Feeling Good

Feeling Good I’m in my room, clacking away on my laptop, my fingers slowly defrosting, bits of ice forced into my intestines (by Cambridge’s spooky weather) slowly melting, and I feel pretty good. It’s been a while I typed up something that wasn’t a p-set or a study paper, a consequence of the past three weeks sapping so much time. The barrage of classes, problem-sets and exams all culminated in two midterms this past Monday, alongside a p-set I turned in one Ed Sheeran song before the deadline. Needless to say, I spent a large amount of time yesterday going through way too many equations, free-body diagrams and cancer-modeling pictures, splayed in different positions. Sometimes, I work sprawled on my bed, usually when I’m reading. Mostly, I hunch over a “makeshift” tableâ€"what kind of makeshift, you definitely don’t want to know. A few times, I sit on the floor and try to think things through. For rather difficult problems, sitting seems kind of hard to do while thinking of solutions, so I like to walk around in small circles, muttering to myself, twirling my fingers in the air, undoubtedly looking insane to any invisible observers. There are these spurts of time that feel like a great, cool intake of air after you’ve held your breath for way too long, spurts that come typically after curling the final integral sign onto the last problem of a p-set or after drawing a sad smiley on the final page of a difficult midterm and hoping you get credit for the dimples. And suddenly, you’re kind of…free? Only for a while, but yes, it feels like temporary freedom, to just take a breath and relax without feeling too guilty. This is quite the rant, and I guess it’s one born of euphoria. I’m done with midterms for the semester. No more exams until the Finals roll around in the middle of next month. There are still p-sets though, but we can forget about those for now. For now, I feel good. I also felt good last Friday. I had just finished a calculus midterm exam…and it felt odd because that was the first time in MIT I had completed an exam with several minutes to spare. This wasn’t why I felt good though. I turned in my exam paper and headed to my dorm. On arrival, I saw my name on the big screen in the Foo Lounge of Random Hall, the screen that indicates the presence of mail. I wasn’t expecting a package, so I was curious. My first thought had been something along the lines that my international secret government spy cover had been blown, and ninjas had left some device of doom thatoh, oh, it’s just a basket. But when I took the small wrapped basket from the friendly front desk person, I realized it wasn’t just a basket. It was full of candy, chocolate-covered pretzel sticks, gummy bears, crackers, and a note from my roommate, saying in the last few lines: “thanks for being an awesome roommate; I would probably be crying in a hole right now if you weren’t here.” Me? Awesome? Clumsy, sure, but awesome? Needless to say, I stood there, smiling as widely as any person could, the ends of my mouth probably whipping past my ears in a curl. It was both unexpected and delightful, and I was grateful for it. The Cambridge Weather, to which we shall now address as Evil, saw to it that my happiness was as short-lived as possible, bringing howling winds and a spirit-drenching cold that night and the following day. The only upside to that was being able to breathe out and see white puffs of air float out like ghosts, while wondering if that was movie-esque (yes, that word is made up). However, even with multiple layers of clothingâ€"sometimes in questionable combinations of jackets, sweaters and hoodiesâ€"I still felt like I was navigating the deepest parts of a gigantic refrigerator. Over the rest of the weekend, I watched the MIT Chorallaries astound a large crowd with incredible singing, explored a bit of Cambridge, felt my dorm literally shake (construction nearby, old building, long story), spammed a mailing list with nothing but “eom”, ran around a maze of students that had brought energy, enthusiasm and cameras for the Splash weekend, and eventually got around to studying for my two midterms. Physics went fine; Biology went a whole lot better than the last time, although one of the questions about single nucleotide polymorphism chips, vaguely resembling a computer-science/advanced-combinatorics hybrid had me stumped. I have since thenâ€"by which I mean, a few seconds agoâ€"found out the answers, and have a good mind to kick myself in the head. 7.012â€"Intro Bioâ€"is definitely a very challenging intro GIR; it also has its moments. Recently, a lot of it. Beyond learning about the cold, hard facts of vesicular microsomes and transcription factors, we sometimes delve into the human workings behind those facts, the little strokes of luck that brought about certain major discoveries, the simple experiments that paved way for larger, more complex ones…and I recently got a sense of something, from one of the classes in which Eric Lander tied in everything we had learned thus far to developing drugs for a certain heart disease. I got the sense of how beyond the 1400 pages of our textbook and the words uttered in class, beyond the teeth-kicking problem sets, everything we had learned in 7.012 this semester connected like meshing gears to