I am going to examine the time taken for a whole tray of tomatoes Essay Example

I am going to examine the time taken for a whole tray of tomatoes Essay Example I am going to examine the time taken for a whole tray of tomatoes Essay I am going to examine the time taken for a whole tray of tomatoes Essay In this project I am going to examine the time taken for a whole tray of tomatoes to go bad when a single bad tomato is put in a particular position. I will see how this time changes when I vary the size of the tray and alter the starting position. I will start with a small tray and gradually the size of the tray will be larger and also the positions will move from corner to corner, side to side and so on. At the end of this project I want to be able to have a formula which will tell me how long it would take a bad tomato to spread over cover the whole tray when the first bad tomato is placed in a curtain position in the tray. Part 1 The diagram below represents the look of a tray with 16 tomatoes in it. The number 1 is there to show where the first bad tomato began. The other numbers 2,3,4,5 and 6 represent the number of hours that have gone. Therefore for example after two hours in the diagram below in total, which includes the 1 and all the 2s, 4 tomatoes have gone bad. 2 3 4 5 1 2 3 4 2 3 4 5 3 4 5 6 Hours (n) Total No. Of Bad Tomatoes 1st Difference 2nd Difference 1 1 3 2 4 1 4 3 8 0 4 4 12 -1 3 5 15 -2 1 6 16 The table on the previous page tells me what is involved in the nth term. The column labelled 1st Difference tells us the difference between the number of bad tomatoes in the first hour to the second hour and so on. The column labelled 2nd Difference is the difference between the figures in the 1st Difference column. When the differences become the same this is when I can stop. If there was a 2nd Difference column then that means there will be a 2 involved in the nth term. In total there are only 3 starting positions. They are one in the corner, one next to it on the side and one of the four squares in the middle. The tray above in a 4 x4 and in total it took 5 hours for all the tomatoes in the tray to go bad. The table just above this paragraph shows the total number of bad tomatoes. The columns towards the right hand side determine what the nth term will involve. If there are two differences that means the nth term will involve a 2. Now I am going to look at the same size tray with the bad tomato starting in another position. We can see now long it will take all the tomatoes in the tray to go bad. 4 3 2 1 5 4 3 2 6 5 4 3 7 6 5 4 Hours (n) Total No. Of Bad Tomatoes 1st Difference 2nd Difference 1 1 2 2 3 1 3 3 6 1 4 4 10 1 3 5 13 1 2 6 15 1 1 7 16 As it is possible to see from the table above there are two differences, which means that the nth term will involve 2. Now that I have found out that there is a 2 involved in the formula. I will now draw out a table in which I will find out the formula through trial and error. To begin with I will double the number and then 2 it. When I begin to see that there is something there I will 2 it and then double to try to get to the right number. n nà ¯Ã‚ ¿Ã‚ ½ nà ¯Ã‚ ¿Ã‚ ½-n nà ¯Ã‚ ¿Ã‚ ½+n (nà ¯Ã‚ ¿Ã‚ ½+n) / 2 t 1 1 0 1 2 4 2 3 3 9 6 6 4 16 12 10 5 25 20 13 6 36 30 15 The nth term is: Part 2 Now I am looking at different sizes of trays and different positions in the tray. The first size I am going to look at is: 10 x 10 and the bad tomato will be positioned in the corner. 