Efficient time management in the home and workplace Essay

Efficient time management in the home and workplace - Essay Example However, beyond the mathematics, the rhetoric and its complexities, what we do know is that, though time is evasive, everything moves and changes all the time, even if we do not notice it. More importantly, the passage of time is supposed to change us in significant ways as physical growth and aging is an inevitable consequence of time. As seasons change and move through a cycle, we learn from living and experiencing events through our lifetime. Apparently, emotional and psychological growth requires different timeframes for maturity depending on an individual. Concerning it, time seems to have a different unit. Sometimes, as we make mistakes, we incur costly damages not only in our relationships and concerns but also in our own and other people’s time. Ideally, though not normally, as we live and learn, the time we spend on mistakes and regrets decrease. This is a natural and ideal consequence of the passage of time. 1.1.2. Measurement of time The passage of time is commonly measured by seconds, hours, days, weeks, months and years. These are the familiar time spans that we are aware of. It would be interesting to note that there are other units of time, several times smaller than a second that also exist. The shortest, accurately measured length of time is a picosecond (1/ 1x1012 of a second) while a few nanoseconds (1/ 1x109 of a second) may measure the thinking capabilities of a normal personal computer.

The Green Light in The Great Gatsby Essay Essay Example for Free

The Green Light in The Great Gatsby Essay Essay Key Factors * 1920’s America â€Å"the Jazz era† – America had a soaring economy – Set in the summer of 1922. * Wealth, class, social status, love, materialism and the decline of theâ€Å"American Dream† (caused by a dizzy rise in the stock markets after WW1) are all major themes * Narrated through the eyes of character Nick Carraway – educated at Yale, moves to New York from Minnesota – presumably searching for success i.e. the American Dream * The storyline is very similar to Francis Scott Key Fitzgerald’s own life events. * Prohibition of alcohol in America (1920-1933) meant that bootlegging/rum-running was big business. This was how Gatsby made his fortune. * Every character appears to be something they’re not. * Fitzgerald portrays the 1920s as an era of decayed social and moral values, evidenced in its overarching cynicism, greed, and empty pursuit of pleasure * As Fitzgerald saw it (and as Nick explains in Chapter 9), the American dream was originally about discovery, individualism, and the pursuit of happiness. In the 1920s depicted in the novel, however, easy money and relaxed social values have corrupted this dream, especially on the East Coast. Essay Question Analysis Explore the ways in which Fitzgerald presents contrast between the characters of Daisy and Myrtle in The Great Gatsby? Daisy Buchanan: Her name symbolises a flower: White on the outside and yellow on this inside, this is in keeping with Fitzgerald’s use of colours/symbolism. Although white may be used throughout the novel to symbolise purity, innocence and honesty, could it be that white could mean blank, void, empty? * â€Å"The exhilarating ripple of her voice was a wild tonic in the rain† * â€Å"Her voice is full of money† couldnt be over-dreamed Metaphor * â€Å"Daisy’s murmur was only to make people lean towards her, an irrelevant criticism that made it no less charming† * â€Å"She dressed in white, and had a little white roadster† – â€Å"white girlhood† * It makes me sad because Ive never seen such such beautiful shirts before. – Materialism * Daisy and Jordan lay upon an enormous couch, like silver idols weig hing down their own white dresses against the singing breeze of the fans. * I hope shell be a  foolthats the best thing a girl can be in this world, a beautiful little fool You see, I think everythings terrible anyhow And I know. Ive been everywhere and seen everything and done everything. – Materialism If her daughter is a fool, then shell never get hurt. Shell never realize that she married for money and status instead of real love, that her husband is having an affair right under her nose, that everyone sees her as silly, stupid, naive, and pitiful. If shes a fool, shell never have an opinion that can be dismissed by the men in her life, and shell never care about anything except dresses and flowers and all the pretty things in life. Shell be pretty enough to find a husband who can support her financially, and dumb enough never to realize how tragic life actually is. * Nicks second cousin, once removed. * â€Å"The most popular young girl in Louisville† * Daughter â€Å"Pammy† is rarely seen throughout the book. Though when company is over she is beckoned to perform an act. Much like Daisy. Daisy’s Location and descriptions * East Egg, Long Island, New York. – home to â€Å"old money†, wealthy aristocracy, tradition, old ideals and ideas * Comes from a wealthy family in Louisville, Kentucky * The significance of East Egg and West Egg is the social divide between new money and old money. Daisy and Tom Buchanan are old money (their families have been rich for many generations) and so they live on East Egg island. Gatsby and Nick are new money (theyve earned it themselves or their parents earned it through work) so they live on West Egg island. It also represents the ideas of living in the past and present. East Egg represents how Daisy and Tom both live with old world ideals and ideas, and refusing to move on into the west where new things await. West Egg represents how Gatsby and Nick are living in the present and they try to move out of the past life and ideals. They are able to look to the future instead of being held back in the past. They are unafraid to try new things. NICKS QUOTE ABOUT THE AMERICAN DREAM â€Å"the green light, the orgiastic future  that year by year recedes before us. It eluded us then, but thats no mattertomorrow we will run faster, stretch out our arms farther. And one fine morning So we beat on, boats against the current, borne back ceaselessly into the past. TOM AND DAISY QUOTE – â€Å"They were careless people, Tom and Daisy they smashed up things and creatures and then retreated back into their money of their vast carelessness, or whatever it was that kept them together and let other people clean up the mess they had made.