hold up the fabric of the world. It felt like if I really thought about these things, genomic variation, nucleotide mutations, the workings of immunology, I could see them taking on bigger forms, yielding impacts. I’m in my first semester at MIT, and I’ve struggled a lot with Biology, but I’ve also been amazed by it, and understand that over the course of the upcoming semesters, MIT is going to split my mind open. My vague appreciation of how the things we learn in class can actually translate into changing the world in some not-at-all-over-idealized way is probably going to bloom. And it feels like…it just feels like MIT is preparing us to go out there and make those impacts. I’ve never really sat down and thought to myself, “I can make a huge difference…” because on the surface, that might sound silly and nothing more than proverbial, but in 7.012, I realize it isn’t. Serendipity would play a role somewhere; a lot of it would have to come from a great amount of hard work, but MIT saw something in me, and in everyone else that calls the Institute home, and MIT said, “You can do it.” However, MIT also likely sees it in people that may never call the Institute home. The first round of admissions decisions will be out soon, and the committee is going carefully through thousands of applications, digging themselves into your lives. Hopefully, they’ll come to understand the things that get you excited, the little segments of your lives that blend like jigsaw puzzles to define you. They’ll have to make extremely tough decisions, but regardless of the outcome, there’s a hope and energy that echoed in the pagesâ€"or pdf filesâ€"of your applications, one that shouldn’t ultimately hinge on a letter of acceptance or rejection. Very soon, in a blog post or two, I’m going to talk about the journey that led me to MIT, about the events that took place during the gap year that could easily have had me elsewhere. And I think the one thing I understood from reflecting on that now is thisâ€"I had things I had woven myself so deeply around that they were a part of me, ideas or activities that got me bristling, bubbling, overwhelmed. Those things were a big part of me when I sent in my application, and the outcome of the admissions committee’s decision existed totally independent of how strongly I felt and still feel about them. MIT is preparing everyone here to make a palpable difference in the world, but what exactly does this mean? The most important tools we have are our zeals, our enthusiasms, our brimming ideas, clashing, mingling, as the resources are set forth before us, but ultimately, anything we do hinges far more on who we areâ€"before we applied here, after we got our letters of acceptance and rejection from wherever we appliedâ€"and on having the sense that, because we’ll still love science experiments, or art, or the bliss of music, or Ultimate Frisbee regardless of anything, we’ll be able to use them as a platform for development wherever we are. The stories I learn about in 7.012, of Mendel’s experiment with the peas, of the sleepless night leading to Sturtevant’s conception of a genetic map, of the great role luck played in James Gusella’s polymorphism idea, were ultimately more of tales of inquiry and perseverance paying off than of location. It’s important to never lose track of the things that make you happy, and of the mindset that you have the potential to forge great things out of them. Well, I’m hungry right now, so I’ll probably go scavenge the kitchen or hope for a free-food e-mail to land in my inbox. I get quite a number of free-food e-mails on an almost daily basis, and in fact, I think I’ll do an e-mail search right now. You see how there were four free-food e-mails this past Sunday? And one on Saturday and three on Thursday? Hopefully, there’ll be one more tonight. My senses are attuned to these kinds of e-mails like a ravenously roving satellite dish. Well, it’s been a pretty good day (he says for the millionth time). I had to stay up really late studying and didn’t get much sleep, but I took a brief power nap a few hours ago, and since then, I’ve felt great. It’s weird. I have no more work due this week. There’s a calculus problem-set for next week and a brief reading for my philosophy class, but that’s relatively light, and it feels kind of weird, kind of amazing. It’s also Thanksgiving this Thursday, but I have very little to say about that, since I’m an international student, and it’s not really a thing in Nigeria. Regardless, I definitely have a lot to be thankful forâ€"my roommate, my friends, my family, my Alpha Delta Phi brothers, the people close to me, my sense of happiness right now, the eighty-five or so Taylor Swift songs on my phone, the idea that I can always whip out words to construct my thoughts and emotions and feel good doing that. And of course, the fact that MIT is giving us two days off classes. I’ll probably spend a good portion of this week writing stories. You can read a short one I wrote a few weeks ago here, although its fairly gory. I hope you guys have an amazing Thanksgiving this week, and have the chance to reflect on the things that make you bloom, the people that make you happy, the life you get to live now, and be thankful for them. For everything. Time does tick after all.