1 2 3 4 5 6 7 8 9 10 2 3 4 5 6 7 8 9 10 3 4 5 6 7 8 9 10 4 5 6 7 8 9 10 5 6 7 8 9 10 6 7 8 9 10 7 8 9 10 8 9 10 9 10 10 Now I am going to find out how many differences are involved. Hours (n) Total No. Of Bad Tomatoes 1st Difference 2nd Difference 1 1 2 2 3 1 3 3 6 1 4 4 10 1 5 5 15 1 6 6 21 1 7 7 28 1 8 8 36 1 9 9 45 1 10 10 55 Now I know that there is a 2 involved in the formula as there are 2 differences. So I will now place the numbers in table to find out the formula. To begin with I will double the number and then 2 it. If that does not work I will try to use different ways such as 2ing and then misusing the n number. N nà ¯Ã‚ ¿Ã‚ ½ nà ¯Ã‚ ¿Ã‚ ½-n nà ¯Ã‚ ¿Ã‚ ½+n (nà ¯Ã‚ ¿Ã‚ ½+n) / 2 T 1 1 0 2 1 1 2 4 2 6 3 3 3 9 6 12 6 6 4 16 12 20 10 10 5 25 20 30 15 15 6 36 30 42 21 21 As it can be seen I found the formula in four steps and these steps I may use in other trays further in this project. The nth term is: nà ¯Ã‚ ¿Ã‚ ½+n 2 So by putting the numbers we know in the formula (hours) we can find out how many tomatoes go bad in particular number of hours in a 1010 tray with the bad tomato starting in a corner. Now I am going to look at another position on a 10 x 10 tray. The position I am going to look as is starting from the middle. 5 5 4 5 5 4 3 4 5 5 4 3 2 3 4 5 5 4 3 2 1 2 3 4 5 5 4 3 2 3 4 5 5 4 3 4 5 5 4 5 5 Now like previously in this project I am going to find out how many differences are involved so I can work out the formula. Hours (n) Total No. Of Bad Tomatoes 1st Difference 2nd Difference 1 1 4 2 5 4 8 3 13 4 12 4 25 4 16 5 41 6 61 7 85 8 113 9 145 10 181 As you can see from the table above there are two differences which means there is a 2 involved in the formula. The table on the next page will show my working outing out and how I got the formula. N nà ¯Ã‚ ¿Ã‚ ½ nà ¯Ã‚ ¿Ã‚ ½+n nà ¯Ã‚ ¿Ã‚ ½-n 2(nà ¯Ã‚ ¿Ã‚ ½-n) 2(nà ¯Ã‚ ¿Ã‚ ½-n)+1 t 1 1 2 0 0 1 1 2 4 6 2 4 5 5 3 9 12 6 12 13 13 4 16 20 12 24 25 25 5 25 30 20 40 41 41 The nth term is: 2(nà ¯Ã‚ ¿Ã‚ ½-n)+1 Now I am going to use the same size tray, which is 10 x 10, and place the bad tomato on the side. 5 5 4 5 5 4 3 4 5 5 4 3 2 3 4 5 5 4 3 2 1 2 3 4 5 Now like previously in this project I am going to find out how many differences are involved. Hours (n) Total No. Of Bad Tomatoes 1st Difference 2nd Difference 1 1 3 2 4 2 5 3 9 2 7 4 16 2 9 5 25 6 36 7 49 8 64 9 81 10 100 As it is possible to view, there are also two difference here just like the others we have seen so far. It is also possible to see from the table above that the formula is not going to be very complicated. N nà ¯Ã‚ ¿Ã‚ ½ t 1 1 1 2 4 4 3 9 9 4 16 16 5 25 25 6 36 36 The nth term is: nà ¯Ã‚ ¿Ã‚ ½ Conclusion: I have looked at different ways by which the bad tomatoes can spread. All of the nth terms above are not for a particular size tray. Even though I said I used a 10 x 10 tray that was only to start off with. In fact all the formulas above are really for large trays. I believe the main reason behind this investigation is to find out the a formula that by just knowing the size of the tray and exact position in the tray of the bad tomato will tell how long it will take for all the tomatoes to go bad. Before I write down the formula I will tell you how I arrived at it. The formula will tell you how long it will take to make all the tomatoes in the tray go bad. Firstly the formula should involved the size of the tray e.g. 6 x 8 and also must involved the starting position of the first bad tomato. Now that I have explained what have got to be in the formula, well, here it is. (a-x) + (b-y) a and b stand for the width and depth of the tray. x and y stand for the positioning of the first bad tomato. So, for example if we take a 8 x 6 tray with starting bad tomato at the position (4,4) the working to find how long it will take for the whole tray to go bad should look like: (a-x) + (b-y) (8-4) + (6-4) Answer: 6 hours

