Copenhagen by Michael Frayn

Why do we do the things we do? It’s a simple question. But sometimes there’s more than one answer. And that’s where it gets complicated. In Michael Frayn’s Copenhagen, a fictional account of an actual event during World War II, two physicists exchange heated words and profound ideas. One man, Werner Heisenberg, seeks to harness the power of the atom for Germany’s forces. The other scientist, Niels Bohr is devastated that his native Denmark has been occupied by the Third Reich. Historical Context In 1941, German physicist Heisenberg paid a visit to Bohr. The two spoke very briefly before Bohr angrily ended the conversation and Heisenberg left. Mystery and controversy have surrounded this historic exchange. About a decade after the war, Heisenberg maintained that he visited Bohr, his friend,  and father-figure, to discuss his own ethical concerns about nuclear weaponry. Bohr, however, remembers differently; he claims that Heisenberg seemed to have no moral qualms about creating atomic weapons for the Axis powers. Incorporating a healthy combination of research and imagination, playwright Michael Frayn contemplates the various motivations behind Heisenberg’s meeting with his former mentor, Niels Bohr. The Setting: a Vague Spirit World Copenhagen is set in an undisclosed location, with no mention of sets, props, costume, or scenic design. (In fact, the play does not offer a single stage direction – leaving the action completely up to the actors and the director.) The audience learns early on that all three characters (Heisenberg, Bohr, and Bohr’s wife Margrethe) have been dead for years. With their lives now over, their spirits turn to the past to try to make sense of the 1941 meeting. During their discussion, the talkative spirits touch upon other moments in their lives – skiing trips and boating accidents, laboratory experiments and long walks with friends. Quantum Mechanics on Stage You don’t have to be a physics buff to love this play, but it certainly helps. Much of the charm of Copenhagen comes from Bohrs and Heisenberg’s expressions of their devout love of science. There is poetry to be found in the workings of an atom, and Frayn’s dialogue is most eloquent when the characters make profound comparisons between the reactions of electrons and the choices of humans. Copenhagen was first performed in London as a â€Å"theater in the round.† The movements of the actors in that production - as they argue, tease, and intellectualize - reflected the sometimes combative interactions of atomic particles. The Role of Margrethe At first glance, Margrethe might seem the most trivial character of the three. After all, Bohr and Heisenberg are the scientists, each one having a profound impact on the way mankind understands quantum physics, the anatomy of the atom, and the capability of nuclear energy. However, Margrethe is essential to the play because she gives the scientist characters an excuse to express themselves in layman’s terms. Without the wife evaluating their conversation, sometimes even attacking Heisenberg and defending her often-passive husband, the play’s dialogue might devolve into various equations. These conversations might be compelling for a few mathematical geniuses, but would be otherwise boring for the rest of us! Margrethe keeps the characters grounded. She represents the audience’s perspective. Ethical Questions At times the play feels too cerebral for its own good. Yet, the play works best when ethic dilemmas are explored. Was Heisenberg immoral for trying to supply the Nazis with atomic energy?Were Bohr and the other allied scientists behaving unethically by creating the atomic bomb?Was Heisenberg visiting Bohr to seek moral guidance? Or was he simply flaunting his superior status?​Each of these and more are worthy questions to consider. The play doesn’t provide a definitive answer, but it does hint that Heisenberg was a compassionate scientist who loved his fatherland, yet did not approve of atomic weapons. Many historians would disagree with Frayn’s interpretation, of course. Yet that makes Copenhagen all the more enjoyable. It might not be the most exciting play, but it certainly stimulates debate.

The Criminal Justice System Is Served For Two Main...

The criminal justice system involves agencies and processes which are established by the government to ensure that criminal activity is controlled and penalties are imposed on those who violate the set laws. In Australia, over the past two centuries the criminal justice system has served for two main purposes of instrumental and symbolic. (Adam Peter 2002). Instrumental, also known as utilitarian refers to the states responsibility to respond to criminal activity and to ensure security to the wider society by preventing criminal acts and reducing the amount of crime that occurs. However, symbolic is also known as utilitarian which relates to the responsibility the state has to ensure that the victims are compensated and redressed due to†¦show more content†¦The three approaches to innovative justice systems are restorative justice, therapeutic jurisprudence and indigenous justice. The three approaches share interest in the need for more effective forms of communication in r elating to and helping offenders put an end to their criminal activities and restore them to be able to fit into society. (Mark, Stephen Stanley 2005)The conventional justice system is another approach of dealing with crimes, such as sexual violence; conventional responses are focused on better ways to collect evidence and take legal act on cases, and to provide better services and supports for victims in the legal process. Furthermore, both conventional and innovation justice responses to sexual violence have been used to decrease the rate of sexual violence in Australia in different ways. The conventional criminal justice approach relates to the interest gathering information and improved ways to prosecute cases, and also to offer improved services and support for the victims in the legal process. Conventional responses may work with the criminal justice system or alongside of it, both ways attempting to improve the system. It priorities the victims and helps them cope better with the criminal justice system reasoning and functioning, in attempt to alter the criminal justice system in the direction performing more accountability and accommodation for all victims in the system. ¬Ã‚ ¬ (Marinella, Willem