† Myrtle Wilson – Much like Daisy, Myrtle also symbolises a plant, however, Myrtle (translated from old English) means evergreen shrub, which is a very common plant. This is a valley of ashesa fantastic farm where ashes grow like wheat into ridges and hills and grotesque gardens; where ashes take the forms of houses and chimneys and rising smoke and, finally, with a transcendent effort, of men who move dimly and already crumbling through the powdery air. Occasionally a line of gray cars crawls along an invisible track, gives out a ghastly creak, and comes to rest, and immediately the ash-gray men swarm up with leaden spades and stir up an impenetrable cloud, which screens their obscure operations from your sight. He thinks she goes to see her sister in New York. Hes so dumb he doesnt know hes alive. I married him because I thought he was a gentlemanI thought he knew something about breeding, but he wasnt fit to lick my shoe. Colors Symbolism, Imagery, Allegory Sometimes we sound like art snobs when we talk about The Great Gatsby (Look at the use of green! Such marvelous blues, and so forth). Honestly, it seems like there’s a little too much color stuff going on here to be coincidental. Yellow and Gold: Money, Money, Money. Oh, and Death. First off, we’ve got yellows and golds, which we’re thinking has something to  do with†¦gold (in the cash money sense). Why gold and not green? Because we’re talking about the real stuff, the authentic, traditional, old money – not these new-fangled dollar bills. So you’ve got your yellow cocktail music playing at Gatsby’s party where the turkeys are bewitched to dark gold and Jordan and Nick sit with two girls in yellow. It seems clear, then, that Gatsby is using these parties to try to fit in with the old money crowd. And it doesn’t stop there; when Gatsby is finally going to see Daisy again at Nick’s house, he wears a gold tie. Nick later mentions the pale gold odor of kiss-me-at-the-gate, which may seem weird (since last we checked, colors didn’t have a smell) until we remember Nick’s description of New York as a wish out of non-olfactory money. Odor then is associated with gold, and non-odor with money. The difference? Perhaps the same distinction as Daisy’s upper class world and Gatsby’s new-found wealth. While Gatsby buys a yellow car to further promote his facade, he’s really not fooling anyone. Lastly, we’ve got Daisy, who is only called the golden girl once Gatsby realizes that her voice, her main feature, is full of money. Yellow is not just the color of money, but also of destruction. Yellow is the color of the car that runs down Myrtle. The glasses of Eckleburg, looking over the wasteland of America, are yellow. This dual symbolism clearly associates money with destruction; the ash heaps are the filthy result of the decadent lifestyle led by the rich. White: Innocence and Femininity. Maybe. While we’re looking at cars, notice that Daisy’s car (back before she was married) was white. So are her clothes, the rooms of her house, and about half the adjectives used to describe her (her white neck, white girlhood, the king’s daughter high in a white palace). Everyone likes to say that white in The Great Gatsby means innocence, probably because 1) that’s easy to say and 2) everyone else is saying it. But come on – Daisy is hardly the picture of girlish innocence. At the end of the novel, she is described as selfish, careless, and destructive. Does this make the point that even the purest characters in Gatsby have been corrupted? Did Daisy start off all innocent and fall along the way, or was there no such purity to begin with? Or, in some way, does Daisy’s decision to remain with Tom allow her to keep her innocence? We’ll keep thinking about that one.  Blue: This One’s Up For Grabs Then there’s the color blue, which we think represents Gatsby’s illusions his deeply romantic dreams of unreality. We did notice that the color blue is present around Gatsby more so than any other character. His gardens are blue, his chauffeur wears blue, the water separating him from Daisy is his blue lawn, mingled with the blue smoke of brittle leaves in his yard. His transformation into Jay Gatsby is sparked by Cody, who buys him, among other things, a blue coat. Before you tie this up under one simple label, keep in mind that the eyes of T.J. Eckleburg are also blue, and so is Tom’s car. If blue represents illusions and alternatives to reality, God may be seen as a non-existent dream. As for Tom’s car†¦well, you can field that one. Grey and a General Lack of Color: Lifelessness (no surprise there) Then there is the lack of color presented in the grey ash heaps. If the ash heaps are associated with lifelessness and barrenness, and grey is associated with the ash heaps, anyone described as grey is going to be connected to barren lifelessness. Our main contender is Wilson: When anyone spoke to him he invariably laughed in an agreeable colorless way. Wilson’s face is ashen. His eyes are described as pale and glazed. It is then no coincidence that Wilson is the bearer of lifelessness, killing Gatsby among yellow leaved trees, which we already decided had something to do with destruction. Green: Life, Vitality, The Future, Exploration Last one. We’re thinking green = plants and trees and stuff, so life and springtime and other happy things. Do we see this in The Great Gatsby? The most noticeable image is that green light we seem to see over and over. You know, the green light of the orgastic future that we stretch our hands towards, etc. etc. We can definitely see green as being hopeful, as being the future, as being vitality and freshness. Right before these famous last lines, Nick also describes the fresh, green breast of the new world, the new world being this land as Nick imagines it existed hundreds of years before. The new world might be green, but when Nick imagines Gatsby’s future without Daisy, he sees a new world, material without being real, where poor ghosts, breathing dreams like air, drifted fortuitously aboutlike that ashen fantastic figure gliding toward him through the amorphous trees. Nick  struggles to define what the future really means, especially as he faces the new decade before him (the dreaded thirties). Is he driving on toward grey, ashen death through the twilight, or reaching out for a bright, fresh green future across the water?