Displacement Reaction Definition and Examples

Displacement Reaction Definition and Examples A displacement reaction is a type of reaction where part of one reactant is replaced by another reactant.  A displacement reaction is also known as a replacement reaction or a metathesis reaction.  There are two types of displacement reactions: Single Displacement Reactions Single displacement reactions are reactions where one reactant replaces part of the other.AB C → AC B An example is the reaction between iron and copper sulfate to produce iron sulfate and copper: Fe CuSO4 → FeSO4 Cu Here, both iron and copper have the same valence. One metal cation takes the place of the other bonding to the sulfate anion. Double Displacement Reactions Double displacement reactions are reactions where the cations and anions in the reactants switch partners to form products.AB CD → AD CB An example is the reaction between silver nitrate and sodium chloride to form silver chloride and sodium nitrate: AgNO3 NaCl → AgCl NaNO3

High Performance Work Systems Assignment Example | Topics and Well Written Essays - 500 words

High Performance Work Systems - Assignment Example The items mostly depend on the motivation and the environment in which an individual operates. Common basic items supporting the principles promoting the high performance work systems are like workforce capability and capacity, workforce engagement, and communication. Productivity and workforce performance depend on the organization of workforce capability and capacity invoked by integrated labor productivity management. In every working environment employees, staffing capacity and needs is evaluated strategically and operationally to enhance perfection of their performances. Managements in collaboration, with CFOs and operational leaders from various firms, determine staffing needs based on volume forecast, historical trends, benchmark data, and internally staffing standards. Staffing plans are important in monitoring of compliance and hiring techniques to facilitate performance and recruitment plans. Communication enhances performance rate because most leaders and the entire staff members meet to share ideas facilitating the improvement of various organizations. Employees can converge to share ideas freely without any problems to voice the issues affecting them positively or negatively thereby promoting the high performance rate. High performance management enables the evaluation of every SDH employee, annually, by their superiors to increase productivity for their commitments in various facilities. Results from the survey help in the developments of workers’ Tasks in their activities promoting high performance within various organizations. The aspects outlined serve to promote high performance at SDH. Numerous high- performing work systems start with great directive recruitment and selection practices, which tend to be diverse and intensive to get the best performing candidate. The staffing practices tend to support techniques aiding most of organizations to save money by performing superficial job of hiring experienced professionals for

