The Control of Fate in and on Romeo and Juliet - Free Essay Example

Sample details Pages: 3 Words: 1019 Downloads: 9 Date added: 2019/03/13 Category Literature Essay Level High school Tags: Romeo and Juliet Essay William Shakespeare Essay Did you like this example?   Whether the entire universe composed of its brilliant cosmos and artful living beings are all wound into an intricate pattern of fibrous fates and compassion is beyond present knowledge, but the power and influence this abstract concept has on the worldly desires of humans is unimaginable. Fate is felt like an ornate cloak of unknowing over their heads and drives them to do the unthinkable as they strive to escape it or manipulate it, rather than disregarding its existence. The effects of this supposed cloak are felt on Romeo and Juliet in Shakespeare’s classic play Romeo and Juliet as they feel its pressure on their love, and their response to this pressure is to be impulsive, befitting their teenage personas. Don’t waste time! Our writers will create an original "The Control of Fate in and on Romeo and Juliet" essay for you Create order Having been born in the midst of a powerful feud between the two leading families of Verona, the Montagues and the Capulets, an interpersonal relationship between the two of them had been a cruel trick from the start. The effect of fate on love, conveyed through Romeo and Juliet, expresses the theme that fate’s influence exhibits control over human happiness, which can be achieved by feelings of love. Throughout the play, allusions to the lovers’ unfortunate end are made and the probable preordained demise waiting ahead of them stimulate the characters to generally exhaust their own happiness. In the prologue of the play, the Chorus foredooms, â€Å"From forth the fatal loins of these two foes / A pair of star-crossed lovers take their life† (1.Prologue.4-5). Shakespeare introduces fate as an antagonist to their love from the beginning through the term â€Å"star-crossed.† This references the stars, a metaphor to fate in accordance with their belief that the stars dictated fate. Since Shakespeare chooses to start their story with their cursed end, the main purpose of the story is not to be a tragedy or drama for the audience to empathize with, but rather an insinuation to how fate influences day-to-day decisions and a warning for the audience that they should break free of the binding mind control of fate as to not end up unhappy like Romeo and Juliet. He uses love as a metaphor for happiness to this end, since Romeo had said, â€Å"Some consequence yet hanging in the stars / Shall bitterly begin his fearful date / By some vile forfeit of untimely death† just prior to him meeting Juliet, his love (1.4.109-110, 113). Again, stars are referenced as Romeo discusses his bad luck. The young age of Romeo and Juliet serves as evidence that when young in age, the contingencies of the future looms since later years in life are usually dictated by the choices made early. Their choice was to love each other, but due to the crushing pressure of possible doom, they rushed into reaching a permanence to their love (through immediate marriage) in the name of good luck and jeopardized their happiness. The start of fate’s unsympathetic trials began with Mercutio where Romeo and Juliet’s overarching conflict of feuding families came into play. As a result of the said feud, Mercutio is stabbed in a duel and dies, cursing the famil ies immediately before, â€Å"I am hurt. / A plague o’ both your houses! I am sped† (3.1.87-88). He wishes doom, spelling out the tragic fates of Romeo Montague and Juliet Capulet. The death of Mercutio intensifies acrimony between the families and worsens the lovers’ situation. Through constant reference to fate and impending death, Shakespeare creates an atmosphere of expectancy for pain. However, as they actually reach said pain, the audience sees Romeo and Juliet attempt to lash out at their fate, albeit severing happiness from themselves in favor of choosing a cause. Romeo and Juliet’s attempts to dissent their fates of doomed love transcend their will to live and for the purpose of being with each other at least in death, they kill themselves as an act of damning fate. When Romeo is misinformed of Juliet’s death and does not hear that she is actually alive, he swears he will defy fate, â€Å"Is it e’en so? Then I defy you, stars!† (5.1.24). Pursuant to his swear that he would rebel against fate, he enters Juliet’s tomb and right before drinking poison and killing himself, declares,â€Å"Oh, here / Will I set up m y everlasting rest, / And shake the yoke of inauspicious stars / From this world-wearied flesh†¦Ã¢â‚¬  (5.3.109-112). Again, he references the stars and conveys how he lets fate sway him into impulsive behavior, as Juliet wakes up moments after his death. Romeo feels trapped by his fate as a Montague in love with a Capulet and decides to end his fate by killing himself by her side. One can assume that he lost sight of happiness and pursued love as became his fate as a romantic yet tragic lover boy who paid too much attention to a seemingly negative fate defined by vehemently opposing families. Romeo and Juliet ends with both lovers dead and the families willing to rekindle peace after seeing the effects of their feud on the fate of those who are blind to love. Thus, the fate of Romeo and Juliet ends in their demise, as per fate’s influence on young minds. Noteworthily, the happenstance of Romeo and Juliet’s love and fate could have been a small passageway of the anthill known as the history of Verona, a small hole on their part but just a part of the story of a time that goes on. However, their individual end shows the influence of fate on humans, the control the notion itself has on whether humans can be happy about their station in life. The love they express for each other in relation to their choices conveys the complexity of how love achieves happiness and its strange relationship with fate. They suggest that perhaps, love is the fate of all that seek happiness because the love of things, people, and/or places can measure happiness. For Romeo and Juliet, their love for each other was so great they were content with giving up other happiness and ended their lives knowing love was enough solace to their fate.