Investigating Interference in Response Time

Investigating Interference in Response Time Saran Singh Sound An experiment to investigate Interference in response time Abstract In my investigation I have replicated the Stroop Effect, which is a test for checking interference in response time and processing. This effect has been useful as it helps us understand that brain’s reaction time slows down when there is conflicting stimuli. In my investigation i wanted to check for the difference in the response time participants take when a colored block stimulus is compared to a conflicting stimulus. For the collection of data for this experiment participants were conveniently chosen i.e. the students were sent into the classroom as an when they were free. In the experiment I recorded the response time of each participant until they finished the whole task. For the purpose of this investigation, standard deviation was used as a statistic measure. It was hypothesized that participants would have increased response time in the conflicting stimuli as it had interference. Our replicated study seems to match the same. Word Count: 152 Introduction Automatic processing can be defined as processes that do not require attention; they can often be performed along with other tasks without interference.[1] The Stroop Effect tested how automatic processing works. J. Ridley Stroop (1935) aimed to demonstrate the effect of interference in the reaction time. Stroop used only five colors (red, blue, green, brown, and purple) for his stimuli and conducted three separate experiments. He tested different number of participants for each of his experiments. In his first experiment he made his seventy undergraduate college participants (14 male and 56 female) read two stimuli and call out the color name in both cases. Stimulus-one was a list of color names printed in black ink and stimulus-two was a list of colors written in conflicting/contradictory ink, i.e., blue written in red ink. For the second experiment, Stroop used 100 participants (88 college undergraduates, 29 males and 59 females, and 12 graduate students, all females) who were als o made to read two stimuli. Stimulus-one was a list of colored square boxes and stimulus-two was a list of color names printed in conflicting/contradictory ink. The participants were made to call out the color the words and blocks are printed in. In his last experiment, Stroop replicated experiment two in the same manner except for two things. One he used thirty two undergraduates’ participants from the University of Arizona and second he replaced the colored blocks with colored swastikas. The results of Stroops’ experiment were: Naming of the ink color in the neutral stimuli was faster than in the conflicting stimulus which is semantic interference. When participants were asked to name the word instead of the ink color semantic interference disappeared. In this study we have replicated the Stroop Effect and our aim and hypothesis is that there would be an increase in the response time for the conflicting stimuli Method Design Repeated measures were used for this experiment. Using repeated measures helped us control any effects that might be attributed to personal characteristics of the participants, such as age and gender and if random measures were used we wouldn’t have truly known the effect of interference on response time. The independent variable for my experiment was the two-stimulus and the dependent variable was the response time taken in seconds to identify the color of the ink in both the stimuli; colored block stimuli and contradictory ink stimuli. The instructions and procedure was kept constant for each participant. During the experiment, ethical considerations were made. Participants data was kept anonymous, were given right to withdraw and were debriefed[2] after the experiment. They were also made to sign an informed consent form[3] at their own wish and will before the experiment was conducted. Participants The participants in this experiment were conveniently chosen Jamnabai Narsee School IB Seniors population non psychology students. Convenience sampling was used because at the time of conducting this experiment regular classes were functioning in the School and only the students who were free at that time were chosen to participate. A total of ten participants out of 98 students in the seniors’ population were used for this experiment; 7 male and 3 female. The participants’ age ranged from sixteen to seventeen. All of the participants were fluent with English and were from the same educational and cultural background. Materials Standardized Instructions[4] Informed Consent[5] Matrix of colored blocks printed on blank sheet of paper- Colored block stimulus[6] Matrix of color names printed in contradictory ink on blank sheet of paper-Conflicting stimulus[7] Post task questions[8] Debriefing[9] Digital stopwatch  ±0.01s Pens Procedure The materials for this experiment were prepared using word processing and photo editing software. The steps for carrying out the experiment were as follows: Participants were tested individually in a classroom in Jamnabai Narsee School. The researcher read out the standardized instructions[10] out loud. Then the informed consent[11] was handed out to be signed. Instructions on performing the task first condition (Colored block stimulus)[12]-were read aloud to the participants The participants were then informed to begin the task on the count of 3. After the participant finished speaking out all the color names the stopwatch was stopped and the time was noted. The participants were then instructed on the second condition (Word stimulus)[13]. They were told to begin the new task at the count of 3. The stopwatch was stopped immediately after they finished the task and the time was noted. The post task questions[14] were handed over to the participants after they had finished their tasks. Lastly, the researcher debriefed[15] the participants on the nature of the experiment. Before the participants left they were thanked and instructed not to reveal their participation in this experiment in order