Business Law Essay Example | Topics and Well Written Essays - 1000 words - 5

Business Law - Essay Example Finally, the contract should not be objectionable through impossibility, illegality or because it is against public policies (Young 2009, p.10). Discussion (a)In responding to case of Peter and Josephine, the paper will explore more on written contracts in order to determine whether their contract was valid. Having written contracts is much safer than verbal contracts. A written contract offers more certainty and at the same time reduces business risks by making the clarity on the agreement from the start of the engagement. Written contracts act as proof of what was agreed on by the involved parties, which acts as security of any disputes. This form of contract is also essential since it provides details on payments, timeframes, and ways on how to solve arising disputes. The other notable thing regarding written contracts is the provision of how they can be varied and conditions under which the contract can be terminated (Charman 2013, p.23). Looking into Peter and Josephine case, on e can point out that there were attempts by the two to make a verbal contract, but due to the underlying circumstances, the verbal contract was never reached. This is evident from the fact that, after Peter made up his mind that he would purchase the painting, he could not reach Josephine via to reach an agreement that he will be going for the painting. Instead, Peter left a phone message and also sent a letter to Josephine, but Josephine sold the painting before listening to the phone message or reading the letter. Therefore, this implies that the two never made any agreement that Peter would buy the painting, which makes it clear that Peter did not have a valid contract. (b) A brief overview on what the common law says about the exemption clause will be helpful in understanding Peter and Larry case. One general feature of written contracts is the fact that the party issuing the contract seeks to minimize its liability under the contract either wholly or partially. Exemption clause s can claim to reduce what would be the defendant’s duty they can claim to restrict the liability, which would otherwise translate to a breach of contract or claim to exclude the party in default fully to cover the other party. In most cases, exemption clauses are applied by stronger parties against weaker parties (Taylor & Taylor 2007, p.57). In the case of Peter and Larry, Peter issues Larry with a ticket that has an exemption clause at the back. The clause states â€Å"all items left in the cloakroom are at the owner’s risk. We do not accept liability for any loss or damage of items however, caused†. Despite the fact that the same message placed at the back of the cloakroom was obscured, it was Larry’s responsibility to read and understand the exemption clause at the back of the ticket. Since the clause exempts Peter from being responsible for the loss of Larry’s coat, Peter should utilize it in defending himself against compensating Larry for h is loss. In Parker v South Eastern Railway (1877) 2 CPD 416 case, the plaintiff left his bag in the cloak-room at the railway station. The plaintiff was issued with ticket that was written â€Å"see back†. On the back side there were several clauses including one that stated â€Å" Business law Essay Example | Topics and Well Written Essays - 2000 words - 8 Business law - Essay Example Whealan, 1934). The trial judge in the case posed a query â€Å"In receiving the money did Peter Whelan act under threats of immediate death or serious personal violence?† The answer of the jury was in the affirmative. The trial judge actually ruled that even though the defendant was forced to accept the stolen money that is he was under duress, but still this cannot be a defence. It only acted as moderation. The court of criminal appeal noted that if a defendant acts under duress then an acquittal will be rare. Thus because of this the case was decided on the general principle of duress ([1934] IR 518, 524). But the Court mentioned that the application of the general principle will have to be limited to certain extent. In this case the Court stated that â€Å"where the excuse of duress is applicable it must further be clearly shown that the overpowering of the will was operative at the time the crime was actually committed, and, if there were reasonable opportunity for the will to reassert itself, no justification can be found in antecedent threats†.1 Thus, the common range of the protection of duress, as sketched in Whelan, is that; â€Å"the will of the defendant must have been overborne by the threats, the duress must be operating when the offence is committed and if there is an opportunity for the individual will to reassert itself and it is not taken, a plea of duress will fail† (in AG v. Whealan, 1934). In Attorney General v. Whelan, it was found that the defendant was in menaces and this was acknowledged to â€Å"death or serious violence†. In this case even though no real threats were faced by the defendant, but it was found that the existence of the person threatening was armed. It was also noted that the person so armed was such a person who will not hesitate even to use the pistol, was adequate to amount to a risk of â€Å"death or serious violence†.2 The ratio decidendi in the case was based on the principle of "neighbour" even though it was

King Lear Essay Lear?s descent into madness and his subsequent recognit

In the play King Lear, Madness occupies a central place and is associated with both disorder and insanity. Madness intertwines itself within the thoughts of suicide of many characters that undergo hardships. It is deep within all the characters and is shown in many ways. In Lear’s mind, madness reflects the chaos that has descended upon his kingdom. He is affected by the wheel of fortune as he is stripped of his royalty, to become nothing more than a mad commoner. Lear then learns humility as he is joined by Edgar. Edgar’s artificial insanity contains wisdom for the king to discover along the way.   Ã‚  Ã‚  Ã‚  Ã‚  Madness is first introduced in Act 2, when Goneril begins her first stage in demolishing her father’s royal status. She makes him go through what Shakespeare calls the â€Å"Wheel of Fortune† by demanding Lear to cut down his knight count by half from 100 to 50. Lear then attempts to seek refuge from this problem and goes to live with his other daughter, Regan. The conniving sisters take sides with each other in attempts to ruin Lear. Regan conforms with Goneril and orders Lear to deplete his knight count to zero. This gives Lear the opportunity to foreshadow himself going mad in the future. â€Å"O fool, I shall go mad!† (II.iv.287)   Ã‚  Ã‚  Ã‚  Ã‚  The theme of madness is explored in depth in Act 3, as many forms of madness in different characters are found. King Lear in particular is driven to a mad state and is followed by others who have gone ...

