Arranged Marriage In Midnights Children Essay example -- essays papers

Arranged Marriage In Midnights Children â€Å"Arranged Marriages in Midnight’s Children† An element of Midnight’s Children, by Salman Rushdie that I particularly enjoyed was the recurring theme of loving someone in pieces. There are two instances where this is prevalent, one being the interaction between Aadam Aziz and Naseem Ghani. It is stated that: â€Å"In short: my grandfather had fallen in love, and had come to think of the perforated sheet as something sacred and magical, because through it he had seen the things which had filled up the whole inside him†¦Ã¢â‚¬  Through the perforated sheet, Aadam Aziz never saw his bride until he asked for her hand in marriage. Instead, he fell in love with â€Å"the softness of her ticklish skin, or the perfect tiny wrists, or the beauty of her ankles.† Aadam Aziz, who had concentrating on loving the pieces of Naseem, was ill prepared for her presence in its entirety. Naseem and Aadam’s marriage â€Å"rapidly dissolved into a place of frequent and devastating warfare under whose depredations the young girl behind the sheet and the gauche young Doctor turned rapidly into different stranger beings†¦Ã¢â‚¬  The question, or rather statement made here by Rushdie, is whether or not it is possible to love someone in pieces, without knowing their whole being. When examining the relationship between Naseem and Aadam Aziz, it seems as though Rushdie is stating that one cannot love someone through a perforated sheet, without knowing their soul. Aadam...

Funtime Inc

Statement of Facts Funtime, Inc manufactures videogames machines. Funtime, Inc encountered decline in profits as a result of the modernized technology. To offset the decline in profits the management team focused on manufacturing economics and increased production by developing an incentive program for production managers whose contribution allowed for an increase in the amount of units produced and a decrease in its cost. The production management team improved manufacturing by increasing the number of completed units beyond normal production levels.To put together the videogame machines the assembly group required parts from the printed circuit boards (PCH) and the reading heads (RH). To achieve increased production, the parts were not carefully produced which resulted in the rejection of the parts that were not tested and modified to meet manufacturing standards. The preventive maintenance that would have been used was postponed and only emergency repair was being carried out to k eep production going.As a result of the pressure on the production group to focus on their machine there was machine downtime in the PCH and RH groups along with the demand for the parts led to more parts being rejected. Analysis Based on Funtime’s newly implemented incentive program, which rewards managers for increased output and cost savings, expectations were to see an increase in output and cost savings. Numbers on the contribution report show how the incentive program is working thus far. It can be seen in the table below that the goal of increasing output is being achieved as output is 200 units over budget.Despite the increased output, the goal of decreasing cost is failing thus far. There is an unfavorable contribution margin variance to budget of $58,660. The components that are driving that unfavorable contribution margin variance are in the analysis below. Direct Materials The first component of the unfavorable contribution margin is direct materials. The contribu tion report shows that direct materials has an unfavorable variance of $40,400. Funtime uses three different material types to build the video game units. A closer look at how efficient the housing units, printed circuit boards, and the reading heads are being used can be ound in the tables below. The first table shows the actual cost that Funtime is paying for the three types of direct material versus what the standard rate says they should be paying. The housing units shows no variance between the actual cost and the standard cost but both the printed circuit boards and the reading heads are both showing an unfavorable variance totaling $13,900. To obtain their goal of increasing production levels the PCB and RH groups have begun rejecting parts that in the past would have been tested and modified to meet standards and then be used in production.Rejecting the parts and bringing in new ones is proving to increase production levels but at the same time costing Funtime $13,900 more i n direct materials than they should be paying for the month of May. The direct material usage analysis gives a picture of how many materials are being used to produce the 2,200 units of output. Using the usage table below Funtime used a total of 2,200 housing units, 4,700 printed circuit boards, and 9,200 reading heads. In the direct material usage table it is seen how those actual units compared to how many units really should have been used.Just like in the direct material cost table housing units had no variance but printed circuit boards and reading heads have an unfavorable variance. It’s shown that 300 more printed circuit boards and 400 more reading heads were used than should have been. This is in line with previous analysis that due to the rushed production more PCBs and RHs are being purchased because of the high rejection rate. Direct Labor