using Various Main Characters in the Play ‘Much Ado About Nothing’5155 Words   |  21 Pagesgenders as equal. Consequently as the play progresses the Elizabethan audience would relate a lot more to the courtly love that Hero and Claudio comprise. The more unconventional relationship between Beatrice and Benedick may relate more to the relationships in this day and age. The strongest bond of love is between Beatrice and Benedick due to their cerebral relationship, a meeting of minds, as well as having a fun relationship grounded on loyalty. They experience negative impacts of love before the

Flexible Budgeting and Prime variances( managerial accounting) Case Study

Essays on Flexible Budgeting and Prime variances( managerial accounting) Case Study Memorandum The CEO Mile High Cycles A Consultant 17 June Flexible Budget and Variances Horngren et al indicates that managers are can obtain information in relation to the reason for differences between actual and budgeted results by utilizing flexible budgets and variances. Information relating to variances is often used to determine the level of controls required. More attention would therefore be required in areas where large variances exist in comparison to those areas where variances are small. The flexible budget variance analysis for Mile High Cycles which is shown in the Appendix indicates that there is a favorable (F) flexible budget variance in the frame assembly area of $82,663 while the wheel and final assembly area shows unfavorable variances of $50,650 and $231,200 respectively. This along with an increase in other overhead costs of $100,000 has resulted in a total unfavorable flexible budget variance of $299,187. The favorable variance in frame assembly is due mainly to price and efficiency variances generated by labor. The efficiency gains made by labor have been offset somewhat by unfavorable price variances in steel tubing and painting as shown in the Appendix. The unfavorable price variance in steel tubing has been offset to a large extent by efficiency gains while that of painting has been increased due to inefficiencies. (See Appendix) The unfavorable flexible budget variances in the wheel assembly and final assembly are due mainly to price variances in the parts and the cost of reworking and to a lesser extent a small price variance in the cost of labor as well as labor inefficiencies (See Appendix). The price differences for parts were $2 and $17 more respectively compared with $0.50 price difference for steel tubing and painting in the frame assembly department. The cost of reworking accounted for an additional $2.32 ($25,000/10,800) and $4.17 ($45,000/10800) respectively. Bob Moyer should be concerned about the performance of Mile High Cycle because most of the variances with the exception of labor in the frame assembly area are unfavorable. He should focus his attention on increasing efficiencies in the wheel and final assembly area where a lot of reworking is taking place. Information in the Appendix suggests that labor is inefficient. The quality of the inputs used in production should be taken into account and steps should be taken to ensure that there is consistency. This can be achieved by ensuring that parts are purchased from suppliers who meet the requisite ISO standards. Bob Moyer should determine whether there are any problems in the design of the product as well as whether additional training of the labor force is required. Other overhead costs increased by $100,000 and so attention needs to be focused on finding out the reason for this increase. The organization of the workforce could be a factor. Bob Moyer also needs to determine and set a limit within which variances are allowed. Those within limits would require no investigation while those outside would warrant investigation. This will save time as well as help to justify investigations relating to variances. A total cost per unit variance would be more useful than a series of functional variances when management knows that there are problems but only need an idea of whether the overall cost per unit variance is favorable or unfavorable. However, if more detailed information is required on how various functional areas contribute to the variance then a total cost per unit variance would be inadequate. References Horngren, C.T., Datar, S.M and Rajan, M. (2011). Cost Accounting: A Managerial Emphasis. 14th ed. New Jersey: Prentice Hall Appendix Flexible Budget Variance Analysis for Mile High Cycles Price Variances Efficiency Variances Actual Costs (1) Flexible Budget Variances (2) = (1) -(3) Flexible Budget (3) Actual price of input ($) (4) Budgeted price of input ($) (5) Actual quantity of input (6) Price variance (7) = (4) - (5) * (6) Actual quantity of input (8) Budgeted quantity of input allowed for actual output (9) Budgeted price of input ($) (10) Efficiency variance ($) (11) = (8) – (9) * (10) Units produced 10,800 0 10,800 Frame assembly: Steel tubing 3,572,100 8,100 U 3,564,000 31.5 30 113,400 170,100 U 113,400 118,800 30 162,000 F Paint 28,187 1,187 U 27,000 20.5 20 1,375 687.5 U 1,375 1,350 20 500 U Labor 1,528,050 91,950 F 1,620,000 15.25 15 100,200 25,050 U 100,200 108,000 15 117,000 F Total Frame 5,128,337 82,663 F 5,211,000 195,838 U 278,500 F Wheel assembly: Parts 1,317,600 21,600 U 1,296,000 122 120 10,800 21,600 U 10,800 10,800 120 0 Rework parts 25,000 25,000 U 0 25,000 1 25,000 U 1 0 0 Labor 74,250 4,050 U 70,200 13.5 13 5,500 2,750 U 5,500 5,400 13 1,300 U Total wheel 1,416,850 50,650 U 1,366,200 49,350 U 1,300 U Final assembly: Parts 3,963,600 183,600 U 3,780,000 367 350 10,800 183,600 U 10,800 10,800 350 0 Rework parts 45,000 45,000 U 0 45,000 1 45,000 U 1 0 0 Labor 116,000 2,600 U 113,400 14.5 14 8,000 4,000 U 8,000 8,100 14 1,400 F Total final assembly 4,124,600 231,200 U 3,893,400 232,600 U 1,400 F Total direct costs 477,788 U 278,600 F Overhead costs: Rent 250,000 250,000 Office staff 100,000 100,000 Depreciation 100,000 100,000 Other costs 850,000 100,000 U 750,000 Total overheads 1,300,000 100,000 U 1,200,000 Total Annual Costs 11,969,787 299187 U 11,670,600