Sudan’s Economic Development

Development is something we do to make our way of life more comfortable. If we were not to develop we would still be living in the depths of the jungle feeding on bugs and things. But we have developed to become a more intelligent and happier race. In developing we take things we have and manipulate them into things we can use and sell to help our current situation and in turn make our way of life better. The quality of life is very important. Some factors may be measured but inputs such as personal happiness, a sense of well being or self worth etc., are more difficult to measure because they are subjective. A study of development must contain both measurable objective and subjective aspects. The quality of life can be measured by other factors like infant mortality rate, life expectancy, literacy rate, GNP, and population-growth rate. The quality of life is directly linked to the state of development that a country is currently at. To be developed a country has to have at the very least the basic necessities covered for the human population, e.g. clean water and a health system. To be highly developed a country would have to be up with the cutting edge of technology and health care, plus have a good education status etc. This report will eventually draw up a conclusion of what state of development this country (Sudan) is at. Sudan is situated in Northeastern Africa, the largest country of the African continent. It is bounded on the north by Egypt; on the east by the Red Sea and has Kenya, Uganda, DRC (formerly Zaire), Central African Republic, Chad and Libya. Sudan has a total area of 2,505,813 sq. km. Khartoum is the Capital City of Sudan. Sudan has a maximum length from north to south of more than 2250km; the extreme width of the country is about1730km. Divided into three separate regions, ranging from desert which covers about 30% of all Sudan, through a vast semiarid region of steppes and low mountains in central Sudan, to a region of vast swamps and rain forest in the south. Major features of Sudan are the great Nile River and its head streams the White Nile and the Blue Nile. Sudan has a tropical climate, Seasonal variations are most sharply defined in the desert zones, where winter temperatures as low as 4.4 degrees Celsius are common. Summer temperatures often exceed 43.3 degrees Celsius in the desert zones, and rainfall is negligible. Dust storms frequently occur. In Khartoum the average annual temperature is about 26.7 degrees Celsius; and annual rainfall which often occurs between mid-June and September, is about 254mm. The primary natural resources of Sudan are water. Supplied by the Nile River system, and fertile soil. Large areas of cultivable land are situated in the region between the Blue Nile and the White Nile. Small deposits of many minerals occur. The most important of which are chromium, copper and iron ore. Petroleum was also discovered in the late 1970†³s. The population of Sudan is composed mainly of Arabs in the north and black Africans in the south. Other ethnic groups in northern Sudan include the Beja, Jamala and Nubian peoples. About 58% of the economically active people are engaged in agricultural or pastoral activities; a quarter are employed in services and less than 10% in manufacturing and mining. Infant mortality rate indicates how many infants in every 1000 die soon after birth. Sudan has an infant morality rate of 77 in every 1000 live births. In developing countries the infant mortality rate is usually high and this lowers the overall life expectancy, along with generally poor health among adults. Sudan has a limited health system; it provides various vaccinations for the population but lacks overall medical treatment. Sudan does not have a good life expectancy (52 years); this is probably due to the relatively poor health services. Only 48% of Sudan†s population have access to clean water and there are 11620 people per doctor. (Population projection graph Appendix A) (Sudan population pyramid Appendix B) Sudan†s economic situation is not all that great. GDP/capita is only at $186 US, compared to other countries like Indonesia ($671), Togo ($559) and Costa Rica ($1774) Sudan needs to do a little work to get their GDP up. Sudan imports primary foodstuffs, petroleum products, manufactured goods, machinery and equipment, medicines and chemicals at a cost of 1.1billion dollars US annually. But they only export $535 million per annum in cotton (24%), livestock/meat (13%), gum Arabic (food additive in printing material)(11%). This has put Sudan into an $18 billion dollar debt. The education status of Sudan is not very impressive either. An Adult literacy rate of 42.7% and only 52% of children in primary school the population doesn†t get the education it requires to develop properly. About two thirds of Sudan†s population derives its living from crop farming or grazing, but only about 5% of the countries land is arable. Annual crop production in the early 1990†³s included; sorghum, wheat, peanuts, dates, yams and pulses. Cotton is the leading cash crop of Sudan; it is produced in large amounts in the Al Jazirah region. The livestock population in the early 1990†³s included about 21.6 million cattle, 22.6 million sheep, 18.7 million goats and 35 million poultry. The constitution of 1973, establishing Sudan as a one-party presidential Republic, was suspended following a military coup in 1985. Open elections were held in 1986, but political activities in the court were banned after another military coup in 1989. After the 1985 coup a 15 member Transitional Military Council took control. In April 1986 the people elected members to a parliamentary assembly; the leader of the majority party became Prime Minister. This shows that the government up until 1985 the Sudanese government was unstable and needed reform. It is quite clear that Sudan is not a developed country. This shows mainly in it†s economic factors, with the country being $18billion dollars in debt and having its exports much lower than its imports there doesn†t seem to be much hope of Sudan getting into or anywhere near the black. Also the majority of the population works in agriculture and only a limited number of people work in the industries. The health system provides only limited support for the population. Over 11 000 people per doctor and 48% of the population with access to clean water, it is no surprise that the life expectancy is only 52 years. (Basic demographic Indicators Appendix C) Everyone knows that it takes money to make money and Sudan has a lot of its money channelled into the military. They could cut down on the army expenses and divide that money into other aspects like education, health and technology. Sudan can be an ally with neighbouring countries and trade goods; they could combine their forces and become one force.