The Leadership Style Known As Servant Leadership - 1920 Words

Introduction Today, many would agree that customer service is an oxymoron; there seems to be very little service associated with customers when they have a need after the close of sale. Once the business has received payment, they quickly move on to making the next sale forgetting about their current customers. While this business model may work well for the beer vendor at The Ballpark, it unfortunately does not translate well into other business models. Consequently, the lack of service in many organizations today is an indicator of a deeper problem. Recently a co-worker had an opportunity to help a family in an unfortunate situation; however it was easier to criticize instead of helping. The co-worker showed absolutely no compassion†¦show more content†¦On the night before His crucifixion, Jesus and His disciples were sitting around the table eating when He got up and poured water into a basin, and washed their feet. Afterwards, He instructed them to follow His example of serving others. In John 13:15, He says, â€Å"For I have given you an example that you also should do just as I have done to you. He also taught that to be first, is to be last in His kingdom. His message included helping those who are less fortunate. He had compassion toward a crippled man that had lain by the pool of Bethesda for 38 years. In John 5:31-47, Jesus reaches out to this particular man who had given up hope of being healed and heals him then instructs him to take up his bed and walk. In John 9: 1-7, He heals the blind beggar that was born with this infirmity. Jesus’ life is an extraordinary example of servant leadership. However, the actual terminology did not come about until Robert K Greenleaf coined the phrase Servant Leader in 1970, even though the art of servant leadership has been around for hundreds of years (Keith, 2008). It was not until the work and research produced by Greenleaf that this style of leadership has been acclaimed by academicians who ha ve written it into modern day curricula. Corporate American CEOs typically do not perceive themselves to be servants. Instead more think of themselves as the authoritarian at the helm of the corporation sitting atop their organizational pyramid. Of course, the