Project Management Methodologies Guidelines-Myassignmenthelp.Com

Question: Discuss About The Project Management Methodologies Guidelines? Answer: Introduction Project methodologies represent guidelines followed by project management team in achievement of project activities(Cleland, 2013). Project team use project methodologies to outline project coverage in terms of scope, resources usage and time estimate project deliverables(Larson, 2011). Project managers find suitable plan to execute projects through project methodologies, in addition to obtain a suitable right framework they can use to organize and manage project tasks. Methodologies describe details and sequence followed in a project life cycle. This represents a set of appropriate processes that are consistent, flexible and efficient in project execution(Burke, 2013). Types of project methodologies and processes There are several methodologies that can be applied in projects(Hedman, 2013). Examples of such methodologies include: SDLC, waterfall, Agile, prince 2 and project management body of knowledge. Waterfall methodology is a procedural model that is designed with non-overlapping which does not allow successor activities to start before predecessors are accomplished(Lock, 2014). Agile methodology is a more participative methodology allowing stakeholders to take part in project activities and functions (risk management, communication, change management, team development, monitoring and evaluation). Projects in controlled environment (prince 2) are a model utilizing experiences from previous projects combining with knowledge gained from expertise, research and consultants(Heagney, 2016). The systems development life cycle (SDLC) used in information system development involves information gathering at each step of the life cycle(Hedman, 2013). Project management body of knowledge (PMBOK) rep resents a guideline of comprehensive methods of standards, procedures, tools, techniques and practices available for managers to use in project management(Kloppenborg, 2014). Agile and waterfall methodologies The waterfall model follows product life cycle which takes place in sequence from upwards to downwards like in a waterfall(Gido Clements, 2014). Figure 1 shows illustration of a waterfall methodology. The waterfall methodology is forward looking approach once execution has taken place at each waterfall no reversal to the previous can take place. The agile model is a more iterative approach to project activities. The methodology of Agile allows changes to take place at each stages of its implementation(Bourne, 2015). Figure 2 shows agile methodology. The methodology allows continuous improvements in all steps involved. Both waterfall and agile are both similar because they apply an incremented sequence during execution. In addition the two methodologies allow information gathering through research during each step of development(Kendrick, 2013). The two methodologies can be different in approach. Agile methodology is different from waterfall because it is more flexible methodology because it allows change and customer requests at each stage of its implementation(Bryde, Broquetas Volm , 2013). Waterfall model on record keeping focuses on record keeping compared to agile. The stressing on documentation makes waterfall lack influential impact to its customers compared to agile methodology(Phillips, 2013). In terms of predicting final product the waterfall methodology enables project customers to view final products compared to agile methodology. Agile and waterfall methodologies relations to project life cycle The two methods are related to project life cycle. The project life cycle represent sequential steps followed in executing a project from beginning to closure. The project life cycle involves five phases of initiation, planning, commissioning, implementation and closure. Both methods follow the project life cycle differently in application and approach(Kloppenborg, 2014). In waterfall model once planning as taken place at conceptualizing phase it cannot go back to previous stages to make any changes. It means that waterfall model is a rigid methodology in a project lifecycle that is dependent on initial requirement in implementation of project life cycle. Agile methodology applies a flexible approach in project life cycle execution because it allows changes to take place in previous stages of project life cycle(Hedman, 2013). The customers of a project are engaged at each stage of project life cycle in agile methodology and changes can be reversed at any stages of project life cycle( Lock, 2014). The two methodologies can be applied in different project life cycle based on business needs or functions. References Bourne, L. (2015). Making projects work:effective stakeholder and communication management. New Delhi: CRC press. Bryde, D., Broquetas, M., Volm, J. M. (2013). The project benefits of building information modelling. International Journal of project management, 31(7), 971-980. Burke, R. (2013). Project management: planning and control tecniques. New Jersey: Wiley publishers. Cleland, D. a. (2013). Project management handbook. New York, United States: Van Nostrand Reinhold. Gido, J Clements, J. (2014). Successful project management . Chicago: Nelson Education. Heagney, J. (2016). Fundamentals of project management. AMACOM: American management association . Hedman, K. (2013). Project management professional exam study guide. Indianapolis: Wiley. Kendrick, T. (2013). The project management tool kit: 100 tips and techniques for getting the job done right. . AMACOM Div: American management Assn. Kloppenborg, T. (2014). Contemporary project management. London: Nelson Education. Larson, E. (2011). Project management: the managerial process. New York: Mc Graw Hill. Lock, M. (2014). The essentials of project management. New York: Ashgate publishing Ltd. Phillips, J. (2013). PMP, project management professional (certification study guides). New York: Mc Graw Hill.