Zoltan Dienes’ six-stage theory of learning mathematics free essay sample

Most people, when confronted with a situation which they are not sure how to handle, will engage in what is usually described as â€Å"trial and error† activity. What they are doing is to freely interact with the situation presented to them. In trying to solve a puzzle, most people will randomly try this and that and the other until some form of regularity in the situation begins to emerge, after which a more systematic problem solving behaviour becomes possible. This stage is the FREE PLAY, which is or should be, the beginning of all learning. This is how the would-be learner becomes familiar with the situation with which he or she is confronted. Stage 2. After some free experimenting, it usually happens that regularities appear in the situation, which can be formulated as â€Å"rules of a game†. Once it is realized that interesting activities can be brought into play by means of rules, it is a small step towards inventing the rules in order to create a â€Å"game†. Every game has some rules, which need to be observed in order to pass from a starting state of things to the end of the game, which is determined by certain conditions being satisfied. It is an extremely useful educational â€Å"trick† to invent games with rules which match the rules that are inherent in some piece of mathematics which the educator wishes the learners to learn. This can be or should be the essential aspect of this part of the learning cycle. We could call this stage learning to play by the rules, as opposed to the free learning characteristic of stage one. Stage 3. Once we have got children to play a number of mathematical games, there comes a moment when these games can be discussed, compared with each other. It is good to teach several games with very similar rule structures, but using different materials, so that it should become apparent that there is a common core to a number of different looking games, which can later be identified as the mathematical content of those games that are similar to ach other in structure, even though they might be totally different from the point of view of the elements used for playing them. It is even desirable, at one point, to establish â€Å"dictionaries† between games that have the same structure, so to each element and to each operation in one game, should correspond a unique element or operation in the other game. This will encourage learners to realize that the external material used for playing the games is less important than the rule structure which each material embodies. So learners will be encouraged to take the first halting steps towards abstraction, which is of course becoming aware of that which is common to all the games with the same rule structure, while the actual physical â€Å"playthings† can gradually become â€Å"noise†. This stage could be called the comparison stage. Stage 4. There comes a time when the learner has identified the abstract content of a number of different games and is practically crying out for some sort of picture by means of which to represent that which has been gleaned as the common core of the various activities. At this point it is time to suggest some diagrammatic representation such as an arrow diagram, table, a coordinate system or any other vehicle which would help fix in the learner’s mind what this common core is. We cannot ever hope to see an abstraction, as such things do not exist in the real world of objects and events, but we can invent a representation which would in some succinct way give the learner a snapshot of the essence that he has extracted or abstracted through the various game activities. Each one of the learned games can then be â€Å"mapped† on to this representation, which will pinpoint the communality of the games. This stage can be called the representation stage. Stage 5. It will now be possible to study the representation or â€Å"map† and glean some properties that all the games naturally must have. For example it could be checked whether a certain series of operations yields the same result as another series of operations. Such a â€Å"discovery† could then be checked by playing it out in one or more of the games whose representation yielded the â€Å"discovery†. An elementary language can then be developed to described such properties of the map. Such a language can approximate to the conventional symbolic language conventionally used by mathematicians or freedom can be exercised in inventing quite new and different symbol systems. Be it one way or another, a symbol system can now be developed which can be used to describe the properties of the system being learned, as the information is gathered by studying the map. This stage can be called the symbolization stage. Stage 6. The descriptions of the symbolization stage can get very lengthy and often quite redundant. There comes a time when it becomes desirable to establish some order in the maze of descriptions. This is the time to suggest that possibly just a few initial descriptions would suffice, as long as we appended ways of deducing other properties of the map, determining certain definite rules that would be allowed to be used in such â€Å"deductions†. In such a case we are making the first steps towards realizing that the first few descriptions can be our AXIOMS, and the other properties that we have deduced can be our THEOREMS, the ways of getting from the initial axioms to the theorems being the PROOFS. This stage could be called the formalization stage.