The next component that is helping to cause the unfavorable contribution margin is the direct labor cost.Just like in direct m aterial there are three different types of direct labor at Funtime and those include: assembly, printed circuit boards, and reading heads. Similar tables were used to look at the efficiency of direct labor as were used to look at direct materials. The table below shows the actual hours worked for each group versus the standard hours that should have been worked. It’s seen that for the assembly group there was no variance but the PCB and RH groups both had negative variances. Because of the pressure to increase production, preventative maintenance on the machines was postponed causing machines to break down.This in turn caused abnormal machine downtime resulting in employee idle time that required the use of overtime. This explains the unfavorable variance in direct labor hours amongst the PCB and RH groups. With the requirement to work overtime hours Funtime will have to pay higher overtime rates. The table below shows us the actual rates paid versus the standard rates that s hould have been paid. As expected PCB and RH groups have an unfavorable rate variance while Assembly has a favorable variance. This caused Funtime to pay $4,860 in direct labor cost over the standard cost.Sales The last component of the unfavorable contribution margin is the variance in sales and sales price. Looking back at the contribution report it is seen that despite output and sales having favorable variance revenue actually has an unfavorable variance. This can be tied directly to sales price per unit. The table below shows clearly that Funtime is selling their product at a discount and is losing money. Funtime is selling each unit for $20 dollars less than what was budgeted for. In May they lost $44,000 for selling each unit at $20 below budget.Looking strictly at units sold in the table below it can be seen that Funtime has a favorable sales volume variance. Although they had a favorable variance, it was not enough of a favorable variance to help offset the revenue they are losing by selling each unit at a discount. This analysis clearly shows there are three main components causing the unfavorable contribution margin in the month of May. A closer look at the direct material and direct labor tables shows that the PCB and RH groups are foregoing efficiency to increase production.Because of the shift in resources from testing and modifying parts to increasing production it has resulted in just rejecting the parts altogether which is driving up direct labor cost. As well the shift in resources away from maintenance on the machines to increasing production has caused the machines to breakdown often. This has caused much employee downtime resulting in overtime hours being worked which is the main driver in the unfavorable direct labor costs. And lastly the analysis showed that Funtime is selling each unit at a discount to what the budgeted price should have been.

A Multimedia Thesis Project Essay

During the 16th-17th century, when the Philippines was still under the control of Spain, the Jesuit Historian, Father Pedro Chirino, wrote in 1604 about the baptism of two deaf Filipino in Dulac, Leyte by Father Francisco De Otaco. Father Ramon De Prado, the vice-provincial priest taught these two deaf Filipinos and they were the first deaf Filipino who learned to use the Filipino Sign Language. The older Deaf, Raymundo shared his knowledge to five to ten deaf men during a mission. 300 years later, the first influence of American Sign Language came here in the Philippines thru Delight Rice, the hearing American teacher who established the School for the Deaf in 1907 in Manila (PDRC and PFD. 2004.) The school still exists today as the Philippines School for the Deaf (PSD) (HV 2474 F55 2005 Pt.1 from DLS-CSB). â€Å"Filipino Sign Language is certainly natural and a unique visual language of the Deaf Filipinos. The grammar, structure and syntax or arrangements of the Filipino Sign Language (FSL) are equal or the same as in the spoken language. FSL has its Filipino Deaf culture and identity. However, Filipino Sign Language is not a written system.† (Philippine Deaf Resource Center, Inc., Macky Calbay and Raphael Domingo) Sign languages communicate ideas through hands like spoken languages. However, sign languages do not need sounds and voice. It needs hands, face and other parts of the body to communicate in visual ways. The visual signs, helps the deaf to understand the message it conveys through the eyes. Signs must be clear in order to be understood in the eyes of the deaf, which the brain process, interprets and meanings comprehended. The basic parts of signs are hand shapes, location, movement, palm orientation and non-manual signals. Many people think of sign languages as a language of the hands but the research in linguistics revealed that sign language includes not only one or both hands, but also the different parts of the trunk, arms, neck, head and face. Hand shape, movement and number of hands used may be grouped together. A sign language follows many groups of rules. The parts of signs and their meanings, whole, signs, and the grammar of sentences are separate rules. Several words are put together to form a sentence, and the exchange of these sentence forms a dialogue. Examples of dialogue are conversations, stories, humor and poetry. When a sign is produced by itself, it may look different from when it is actually used in a conference. The important part of the sign language is the connection between two or more conversing people. Social factors are important in studying signs during the conference. It is because the sign language is not only for relaying messages but also for social interaction. The sign used for a word is influenced by one’s emotions. For example, the word â€Å"sorry† is signed in just one way, but when added with emotions, it could have different meanings. The signs are shown to the complexity of their grammatical function. In spoken languages, words act certainly according to their grammatical class.  