to avoid revealing of the aim of this experiment. Results From the mean measure on Table 1, it can be deduced that the conflicting word stimulus had higher response times than the colored block stimulus. The colored block stimulus had response times close to the mean because it has a low standard deviation. The mean was calculated for this experiment as it measures the central tendency for the response time and furthermore, mean encompasses all the data. The standard deviation shows us how far the values tend to be from the mean. Calculations[16] Table 1: Mean response time and standard deviation of Colored Block Stimulus and Conflicting Word Stimulus Figure 1: Comparison of the mean response time for Colored Block Stimulus and Conflicting Word Stimulus. Discussion Colored Block Stimulus and Conflicting Word Stimulus have a mean of 17.0 and 24.8 seconds respectively. The difference in the time for both the stimulus suggests that response time was indeed greater for the conflicting word stimulus than that of the colored block stimulus which supports my hypothesis. This was because of the conflicting factors that caused interference and slowed processing speeds. This study matches the results found from the original Stroop Effect experiment[17]. The standard deviation value indicates that at some point of time there were errors in the experiment. While the execution of the experiment was simple, there were a few improvements which could have been made to ensure better results. The font size of the text was really small which increased the difficulty in reading it. The use of a slightly bigger font size would be beneficial. There were a few noises in the classroom which may have affected the participant’s concentration. Reassuring that there are no disturbances in the classroom during the experiment would be advantageous. There could also be an error in time from the researcher as there is a delay in the time at which the participant finishes the task and the time at which the researcher stops the stopwatch. The gender distribution for the experiment weren’t equal i.e. 7 male and 3 female participants. Some of the factors mentioned above could be the reason for the high standard deviation value. Therefore, after analyzing the data we can conclude that the hypothesis of my experiment was met even though there were some flaws in the experiment. References Stroop R, J. (n.d.), Stroop Effect, STUDIES OF INTERFERENCE IN SERIAL VERBAL REACTIONS. Journal of Experimental Psychology, 18, 643-662. Retrieved August 16, 2014 from http://psychclassics.yorku.ca/Stroop/ Gerrig, R., Zimbardo, P. (2002, January 1). Glossary of Psychological Terms. Retrieved October 30, 2014, from http://www.apa.org/research/action/glossary.aspx Resnik, D. (2011, May 1). National Institute of Environmental Health Sciences. Retrieved October 30, 2014, from http://www.niehs.nih.gov/research/resources/bioethics/whatis Appendices Appendix 1 Standardized Instructions: Appendix 2 Informed Consent: Appendix 3 Stimulus 1: Appendix 4 Stimulus 2 Appendix 5 Post Task Questions: Appendix 6 Debriefing: Appendix 7 Raw Data: Sample Standard Deviation calculation = = 1.7s [1] Gerrig, R., Zimbardo, P. (2002, January 1). Glossary of Psychological Terms. Retrieved October 30, 2014, from http://www.apa.org/research/action/glossary.aspx [2] Appendix 6 [3] Appendix 2 [4] Appendix 1 [5] Appendix 2 [6] Appendix 3 [7] Appendix 4 [8] Appendix 5 [9] Appendix 6 [10] Appendix 1 [11] Appendix 2 [12] Appendix 3 [13] Appendix 4 [14] Appendix 5 [15] Appendix 6 [16] Appendix 7 [17] Stroop R, J. (n.d.), Stroop Effect, STUDIES OF INTERFERENCE IN SERIAL VERBAL REACTIONS. Journal of Experimental Psychology, 18, 643-662. Retrieved August 16, 2014 from http://psychclassics.yorku.ca/Stroop/

The Brewing Process of Beer :: Brewery Alcohol Beer Essays

The Brewing Process of Beer The first and most important step in brewing is cleanliness. "Brewing is ninety percent janitorial," said Frederick Bowman, founder of Portland Brewing. (Bowman) The first step in the actual brewing process is malting. Malting is what is done to the barley to prepare it for brewing. The steps of the malting process release the starches that are contained in the barley, while minimizing haze and off-flavors. Grain is allowed to soak in 60Â ° F. water to increase the moisture content of the grain to about 40-45%. The grain is usually spread out on the floor of the germination room, or some other container. These grains are kept at a temperature of about 60Â ° F. The germination is complete when the sprout has grown to about 3/4 the length of the grain and the hard part of the grain, or the shell, has turned soft. The goal for germination is for the starches within the grain to break down into shorter lengths. At this shorter length stage, the grain is called green malt. Kilning is t he next stage after the grains have sprouted. Kilning is the process of drying the grain in the kiln where the temperature is slowly raised during the 30-35 hour period. After kilning, the result is finished malt, with soluble starches and developed enzymes. These grains each have a different and distinct flavor depending on how long they are cooked in the kiln. (Porter) After the malting, the grain is ready for milling. Milling is the cracking, and crushing of the grain. This procedure is controlled carefully so as to break the grain while keeping the husk as large and as intact as possible. Milling allows the grain to absorb the water it will be mixed with later as the water will extract sugars from the malt. The malt will now be mixed with warm water in the mash tun. This vessel holds the grain and water mixture for a period of time. Two important things will take place in this step. One is to break down proteins to the more soluble and usable amino acids, providing food for the yeast and foam for a nice head on the beer. The second thing is to break down the starch to simple sugars so yeast can convert them to alcohol and carbon dioxide. (Porter) Mash filtration consists of filtering the converted mash by gravity or pressure in a lauter tub or mash filter to separate the insoluble matter in the malt from the soluble sugars and nitrogen compounds.