The Lottery by Shirley Jackson and The Ones Who Walk Away...

The short stories â€Å"The Lottery† by Shirley Jackson and â€Å"The Ones Who Walk Away from Omelas† by Ursula K. Le Guin have many similarities, despite their different societal settings. Both of the stories contain a false display of utopia, the following of traditions, and foul treatment. For example, in â€Å"The Lottery† every year a person’s name is drawn from a box and the â€Å"winner† is stoned to death, and the townsfolk are fine with it and keep coming back. And in â€Å"The Ones Who Walk Away from Omelas† Omelas is described as being a perfect society where everyone is happy, but in order for the utopia to thrive a young child is being detained and tortured and the people of Omelas just let it happen because they think that is all they can do. Therefore, in both of the stories the authors are saying that harm can be done from people blindly following tradition and that perfect does not exist because there will always be some ty pe of evil activity being conducted. Throughout both â€Å"The Lottery† and â€Å"The Ones Who Walk Away from Omelas† an ideal world or utopia is portrayed. In the beginning of â€Å"The Lottery† the narrator describes what a beautiful summer day it is and how the village people are gathering to begin the lottery. The tone of the story is happy, content and quite joyful; even though the lottery is nothing to be excited about. The story even says that, â€Å"[the men] grinned at one another humorlessly and nervously† (Jackson 250). The townspeople see the lottery as a harmlessShow MoreRelatedComparisonof â€Å"the Ones Who Walk Away from Omelas† and â€Å"the Lottery†,959 Words   |  4 PagesEssay I: Short Fiction In â€Å"The Ones Who Walk Away From Omelas† and â€Å"The Lottery†, Ursula Le Guin and Shirley Jackson depict a seemingly perfect society built on dark secrets. In the story, â€Å"The Ones Who Walk Away From Omelas†, Omelas is a utopian city of happiness and delight, whose inhabitants are smart and cultured. Everything about Omelas is pleasing, except for the secret of the city: the good fortune of Omelas requires that a single unfortunate child be kept in perpetual filth, darknessRead MoreThe Ones Who Walk Away From Omelas Analysis876 Words   |  4 Pagesof regret and confusion.† The Ones Who Walk Away From Omelas† by Ursula K. Le Guin and â€Å"The Lottery† by Shirley Jackson address the theme of religious and traditional symbolism.† The Lottery† demonstrates how something that seems so perfect on the outside isn’t all that great on the inside. Symbolism shows the reader that there is a deeper message within the diction. â€Å"The Lottery† addresses the theme more successfully than â€Å"The Ones Who Walked Away from the Omelas† with the greater use of religiousRead MoreThe Lottery, By Shirley Jackson And The Ones Who Walk Away1556 Words   |  7 Pagestraditions from those who have come before them. With that said, it is imperative to provide individuals with the reasons we, as a society, act and behave in the manner in which we do. Without the proper knowledge of certain traditions, the members of future generations could continue to demonstrate barbaric rituals simply out