Winter Girl and Maureen free essay sample

Claudia and Frieda envy Maureen, but then they also adore her because of her beauty. They thought she was so perfect that they â€Å"looked hard for flaws to restore their equilibrium†. 6 3) When they found out Maureen was born with six fingers on e ach hand, and had a dog tooth they smiled. â€Å"We took what we could get-snickering behind her back and calling her Six-finger-dog-tooth-meringue-pie. But we had to do it alone, for none of the others girls would cooperate with our hostility†. (63) When Frieda, Claudia and Maureen see a group of boys in a circle. They see the boys (Bay Boy, Woodrow Cain, Buddy Wilson, Junie Bug) harassing Pecola. As they harass Pecola they chant â€Å"Black e mo. Black e mo. Yadaddsleepsnekked. Black e mo black e mo ya dadd sleeps nekked. Black e mo †(65) Frieda breaks up the harassing circle of boys by dropping her books down on Woodrow Cain’s head and threatening to reveals one of his secrets. We will write a custom essay sample on Winter: Girl and Maureen or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page When Maureen appears in front of the boys, the boys stop immediately as if they were put into a trance by her springtime eyes. â€Å"They buckled in confusion, not willing to beat up three girls under her watchful gaze. †(65) The boys leave. The boys’ chant shows me self-hatred in them. They consider themselves black and ugly too. Instead of them showing their ugliness, they keep it inside of them and cause pain to others. â€Å"It was their contempt for their own blackness that gave the first insult its teeth. They seemed to have taken all of their smoothly cultivated ignorance, their exquisitely learned self-hatred, their elaborately designed hopelessness and sucked it up into a fiery cone of scorn that had burned for ages in the hollows of their minds†¦Ã¢â‚¬ (65) Claudia and Frieda begin to accept Maureen when they see Maureen friendliness towards Pecola and when she offers to buy her ice cream. When it comes clear to Claudia that Maureen isn’t offering her or Frieda ice cream, she quickly tries to hide the fact that she â€Å"fully expected Maureen to buy her and Frieda some ice cream, that for the past 120 seconds she had been selecting the flavor, and that she didn’t have a penny. †(69) Maureen offers Pecola ice cream to be nice because of the harassing boys. The girls’ fascination with pop culture represents the beauty they want to have. Ladies like Betty Grable’s appearance at the Dreamland Theater (69) is mentioned, as well as Hedy Lamarr’s whom Claudia mentions. Mr. Henry uses the names of Ginger Rogers and Greta Garbo as pet names for Claudia and Frieda, as if being called by the names of these famous white beauties would be perceived as a great compliment. Pecola is referenced to a mulatto girl in the movie Imitation of Life. The girls talk about Hedy Lamarr and how â€Å"she doesn’t even menstrate yet, and she’s sixteen year’s old. (70) She goes on to ask Pecola if she menstruates yet, and as we all know she is. Maureen reveals that she is too, and she has been for the last two months. â€Å"Do you know what it is for? † Pecola asked. For babies. † Maureen raised two pencil-stroke eyebrows at the obviousness of the question. â€Å"Did you ever see a naked man? †(71) This starts the whole confrontation between the girls and Maureen. As the girls are walking home Maureen keeps harassing Pecola about if she has ever seen her daddy naked? Pecola blinked, then looked away. â€Å"No. Even when Pecola s ays no, Maureen keeps on pounding the question on her trying to get it out of her. Frieda and Claudia can’t withstand the peer pressure over Pecola anymore and come to her rescue by confronting Maureen. You stop talking bout her daddy. †(72) â€Å"What do I care about her old black daddy? † asked Maureen. When you hear this from Maureen you get the sense that she knows she is better than the other girls because of her fascinating beauty. Frieda doesn’t want to go to Isaley’s because she say’s â€Å"suppose Meringue Pie (Maureen) is hanging around. You want to run into her, Claudia. †(76) So they go to Miss Bertha’s. When the girls return home from Miss Bertha’s, instead of seeing their mother they see Mr. Henry and two women. Mr. Henry is sucking the finger of one of the women. The girls quickly identify these women as China, and the Maginot Line two whores, whom Mama and Big Mama hated. â€Å"Back already? †(78) This is what Mr. Henry say’s as the girls return home. Frieda ask Mr. Henry who were the two women in the house? Mr. Henry replies by saying they are member of his bible class, and they came over to read with him today. â€Å"Bed† not mention it to your mother. She don’t take to so much Bible study and don’t like me having visitors’ even if they good Christians. †(79) The girls agree so they don’t have to hear their mother’s mouth.