Commentary on Robert Frost’s ‘Out Out’

‘Out Out' is a poem that tells the story of a young boy cutting his hand off while chopping wood and then dies, and how those around him cope with the death. This poem shows many techniques which are quite common in Frost's poems; such as imagery, ambiguity and it also has a universal theme to it. This poem can be perceived to have several themes, one of which may be the lives of those living in rural areas and how they have to get on with their lives when they have lost someone close, because there is nothing else they can do. Another theme to the poem could be that of child labour in rural areas, and although the poem is set in Vermont, this is a universal theme, as child labour is known to exist all over the world. The first line of the poem, ‘The buzz saw snarled and rattled in the yard' does many things for the poem. For a start, the line sounds quite threatening to us and immediately we think that the saw will later become a problem or an issue. The line also personifies the saw, which further makes us believe that the saw will later play a major role in the poem. Frost also personifies the saw by using words like snarled and rattled which makes the saw seem beast-like. The word buzz is onomatopoeic which again personifies the saw. The next line, ‘And made dust and dropped stove-length sticks of wood' describes the saw's purpose in the poem; it makes us more familiar with the saw. The next few lines set the scene of the poem, ‘Five mountain ranges one behind the other, Under the sunset far into Vermont'. Some say that this is a reference to the bible, in Psalms*. The image that this line creates is soothing and contrasts with the first line, which can be perceived as being threatening. The phrase ‘Under the sunset' is ambiguous; it can be interpreted as a soothing image for some but for others it may resemble an ending of something more than just day. Generally, the first five lines set the scene of the poem. They tell us more about where the poem is set and what kind of life the boy lives- a rural life. The seventh line goes on to say ‘And the saw snarled and rattled, snarled and rattled', which is a repetition of the first line. The repetition here is used to show that a long time is passing by while the saw is being used and that perhaps the job is monotonous. This line also brings us back to the reality that the poem is trying to show us. The 2 lines just before line seven gives us a soothing and peaceful image but amongst all this beauty there is this saw, a saw that Frost describes as dangerous. ‘Call it a day, I wish they might have said' has a tone of regret and sympathy, showing that the persona knows what will happen to the boy, and this leaves us to think what will happen and we are left to fear the worst. ‘To please the boy by giving him the half hour that a boy counts so much when saved from work.' This line shows more regret and it is at this point that we realise that the poem involves a young boy and this saddens and worries the reader even more. The line also subtly suggests that if it was ‘called a day' then perhaps the incident with the saw would not have happened. In line 14, the boy's sister comes to him to tell him that it is time for dinner. At this point we are slightly relieved, as the word ‘supper' which is used in the line, relates to normality and we all feel safe in the domesticity and regularity of our own home and therefore, we think that perhaps what we had predicted to happen would not come true. Frost, again personifies the saw in lines 15 and 16, ‘At the word, the saw, as if to prove saws knew what supper meant†¦' Again, Frost makes us fear the worst, and in the next line our fears come true, ‘Leaped out at the boy's hand, or seemed to leap- He must have given the hand'. In the last phrase of this line, Frost has used irony; when someone gives their hand it usually means they are greeting someone or making an agreement on something. Frost words it in such a way as if he is suggesting that the boy welcomed the saw. He then goes on to say in line 18 ‘However it was neither refused the meeting. This again implies that the boy did nothing to stop the saw from hurting him. ‘The boy's first outcry was a rueful laugh'. In this line we are shown that the boy did not cry at first but laughed at his careless mistake, laughed as if to stop himself from crying, or perhaps just because the fact that he had hurt himself hadn't sunken in yet. When he showed his family what had happened he ‘swung toward them holding up the hand, half in appeal but half as if to keep the life from spilling'. In this line, the words ‘half' and ‘spilling' create very gory pictures in our minds. ‘Half' shows the image of half a hand, and ‘spilling' shows the image of red blood rushing out from his cut hand. ‘Then the boy saw all-‘. In this line Frost has used the word saw as a homonym; it could mean that he ‘saw' his life flash before him or it could mean ‘that he had sawed off all of his hand'. The pause after the word ‘all' creates suspense and emphasis and one again we are left to think of the consequences and of what will to the happen the boy. In line 25 we are told the boy's response ‘Don't let him cut my hand off- the doctor, when he comes. Don't let him sister!' This makes the whole poem even upsetting because throughout the poem we are told the story from an outsider but here in this line, we are suddenly given the boy's view on the accident. The poem reaches an anti-climax in line 32: ‘They listened at his heart. Little- less-nothing! – and that ended it.' As readers, it is almost impossible to believe that the boy died from the incident, and the fact that the word ‘death' is not mentioned makes us want to believe that the boy is not dead but has survived. However, some would say that the anti-climax was right at the end of the poem: ‘And they, since they were not the one dead, turned to their affairs'. Here, we would expect the family to grieve and not be able to carry on the way they used, because that is how we would