Simple Random Sampling vs. Systematic Random Sampling

When we form a statistical sample we always need to be careful in what we are doing. There are many different kinds of sampling techniques that can be used.  Some of these are more appropriate than others. Often what we think would be one kind of sample turns out to be another type. This can be seen when comparing two types of random samples. A simple random sample and a systematic random sample are two different types of sampling techniques. However, the difference between these types of samples is subtle and easy to overlook.  We will compare systematic random samples with simple random samples. Systematic Random vs. Simple Random To begin with, we will look at the definitions of the two types of samples that we are interested in.  Both of these types of samples are random and suppose that everyone in the population is equally likely to be a member of the sample. But, as we will see, not all random samples are the same. The difference between these types of samples has to do with the other part of the definition of a simple random sample. To be a simple random sample of size n, every group of size n must be equally likely of being formed. A systematic random sample relies on some sort of ordering to choose sample members. While the first individual may be chosen by a random method, subsequent members are chosen by means of a predetermined process. The system that we use is not considered to be random, and so some samples that would be formed as a simple random sample cannot be formed as a systematic random sample. An Example Using a Movie Theater To see why this is not the case, we will look at an example. We will pretend that there is a movie theater with 1000 seats, all of which are filled. There are 500 rows with 20 seats in each row. The population here is the entire group of 1000 people at the movie. We will compare a simple random sample of ten moviegoers with a systematic random sample of the same size. A simple random sample can be formed by using a table of random digits. After numbering the seats 000, 001, 002, through 999, we randomly choose a portion of a table of random digits. The first ten distinct three digit blocks that we read in the table are the seats of the people who will form our sample.For a systematic random sample, we can begin by choosing a seat in the theater at random (perhaps this is done by generating a single random number from 000 to 999). Following this random selection, we choose this seat’s occupant as the first member of our sample. The remaining members of the sample are from the seats that are in the nine rows directly behind the first seat (if we run out of rows since our initial seat was in the back of the theater, we start over in the front of the theater and choose seats that line up with our initial seat). For both types of samples, everyone in the theater is equally likely to be chosen. Although we obtain a set of 10 randomly chosen people in both cases, the sampling methods are different. For a simple random sample, it is possible to have a sample that contains two people who are sitting next to each other. However, by the way that we have constructed our systematic random sample, it is impossible not only to have seat neighbors in the same sample but even to have a sample containing two people from the same row. What’s the Difference? The difference between simple random samples and systematic random samples may seem to be slight, but we need to be careful. In order to correctly use many results in statistics, we need to suppose that the processes used to obtain our data were random and independent. When we use a systematic sample, even if randomness is utilized, we no longer have independence.

What It Is For The Anthropology Of Religion - 957 Words

In 1966 Geertz described religion as ‘(1) a system of symbols which acts to (2) establish powerful, pervasive, and long lasting moods and motivations in men by (3) formulating conceptions of general order of existence and (4) clothing these conceptions with such an aura of faculty that (5) the moods and motivations seem uniquely realistic’ (Geertz, 1966 :4), a quote which Asad refers to as ‘perhaps the most influential, certainly the most accomplished, anthropological definition of religion to have appeared in the last two decades’ (Asad, 1983 :237). In this essay I intend to briefly outline what it is Geertz aims to achieve with his approach, concentrating mainly on his focus on symbols and identifying the contributions this idea has given to the anthropology of religion. I will also touch upon the similarities and differences between Geertz’s (1966) definition and that of Asad (1983). Geertz’s describes his definition of religion as a universal one but geared to focus on the particular; one that can be applied to all religions, and once identified as a religion we can distinguish a separation between religion and other entities i.e. politics, therefore allowing us to discuss the relationship which intertwines them. Geertz describes culture as ‘a system of inherited conceptions expressed in symbolic forms by means of which men communicate, perpetuate, and develop their knowledge about and attitudes toward life’ (Geertz, 1966 :3), thus the ways of which we understand whatShow MoreRelatedPhilosophy, Phenomenology And Comparative Approachs851 Words   |  4 Pagesthere are six different approaches to religion. One approach is the psychological or individual aspect. Then there is the sociological approach which looks at group behavior. Then there is also the anthropological approach which is looks at societies, cultures and things of that nature. L astly there is the philosophy, phenomenology and comparative approachs. The psychological approach to religion allows us to examine the individual. The psychology of religion is to understand the personal religiousRead MoreThe Between Mccutcheon, Marx, And Nietzsche s Theories On Religion921 Words   |  4 PagesRussell McCutcheon urges terms like â€Å"religion† and â€Å"religious† should not be used by scholars when referring to the study of religion. McCutcheon even suggests these words should be abandoned and removed from our vocabulary all together. He claims studying social sciences like anthropology, sociology, and psychology and using appropriate terminology will lead to a more accurate understanding of why we as humans are religious and how our religion ultimately affects our behaviors. 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Social anthropology focuses onâ€Å"the study of human beings and societies viewed primarily as both the creators and the creations of culture . . . sociology of religion . . . focuses its attention on social behavior and the way in which religion interacts with other dimensions of our social experience† (LivingstonRead MoreA Dom inant Force Or Trend Within Clothing, Opinion, Arts, And Culture Essay1055 Words   |  5 Pagesetc. People in society are often motivated to involve themselves with what is mainstream so they can fit in and thrive. Majority group- an ethnic/racial group that has the largest population and usually the greatest economic and political power in a society. Marcel Mauss- introduced the qualities of gift giving, author of The Gift. Mauss was also a French sociologist, his work often bounced between sociology and anthropology. Marxism- the political and economic theories of Karl Marx, later developed