In sign languages, signs may function differently depending on the sentence structure, and context of the conference. So, it is common for a single sign to shift functions as a noun, verb, or adjective in different sentences, conversations or contexts. Since sign languages are not written systems, the use of words came from a written language and the grammatical function of the sign must carefully avoid being perplexed. For example, a word for a sign that can be a noun in English, but the sign itself can function as a noun or adjective. In Grammar classes, there are the same kinds of grammatical groups are getting into sign language. In ASL, there are different classes of verbs that have been described. The verbs may include different kinds of information such as: where the action takes place, or who does the action (subject) and who receives the action (object). It can be same to some sign couples in FSL. Examples of these noun-verb/adjective couples in FSL are LOW-BATTERY, BATTERY-FULL. Sign languages are different from spoken languages or written. A sign may be used as a noun, adjective or verb that depends on the sentence. Sometimes, a single sign can already be similar a share of a sentence or even a whole sentence. For example, the single sign â€Å"observe† may already mean, â€Å"I observe her carefully.† There are classifiers in the traditional signs appearing in FSL. These can be easy classifier hand shapes to understand classifier predicates. The classifiers observed in FSL also have classifier hand shapes and movement roots like those described in ASL and BSL. An example is the sign LRT/MRT. The classifier hand shape is the whole object type — the hand shape looks like the rail transit car. The movement of the classifier is a process movement root. The LRT/MRT moves forward. The straightforward movement of the hand represents the forward action of the LRT/MRT. In Nouns, the signs included in a group have always been noted in a dialogue as nouns. The traditional signs included food, events, places, persons and various objects. It included also common and proper nouns. For example,  MANGO, ELECTRIC FAN, JOLLIBEE, HAPPY etc†¦ In Nouns/Verbs, the signs may switch in grammatical class that depends on the dialogue structure. The signs however, show to only have a single form unconcerned of their grammatical function. Most of them cannot be able to show always the movement repetitions strongly characteristic of noun-verbs pairs in American Sign Language. For example, AGREE, AGREEMENT, CONCLUSION/CONCLUDE etc†¦ In Nouns/Adjectives, the signs are noted to have nominal or adjectival functions. For example, BETTER, FAST, HOT, HAPPINESS, EXHAUSTED etc†¦ In Verbs/Adjectives, the signs are noted to be used as adjectival predicates. For example, CORRUPT/TO BE CORRUPT, PASSIVE/TO BE PASSIVE, SUFFER/BE IN SUFFERING etc†¦ In Lexicalized Finger spelled signs, the signs are aged which are more commonly noted among Deaf signers in their forties to sixties. Examples of Lexicalized Finger spelled signs are #AIRCORN, #TV etc†¦ In Lexicalized Initialized signs, the signs are from variant grammatical classes and used two or three decades. For example, ANYBODY, 13 PESO, GRADE VII etc†¦ In Structurally complex signs, the signs placed together since features of their structure are not as straightforward as the other signs shown so far. Signs included compound signs and agreement verbs. For example, HOW MUCH, DON’T KNOW, HARDHEAD etc†¦ In Semantically complex signs, the signs groups included idioms, belonging to variants of ASL, possessive pronouns, negations, various phrases, and classifier predicates (signer’s perspective). For example, DESTROY FOOD, PLEASE, RUDE etc†¦ (IDIOM) FSL signs showed to be adverbs. The non-manual signal noted in FSL signs that  moves of the tongue. The tongue of non-manual signs is same but their meaning is mixed-up, not clear or hard to understand. For example TEXT-GARBLED describes a text message that is hard to understand. In FSL, the pointing pronouns are noted in commonly using among Deaf Filipino signers which usually include the index finger. The signs use an open hand. They show ownership or possessions. The question is always used by FSL sign. The eye gaze is forward the person who asked the question. The first location of the hand is near the object being talked about. The last location of the hand, and its palm, faces the person being asked. One example of pronouns is the TOUCH-MINE. In space as time, the place where the signer stands represents the time now. The space in front of the signer shows the future and the space behind the signer shows the past. Signs related to time such as LATELY, NEXT DAY, LAST WEEK AGO, NOW are