expect people to react in today's world. The reaction that the boy's family has showed is that of stoicism and in today's world, even if we do not realise it, examples of stoicism are common. Throughout the poem, we can see many of Frost's common techniques that he uses in many poems. For example, in line 6 he uses ambiguity with the word ‘sunset' which was mentioned earlier on in this commentary. Many of Frost's poems are in a conversational tone such as ‘Mending Wall', ‘Home Burial' and ‘After Apple-Picking'. To make the poem more conversational in ‘Out Out', Frost has used words such as ‘so', so as to make it seem like a live conversation. It could also have been used a gap-filler in the poem. Overall, I think that ‘Out Out' is a poem to represent the sadness and grief that families have to go through when they lose someone close and how they have to carry on with their lives just because there is nothing else they can do. It is the harsh truth of losing someone close to you, someone you love.

Charismatic leadership Essays

Charismatic leadership Essays Charismatic leadership Paper Charismatic leadership Paper A team is a group comprised of individuals who come together for one common goal. Teams face many obstacles such as conflicts, commitments, communication barriers, and leadership roles. Although a team will be confronted with obstacles, team mates must develop resolutions in order to achieve the common goal. Conflict is the result of dissatisfaction, frustration or incompatibility in relations between individuals or groups of individuals such as organizations, cultural groups, nations, management groups, age groups and in a wide range of other situations. Conflict is possible in a wide variety of situations and perspectives. This paper describes a number of different methods for effectively resolving conflict among members of a work team. The paper first characterizes the different stages of work team formation and explains when and why conflicts are most likely to arise. The paper then lays out some ground rules for dealing with conflicts within the work teams while emphasizing the importance of establishing project goals as well as good communication between members. Finally, the paper describes the three different types of conflicts that may arise. In the first stage forming, new team members seek guidance from team leaders. This is an excellent time for a leader to clearly establish goals and objectives. These goals and objectives should translate into expectations. The second stage, storming, is where competition and conflict occur. Conflict and Resolution 3 A new team must be permitted to allow for new personalities to demonstrate levels of flexibility for attitude adjustments. Patience is difficult at this stage but as conflict occurs; the group must work with the understanding that clear expectations are in place to establish rules for whom is responsible for specific tasks, for who is in charge, and what rules lead to reward and discipline. Having established clear expectations prior to or in stage one of the group process can therefore simplify aspects of this stage. In the third stage, norming, group dynamic forms. If expectations have been clearly established, the group begins to think as a unit. Thus, the group can exchange levels of creativity to meet expectations. In the fourth stage, performing, expectations are met at a new level. Here, a group evolves into individual members excelling while still adding to the dynamic of the group. Clear expectations are established when a group successfully gets to this stage. In the fifth stage, adjourning, the group should again be meeting clearly established goals. In other words, clearly established expectations help avoid apprehension during dismissal. Time management and how to achieve a successful balance in our lives among our many activities is something every person needs to know and practice. Often, prioritizing our day or week is not easy, yet by implementing some strategic personal initiatives, we can take giant strides toward meeting our goal of more effective time management. However negative conflict results in upsetting the team composition, which in turn leads to failure of the team to achieve its objectives. The notion that conflict should be avoided is one of the major contributors to the growth of destructive conflict in the workplace. The bad view of conflict is associated with a vision of organizational effectiveness that is no longer valid (and perhaps never was). Conflict can be directed and managed so that it causes both people and organizations to grow, innovate and improve. However, this requires that conflict not be repressed, since attempts to repress are more likely to generate very ugly situations. Common repression strategies to be avoided are: non-action, administrative orbiting, secrecy and law and order. There are three approaches to handling conflict: Traditional (avoid all conflict), human relation (conflict is natural and is dealt with in an appropriate manner) and interactions (some degree of conflict is required to achieve progress particularly in the workplace). A key element in understanding and adapting to these different concepts is often rooted in ones sense of self and self-disclosure. Having an array of individual differences can make the environment endlessly challenging. Growing diversity creates a view of individual differences in increasingly different ways. Conflict and Resolution 5 One important variable in organizational behavior is based on oneself concept. Ideas of self vary from one historical era to another, from one socioeconomic group to another, and from culture to culture, but all these thought patterns are part of the interplay between human beings. Conflict is an expressed struggle; it is a given consideration whenever there are differences among members in a group. An expressed struggle may be verbal or non-verbal, so long as one group communicates effectively the different sentiments that he has about the issue to the other group. A difference in the perceived incompatible goals is another antecedent that cannot be avoided