Gertrude and Hamlet Essay Questions
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Gertrude and Hamlet Essay Questions
- Choose any soliloquy and discuss its function (not just its meaning) in the play. Close analysis is expected. Do not just paraphrase it. Soliloquies: Act I, ii; Act II, ii; Act III, I; Act III,iii (Claudius) or Act III, iii (Hamlet); Act IV, iv l.34-68.
- What does this play say about thinking carefully versus taking action? Hamlet discusses this issue in several speeches; in addition, his and other characters’ actions make statements about this issue.
- Does Hamlet live and die by making free choices, or are his choices all controlled by forces larger than himself?
- “Everything that happens in this play occurs because of a woman.” Do you agree with that statement or not? Write an essay that explores the extent that female characters in this drama are pivotal to the play’s plot.
- What do you feel hurt Hamlet more: his father’s death or his mother’s quick re-marriage?
- Consider the staging of the crucial “bedroom” scene (between Gertrude and Hamlet). What do we find out about Hamlet’s family (they all show up in the bedroom) in this scene?
- In the play “Hamlet” the ghost of Hamlet’s father appears briefly, but has a significant presence. Write an essay that demonstrates how the ghost is important in the work, especially as the ghost may serve to motivate the actions of those in the play.
- Compare Act I scene ii with Act I scene i. What do we learn about Gertrude, Claudius, and Hamlet in each scene?
- What is “rotten” in the state of Denmark?
- In Act II, Hamlet delivers a soliloquoy that begins “O what a rogue and peasant slave am I…” Do the words Hamlet speaks move him to action? Why?
- Read Act III scene iv. Based on what you’ve read (and watched in the Gibson-Zefferreli film version of the play): do you think Gertrude knew about the murder? Why or why not? How might Gertrude’s knowledge about the murder affect the events that occur in the play?
- A foil is a character who is like the protagonist in some respects but who has contrasting qualities that reflect or “illuminate” the traits of the main character (protagonist). Think about the characters that are on stage in Act IV. Choose a character that might function as one of Hamlet’s foils and explain how the character sheds light on Hamlet?
- Many people die at the end of the play. Often, when there is death, people try to make sense of it and understand it. What sense can be made of the staggering number of deaths in Hamlet? Has justice been served? Or is something more perverse and horrific afoot? Use Act V to help pose a response.
Cost drivers and activity-based costing
As we indicated earlier in this chapter there is a growing dissatisfaction with conventional cost accounting, particularly as it relates to logistics management. Essentially these problems can be summarised as follows:
MM There is a general ignorance of the true costs of servicing different customer types/channels/market segments.
MM Costs are captured at too high a level of aggregation. MM Full cost allocation still reigns supreme. MM Conventional accounting systems are functional in their orientation rather
than output oriented. MM Companies understand product costs but not customer costs.
The common theme that links these points is that we seem to suffer in business from a lack of visibility of costs as they are incurred through the logistics pipeline. Ideally what logistics management requires is a means of capturing costs as prod- ucts and orders flow towards the customer. To overcome this problem it is necessary to change radically the basis of cost accounting away from the notion that all expenses must be allocated (often on an arbitrary basis) to individual units (such as products) and, instead, to separate the expenses and match them to the activities that consume the resources. One approach that can help overcome this problem is ‘activity-based costing’.9 The key to activity-based costing (ABC) is to seek out the ‘cost drivers’ along the logistics pipeline that cause costs because they consume resources. Thus, for example, if we are concerned to assign the costs of order picking to orders then in the past this may have been achieved by calculating an average cost per order. In fact an activity-based approach might suggest that it is the number of lines on an order that consume the order picking resource and hence should instead be seen as the cost driver. The advantage of using activity-based costing is that it enables each customer’s unique characteristics in terms of ordering behaviour and distribution requirements to be separately accounted for. Once the cost attached to each level of activity is identified (e.g. cost per line item picked, cost per delivery, etc.) then a clearer pic- ture of the true cost-to-serve will emerge. Whilst ABC is still strictly a cost allocation method it uses a more logical basis for that allocation than traditional methods. There are certain parallels between activity-based costing and the idea of mis- sion costing introduced earlier in this chapter. Essentially mission costing seeks to identify the unique costs that are generated as a result of specific logistics/ customer service strategies aimed at targeted market segments. The aim is to establish a better matching of the service needs of the various markets that the company addresses with the inevitably limited resources of the company. There is little point in committing incremental costs where the incremental benefits do not justify the expenditure. There are four stages in the implementation of an effective mission costing process:
Gertrude and Hamlet Essay Questions
RUBRIC
Excellent Quality
95-100%
Introduction 45-41 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Literature Support
91-84 points
The background and significance of the problem and a clear statement of the research purpose is provided. The search history is mentioned.
Methodology
58-53 points
Content is well-organized with headings for each slide and bulleted lists to group related material as needed. Use of font, color, graphics, effects, etc. to enhance readability and presentation content is excellent. Length requirements of 10 slides/pages or less is met.
Average Score
50-85%
40-38 points
More depth/detail for the background and significance is needed, or the research detail is not clear. No search history information is provided.
83-76 points
Review of relevant theoretical literature is evident, but there is little integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are included. Summary of information presented is included. Conclusion may not contain a biblical integration.
52-49 points
Content is somewhat organized, but no structure is apparent. The use of font, color, graphics, effects, etc. is occasionally detracting to the presentation content. Length requirements may not be met.
Poor Quality
0-45%
37-1 points
The background and/or significance are missing. No search history information is provided.
75-1 points
Review of relevant theoretical literature is evident, but there is no integration of studies into concepts related to problem. Review is partially focused and organized. Supporting and opposing research are not included in the summary of information presented. Conclusion does not contain a biblical integration.
48-1 points
There is no clear or logical organizational structure. No logical sequence is apparent. The use of font, color, graphics, effects etc. is often detracting to the presentation content. Length requirements may not be met
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