of habit. This is particularly true throughout the short stories, â€Å"The Lottery† by Shirley Jackson and â€Å"The ones who walk away from Omelas† by Ursula K. Le Guin. Within bothRead MoreThemes Of `` The Lottery `` By Shirley Jackson And The Ones Who Walk Away From 1861-18651553 Words   |  7 Pagestheme of equali ty is present throughout many of the dystopian short stories, novels, poems and films we have studied in class. The three stories I feel this theme is most present in are â€Å"The Lottery† by Shirley Jackson, â€Å"Harrison Bergeron† by Kurt Vonnegut and â€Å"The Ones Who Walk Away From Omelas† by Ursula Le Guin. In these stories society tries to make everything orderly and just. Their methods to promote equality are flawed. The goal in these stories is to perfect society but in each story they fallRead MoreThe Lottery and the Ones Who Walked Away from Omelas2537 Words   |  11 PagesThe Ones Who Walk Away from Omelas    Perhaps it would be best if you imagined it as your fancy bids, assuming it will rise to the occasion, for certainly I cannot suit you all. This is an open invitation for you, the reader, in the short story The Ones Who Walk Away From Omelas. Ursula K. Le Guin is simply inviting you to become her main character. How might you accept or deny this malicious request? It is quite simple, really. To accept it is to read on, and to deny it is to disembarkRead MoreComparison and Contrast of the Lottery and the Ones Who Walk Away from1238 Words   |  5 PagesComparison and Contrast of The Lottery and The Ones Who Walk Away from Omelas The differences between The Lottery by Shirley Jackson and The Ones Who Walk Away from Omelas by Ursula K. Le Guin seem relatively minor when compared to the striking similarities they contain in setting, symbols, and theme. Each of the stories begin with a description of a beautiful summer day. The flowers were blooming profusely and the grass was richly green(para 1) in The Lottery is quite comparable to oldRead MoreSummary Of The Lottery By Shirley Jackson And The Ones Who Walk Away1384 Words   |  6 Pagesfor Peace It is safe to say to say that one person does not deserve harm for the betterment of a society or a community. In the short-stories, â€Å"The Lottery† by Shirley Jackson and â€Å"The Ones Who Walk Away from Omelas† by Ursula K. Le Guin, each display similarities when it comes to sacrifice for better. Although each society believes in the practice, in the story The Ones Who Walk Away from Omelas† the citizens believes the practice of locking a little boy away in a closest will benefit them to liveRead MoreConformity in The Lottery, The Ones Who Walked Away from Omelas and The Namesake1063 Words   |  5 Pages To stand firm in ones beliefs is a difficult task. It takes a strong-minded person with boldness to stand for what he or she believes in. The possible consequence for doing so is isolation, humiliation or the success of changing ones view. Given that standing up for oneself makes the person vulnerable, out of fear, many suppress their ideas and settle for the beliefs of others. In The Lottery, The Ones Who Walked Away from Omelas and The Namesake, the characters struggled with the decision to