8d Problem Solving Worksheet Free Essays

Tracking Number: |Customer Number: |Response Due Date: | | |8-D is a quality management tool and is a vehicle for a cross-functional team to articulate thoughts and provides scientific determination to details of problems | |and provide solutions. Organizations can benefit from the 8-D approach by applying it to all areas in the company. The 8-D provides excellent guidelines allowing | |us to get to the root of a problem and ways to check that the solution actually works. We will write a custom essay sample on 8d: Problem Solving Worksheet or any similar topic only for you Order Now Rather than healing the symptom, the illness is cured, thus, the same | |problem is unlikely to recur. |Step |0 |1 | |1 |Establishing the Team: |Team Goals: | | |Establish a small group of people with the process/ product | | | |knowledge, allocated time, authority and skill in the required | | | |technical disciplines to solve the problem and implement corrective |Team Objectives: | | |actions. | |Department | |Name | |Skills | |Responsibility | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |2A |Problem Definition |Sketch / Photo of Problem | | |Provides the starting point for solving the problem or | | | |nonconformance issue. Need to have â€Å"correct† problem description to | | | |identify causes. Need to use terms that are understood by all. | | | | | | | |Part Number(s): | | | |Customer(s): | | | |List all of the data and documents that might help you to define the | | | |problem more exactly? | | |Action Plan to collect additional information: | | | |Prepare Process Flow Diagram for problem | | | |use a separate sheet if needed | | |2B |IS |IS NOT | |Who |Who is affected by the problem? |Who is not affected by the problem? | | | | | | | | | |Who first observed the problem? |Who did not find the problem? | | | | | | | | | | |To whom was the problem reported? | | | | | |What |What type of problem is it? |What does not have the problem? | | | | | | | | | | |What has the problem (part id, lot #s, etc)? |What could be happening but is not? | | | | | | | | | |What is happening with the process with containment? |What could be the problem but is not? | | | | | | | | | | |Do we have physical evidence of the problem? | | |Why |Why is this a problem (degraded per formance)? |Why is it not a problem? | | | | | | | | | |Is the process stable? | | | | | | |Where |Where was the problem observed? Where could the problem be located but is not? | | | | | | | | | | |Where does the problem occur? |Where else could the problem be located but is not? | | | | | |When |When was the problem first noticed? |When could the problem have been noticed but was not? | | | | | | | | | |When has it been noticed since? | | | | | | |How Much/|Quantity of problem (ppm)? |How many could have the problem but don’t? |Many | | | | | | | | |How much is the problem costing in dollars, people, time? |How big could the problem be but is not? | | | | | |How Often|What is the trend (continuous, random, cyclical)? |What could the trend be but is not? | | | | | | | | | | |Has the problem occurred previously? | | | | | |2C |Problem Description | | |(based on the information gathered so far, provide a concise problem description) | | | | | | | | | | | | | 3 |Developing Interim Containment Actions | | |Temporary actions to contain the problem and â€Å"fix† until permanent correction is in place – document actions in Action Item Table | | | | | | | | | | |4A |Identifying Verifying Root Cause | | |Analyze for â€Å"Root Cause† of the problem. Identify and verify the Escape Point | | | | | |Brainstorm the possible causes of the problem | | | | |4A |Cause and Effect Diagram | | | | | | | | | | | | | | | | | | | | | | | | |circle the most likely contributors (a maximum of three) from each side. |4B |5 Why Analysis | | | |Ask – Why did this happen? | | | | | | | |Ask – Why did this happen? | | | | | | | |Ask – Why did this happen? | | | | | | |Ask – Why did this happen? | | | | | | | |Ask – Why did this happen? | | | | | | | |4C |Action Plan | | |Based on the team’s discussions. Begin to complete the Root Cause Action Plan to verify and validate the root causes and test the escape point. | | |Document this on the Action Item Table | | | | | | | | | | | | | |5 |Identify Permanent Corrective Actions | | |solutions that address and correct the root cause. Solutions determined to be the best of all the alternatives. Document and verify the Permanent | | |Corrective Action (PCA) in the Action Item Table | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | |6 |Implementing Validating the PCA | | |Implement and validate to ensure that corrective action does â€Å"what it is supposed to do. † Detect any undesirable side effects. Document this on the | | |Action Item Table. Return to root cause analysis, if necessary | | | | | | | |7 |Preventing Recurrence | | |determine what improvements in systems and processes would prevent problem from recurring. Ensure that corrective action remains in place and successful | | | | | | | |7A |Address Similar Systems | | |Process / Item | | |Who Responsible | | |When | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | 7B |Review the following documents / systems | |Document |Who Responsible |Completion Date | | | |Planned |Actual | |Management System Manual | | | | |Manufacturing Work Instructions | | | | |Inspection Work Instructions | | | | |Process Flow Charts | | | | |Process Control Plans | | | | |Design FMEA | | | |Process FMEA | | | | |Gages | | | | |PPAP | | | | |Engineering Change Approval | | | | | | | | | | | | | | | | | | | |8 |Congratulate Your Team | | |Use all forms of employee recognition and document as necessary | | | | | |Celebrate successful conclusion of the problem solving effort | | |Formally disengage the team and return to normal duties | | | | |Was this problem solving exercise effective? Has it been verified with a follow-up? | |Yes |Signature / Title / Date |Findings | |No | | | | | | | | | | | | | | | | | | |Action Item Table | |Actions |Implement Verify Actions | Action # |Problem |Containment / Corrective Action |How Verified |Action |Who Responsible |Planned |Actual |Status | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | | ———————– Problem People Materials Machine Method Environment Measurement Measurement Environment Method Machine Materials People Why did it get out? How is it made? How to cite 8d: Problem Solving Worksheet, Papers