produced at different points of this timeline. One example of time is the TOMORROW-TOMORROW, LAST-TWO-YEARS etc†¦ In idioms, there are several signs that are called Deaf idioms in the book Love Signs. But, the need is more researching if the signs are all true idioms. It uses expressions unique to Deaf Filipino signers. For example, the sign ISTAMBAY of the literal meaning is a person who stands around for a long time. The figurative meaning can be a verb or adjective, describing a jobless person. A sentence is a group of words that completes ideas and can be followed by a period, question mark or exclamation point. There are two most important of English grammar; knowledge of writing and allows students to study the grammar of other languages completely. There are the most important elements of the sentence, the verb, subject, direct object, indirect object, complement, multiple-word modifiers, modifiers, clauses and phrases. Sometimes, many sentences have only a verb and a subject. It also includes the parts of speech; noun and articles, verbs and verbals, pronouns, adjectives, adverbs and prepositions and conjunctions. A subject is the name of a person, animal, place, thing and event that the sentence about. For example, â€Å"The house is a big†. The house is the subject of the verb big, answering the question who or what big? Another example, â€Å"The tiger eats the animal†. The tiger is the subject of the verb eats, answering the question who or what eats the animal; he tiger eats the animal. A verb is a word that describes an action. For example, â€Å"The goat eats grass†. The verb eats describes the action performed by the subject goat. Another example, â€Å"Deaf people walk on the street†. The verb walk describes the action performed by the subject Deaf people. A direct object is the noun that receives the action. For example, â€Å"Everyone ruins your precious things†. What is the action? ruins. What receives the action? precious things, it is the direct object of the verb ruins. Another example, â€Å"Your friend got your ballpen†. What receives the action? ballpen. Ballpen is the direct object of the verb got. An indirect object is the noun or pronoun that receives the direct object. For example, â€Å"The professor helps his student’s education†. The direct object of helps is education. His student is the indirect object. Another example, â€Å"I give the laptop to you†. The direct object of give is laptop. You is the indirect object. Complement is the word or words that complete the meaning of verbs that express feeling, appearing, being, or seeming. Such verbs are classified as copulative or linking verbs. For example, â€Å"I am feeling sick†. The verb feeling does not describe action, but does describe a state of being. Feeling links the subject I with sick is the complement of feeling. Another example, â€Å"His family seems worried of you†. The copulative verb seems links his family and worried, the complement of seems. Modifiers may be a single word or groups of words, make the identity that describes a verb, subject, direct object, indirect object, complements or  other modifier. For example, â€Å"My brother eats quickly his dinner†. The verb eats is made more precise is modified by quickly his dinner. Another example, â€Å"They lost my new laptop†. The direct object laptop is modified by my new. Multiple-word modifiers are included of phrases or clauses. A phrase is a logical grouping of words that does not contain a subject verb, while a clause is a logical grouping of words that does contain a subject and verb. For example, â€Å"My sister who was the only who love me goes to my graduation†. In this sentence, the clause who was the only who love me modifies my sister; the phrases to my graduation modifies goes. The first multiple word modifiers have both subject who and verb love. For this reason, the modifier is a clause. To my graduation has neither subject nor verb, so it is a phrase. A clause is a group of related words that includes a subject and a verb. It may also include an object or complement, an indirect object and modifiers. If it makes a complete idea and can stand alone as a sentence, it is called an independent clause. On the other hand, if it cannot stand alone as a sentence, it is called a subordinate or dependent clause. For example, â€Å"My family and I eat our lunch together and then we go to the mall†. This sentence consists of two independent clauses. Each clause has its own subject and verb: My family and I eat, we go. Either clause can stand as a complete sentence. Each makes a statement that does not depend on the other. The conjunction here is and, which is classified as a coordinating conjunction. Other coordinating conjunctions are but, for, so, or, nor and yet. A phrase is a group of two or more words that does not include a subject and a verb. It has many forms and functions. It is useful to learn and recognize phrases and to identify their functions as modifiers, subjects, complements and objects. For example, â€Å"His hobby was playing basketball†. The phrase playing basketball functions as the complement of was, a copulative verb. Playing is also a gerund. Another example, â€Å"My classmates want to finish their project early†. The phrase to finish their project  early is the object of want. Notice that to finish is an infinitive, which is one of the three types of verbals. In Grammar classes, there are