during team conflicts. The individual and his or her work situation are affected by how he handles such issues as conflict resolution, stress management, interpersonal communication, and non-verbal communication. These dimensions of everyday life have to be addressed by everyone, and how well he manages to do this determines his own sense of well-being and self-esteem, on the one hand and how he is viewed. An individuals lack of an understanding of how communication skills work and how important they are to other individuals will seriously impede that persons ability to resolve conflicts, while individuals who have good strong communication skills are able to deal with emotional conflicts quickly and easily. Conflict and Resolution 6 It appears that there are many processes and structures used to teach these things to individuals but they do not always work in the way that they should and many people are left with difficulties in communication when he faces some type of emotional conflict with another individual. It is important for these individuals to develop skills in communication and collaboration that are very effective and when they learn how to deal with emotional conflict management they become assets not only for the clients that they deal with but for their employers as well. Commitment means to agree and/or pledge. In other words, you he must follow through with the commitment as promised. It requires one to evaluate a situation and figure out what can be added or needs to be accomplished. When one commits it is held as a promise to self and/or others. In a learning team environment members of the team are assigned various tasks. Each team member is responsible to complete his tasks. When other people are affected by the commitment it is important to complete the tasks. Learning Teammates are committed to complete his assignment s in an orderly manner. It is also important to give your team mates the best. Maintaining a commitment to yourself gives one a sense of pride and accomplishment. It also allows people to accomplishment their goals. Renewing commitments is important because each person is able to evaluate and assess the various goals that have been set. Conflict and Resolution 7 This is also used as a tracking system so that you are aware of what goals have been achieved and what areas still need work. It is difficult to commit to something by verbally communicating the commitment to others. Therefore, it is advantageous to write the commitment on paper. This can also be used as a tracking system. When you are able to document your progression, it is easier to visually see your progression and failures. This tracking system allows you to evaluate and strategize their goals. Barriers to effective communication spring up just about everywhere in day-to-day life but they can often be most apparent in the work environment. In the past, a major barrier to communication may have been the distance separating one business location from another, but in the modern world of the Internet and satellite communications, there are still many other barriers, which get in the way of effective communication in the workplace. A barrier is anything that gets in the way of the purpose of the organization, or causes people to misunderstand each other. Since communication is a key to just about every aspect of every organization, it is an important and valuable tool for every person in the organization, and if used effectively, it can add to the success and value of the organization for everyone involved. As one communications expert noted, Without communication, not even the first steps can be taken toward human cooperation, and it is impossible to speak about organizational problems without speaking about communication, or at least taking it for granted. Conflict and Resolution 8 Communication refers to the process of creating shared understanding between two individuals or between an individual and a group. This includes that communication is a process of interacting with others. For example, talking is not communication. Having someone hear that talking and create meaning from it is communication. This illustrates one of the main features of communication that it is a transactional process. A transactional process is defined as, a process in which two or more people exchange speaker and listener roles, and in which the behavior of each person is dependent on and influenced by the other There are many different methods of Leadership. Most groups and teams generally use five levels of decision-making: command, consult, majority, consensus and unanimity. It is easy to understand that these decision types are very closely related to the time constraints before a decision is determined. When the command type of decision-making process is used, the leader identifies the tasks at hand and designates responsibilities to all the members. This type of decision-making can be accomplished in the shortest possible time-it however, has a major drawback. It will be difficult for the leader to get buy-ins for the task from team members if the members do not agree with the decision made. Another method is leading highly motivated and skilled people, who have produced excellent work in the past, and have a history of efficiency. Conflict and Resolution 9 Once a leader has established that his or her team is confident, capable and motivated, he or she can step back and let them get on with the task. In this type or organization, if the leader interferes, he or she can generate resentment and detract from his effectiveness. By handing over ownership, a leader empowers his or her group to achieve their goals. What is important to note about this leader, in handing over the ownership, he or she has also relinquished their own active involvement in the process, and thereby diminished his or her influence, and thereby his or her level of effectiveness. There is also the leadership with power. It has different levels of power. The first being reward power or the ability to provide rewards for a job well done. The next is coercive power or the ability to punish for an unacceptable performance. The last type of power that a leader has within an organization is legitimate power or his actual position that gives them the right to have authority. A leaders degree of power in the organization is given with the status of his position. A manager will use these powers at different times depending on the details of the situation. The first one is the talker and the one who receives the communication is the listener. Conflict and Resolution 10 Often, one hears the term lack of communication when some misunderstanding occurs between these two parties, which most of the time implies that whoever delivering the message did not do an effective job. This may not always be true. Unfortunately, few know how to be good listeners. Statistics indicate that the normal, untrained listener is likely to understand and retain only about 50 % of a conversation. One has to develop appropriate skills and techniques to be a good attentive listener during individual conversations and during meetings and lectures. Strange as it may sound, there are courses and training sessions conducted to develop listening skills Other forms of leadership involve direct and indirect leadership. Direct leadership involves those activities which the principle does himself/herself, with very little assistance from anyone else. Alternatively, those activities that are carried out through teachers are regarded as indirect leadership activities. The ability of a leader to lead and appeal to others around him is important. Charisma is defined as charm, personality, appeal, magnetism that an individual possesses. It is a trait most think they are born with-charisma can however also be taught with varying success to people who do not possess it. Emotional resilience and rational thinking in addition to the qualitative leadership skills are important requirements for a charismatic leader. Conflict and Resolution 11 Organizational motivation is an area where charismatic leadership can be used very successfully. The art of knowing how to lead and the ways of leading may differ between various leaders.

Free Essays on Personality Development

Personality Development Theory of Human Development What makes a person what they are? Why does a person do what they do? Where does personality come from and how does it grow? These are some frequently asked questions when discussing the topic of personality. The latter of the questions is actually an answer in itself. Personality does originate from a specific point, and from then on it continues to grow and become exponentially more complex. This core point from which personality begins and the growth of it will be discussed in the sections to follow, but first we must look at certain assumptions that are commonly made when developing a personality theory. Assumptions The first of these assumptions concerns whether one believes that the behaviors, any type of action, a person exhibits are produced by conscious choices and decisions, also known as free will, or â€Å"determined† by forces beyond one’s control. I believe in the free will explanation, but not the type of free will commonly ima gined. Humans do ultimately have the power to choose their actions, however the extreme influence of other factors, such as heredity, environment, and learned behaviors, may make it seem like a persons actions were predetermined. For example, if a starving people were put into positions where they could either eat a Subway turkey round placed in front of them or just sit there and stare and stare at it, common sense shows that these people would eat. However, it is possible that one person, like an anorexic, would just sit and stare at the sandwich. For that reason, it can be assumed that human beings do have free will, however the choices made are greatly impacted and seemingly determined by inherited basic needs, environment, and learned behaviors. This leads us into a second assumption, rationalism or irrationalism. Do human beings operate primarily on the basis of intellect, or on the basis of impulses and passions? The answer is the latte... Free Essays on Personality Development Free Essays on Personality Development Personality Development Theory of Human Development What makes a person what they are? Why does a person do what they do? Where does personality come from and how does it grow? These are some frequently asked questions when discussing the topic of personality. The latter of the questions is actually an answer in itself. Personality does originate from a specific point, and from then on it continues to grow and become exponentially more complex. This core point from which personality begins and the growth of it will be discussed in the sections to follow, but first we must look at certain assumptions that are commonly made when developing a personality theory. Assumptions The first of these assumptions concerns whether one believes that the behaviors, any type of action, a person exhibits are produced by conscious choices and decisions, also known as free will, or â€Å"determined† by forces beyond one’s control. I believe in the free will explanation, but not the type of free will commonly ima gined. Humans do ultimately have the power to choose their actions, however the extreme influence of other factors, such as heredity, environment, and learned behaviors, may make it seem like a persons actions were predetermined. For example, if a starving people were put into positions where they could either eat a Subway turkey round placed in front of them or just sit there and stare and stare at it, common sense shows that these people would eat. However, it is possible that one person, like an anorexic, would just sit and stare at the sandwich. For that reason, it can be assumed that human beings do have free will, however the choices made are greatly impacted and seemingly determined by inherited basic needs, environment, and learned behaviors. This leads us into a second assumption, rationalism or irrationalism. Do human beings operate primarily on the basis of intellect, or on the basis of impulses and passions? The answer is the latte...