classifiers in a spoken language as nouns, verbs, adjectives or adverbs. It includes pronouns and prepositions that have a more limited meaning. They can display relationships between nouns, verbs, adjectives and adverbs. In spoken languages, a word cannot be able to change its meaning. For example, if a word is a noun, it is always used as a noun. It does not develop into a verb, adjective, or adverb. In a spoken language, an idiom is a group of words with a unique meaning. It has two meanings, its literal and figurative meanings. The literal meaning is the independent meaning of the words, put together as a group, while the figurative meaning is the new meaning of the whole group of words. The new figurative meaning may not be related at all to the literal meaning of the words. Problem The Deaf students of the School of Deaf Education in Applied and Studies, De La Salle-College of Saint Benilde has a problem on English grammar because they do not know how to use the structure of the English language. They also believe that the sign language’s structure is the same or similar to the written English. As a result, it is hard for them to communicate with the hearing people through writing. Solution Through the creation of websites that utilizes flash player to describe the structures of FSL and Written English which can be arranged in such a way that the visual animation highlights the difference between the FSL and the written English structures. This way, it will be more meaningful and can be easily understood, remembered and applied by the deaf and as well as the  hearing students in communicating with each other. Furthermore, the students can understand the differences in using FSL structure and English written rules. Description of the Project Objectives †¢ To encourage the deaf students to understand the structural difference between the Filipino Sign Language (FSL) and the written English. †¢ To help Deaf students know how to translate FSL to written English by conceptualization, and Hearing students to translate written English to FSL by conceptualization. †¢ To promote and encourage the hearing people to understand the structures of sign language (FSL) and use it to communicate with the deaf. †¢ To assist the Deaf people how to communicate with the hearing people through written English. †¢ To create the flash website visually that can help hearing and deaf people to understand easily the structures of FSL and Written English. Target Audience †¢ Deaf and hearing people †¢ College students Medium Websites that uses flash player. Adobe Photoshop is a graphic editing program that makes easily website which  it can support website. ( (I CAN’T UNDERSTAND THIS KUYA!!!!) Video or Adobe Premiere is a technology of recording that supports website to make deaf and hearing people easily understandable. Pre-Production Process Project Step 1: Brainstorming to choose good topics related to Deaf issues Step 2: Choose three best topics pertaining to Deaf issues Step 3: Submit to my instructor the topics pertaining to Deaf issues Step 4: Consultation with my instructor to explain to me how to write the document Step 4: Share the topics to my classmates to help me select the best topic Step 5: Consultation with my Coordinator for editing my topic Step 6: Ask my English and FSL coordinators their opinion and to suggest what is the best topic to be written Step 7: Approval of the chosen topic by my CG coordinator Step 8: Research on the books related to my selected topic Step 9: Consult with my English and FSL coordinator Step 10: Writing paper (context) Step 11: Review and edit the paper Step 12: Draft sample design that is related to my topic Step 13: Print the paper Step 14: Final presentation Conclusion Therefore, this paper can be the seed to help both the deaf and hearing people understand the difference in structures of FSL and written English in an easy manner. For Deaf people, this paper will help them how to translate FSL to written English. Likewise, it will help the hearing people on translating written English to FSL. Furthermore, it will also help the hearing and deaf people to communicate with each other easily. The creation of websites utilizing flash player as visual aids highlighting the difference between the FSL and the written English structures will assist both the deaf and hearing people in communicating among themselves and with each other. It will also enhance the communication skills of the individuals; provide greater opportunities in understanding the world of the silent people, knowledge, cooperation and collaboration for the greater and common good of the society. References Tiongson, Peripi A., Hermosisima, Jun, Domingo, Raphael and Bustos, Marie Therese A. (ED.) (2004). AN INTRODUCTION TO FILIPINO SIGN LANGUAGE: Part l. Understanding Structure | Easy – to – read version |. [pp. 1-160] Filipino: Philippine Deaf Resource Center, Inc. TRADITIONAL SIGNS. (2004), AN INTRODUCTION TO FILIPINO SIGN LANGUAGE: Part ll: Traditional and Emerging Signs [pp.1-154] Philippines: Philippine Deaf Resource Center, Inc. Estiller-Corpuz, Marites Racquel [ED.]. Filipino Sign Language; A complication of signs from regions of the Philippines, Filipino: Philippine Federation of the Deaf. Ehrlich, Eugene (2000, 1991, 1976). SCHAUM’S OUTLINES: English Grammar, American: McGraw-Hill companies, Inc. Annex Initial design (Website) Gantt Chart Daily TR