The Progressive Era ( 1900-1919 ) - 1544 Words

The Progressive Era (1900-1919) presented solutions to the social, political, and economic changes in the United States of America which had surfaced in the framework of the rapid changes produced during the Industrial Revolution and the growth of modern capitalism in America. Many progressives believed that these changes marked the end of the old order and invited the beginning of a new era fit for the industrial age. Others believed that these changes marked a necessity for improvement rather than complete eradication. Regardless, American citizens utilized their ability to enrich social circumstances, both politically and morally, to guarantee social justice around 1865-1929. In a general sense, the conservative goals of this period substantiated the Liberal developments passed by Progressive leaders. Corresponding to the definition of conservatism, â€Å"a political philosophy based on tradition and social stability, stressing established institutions, and preferring gradual development to abrupt change† , the triumph of Conservatism existed in a sense that efforts were made to maintain established philosophies vital to an industrial social order. The Progressive leaders essentially wanted to perpetuate Liberal reform to bring upon general conservatism. Therefore, the 19th century can truly be defined by both the â€Å"triumph of conservatism† and the success of progressives. An array of accomplishments from the Progressive’s battle were conservative in nature. The fight againstShow MoreRelatedWomen During The Progressive Era987 Words   |  4 PagesWoman in the progressive era What is a woman’s role? Is it to be a housewife and take care of her husband and children? Or is it much more then that. Between the years 1897- 1917 the progressive era came of age. 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Progressivists were social activists and political reformers working to improve conditions and the treatment of the AmericanRead MoreThe Progressive Era And Political Reform1330 Words   |  6 Pages The Progressive era was a period around 1890-1920, in which the rise of social activism became apparent as well as political reform. Americans during this time began to move away from rural and began to colonize cities. Progressive activists at the time sought to eliminate government corruption, increase regulation in business practices, and address and resolve health issues in the work force. Journalists known as muckrakers were catalys ts of change by informing the public about prominent issuesRead MoreImportance Of Unions : History And Significance946 Words   |  4 Pagesworkers and/or colors. Subsequently, at the beginning of the 1900’s the wage continued to be low, child labor and long work days were common with little to no healthcare, and workers had unsafe working conditions. 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In December 1865, eight months after the Civil War ended, the Thirteenth Amendment to the Constitution was adopted: slavery was abolished. However, in the late 19th century and early 20th century, the majority of white Americans continued to strongly believe in ‘racist theories of black biological inferiority’ and therefore were able to justifyRead MoreApush Dbqs Essay2248 Words   |  9 Pagesfollowing documents and your knowledge of the period from 1880 to 1925 to construct your answer. 2007 DBQ (Form A) Analyze the ways in which technology, government policy and economic conditions changes American agriculture in the period 1865 – 1900. In your answer be sure to evaluate farmers’ responses to these changes. (Form B) In what ways did the administration of Lyndon B. Johnson respond to the political, economic and social problems of the United States? Assess the effectiveness of

Reframing Organization for Structured and Vertical Hierarchy

Question: Discuss about theReframing Organization for Structured and Vertical Hierarchy. Answer: Similar to individuals, businesses have their own way of development and that too at their own pace. There are different factors that have an impact on the way businesses develop, starting from the personalities of their leaders to their chosen industry and then continuing to the economic situation. The outcomes of that can range from being a structured, vertical hierarchy to being a loose and horizontal free-form group. Businesses have the option of developing when teams split off and pursue their goals or when individuals come together for one common cause. For the structures of an organization, there are certain universal structural parameters that exist, which present tensions and challenges for the organization (Loeb 2016). It is the responsibility of the organizations that they effectively respond to these, which is inclusive of environment (regulates comparative requirement for tractability),core processes (need alignment with arrangement),size and age (intricacy and conventio nalism increase),workforce physiognomies (controls level of administration and discretion required in daily routine), information technology (obtainability of information and rapidity of dissemination), and tactic and goals (lucidity and constancy concerns regulate necessity for adaptation). These structural necessities come in combination for dictating the optimal social architecture for every organization that are under this circumstances. Different ways are there for designing any organization (Muscat 2014). Two key approaches among these are: Differentiation - how to allocate responsibilities across the organization? Integration how to integrate varied efforts in quest of common goals? Differentiation Inside every living systems task allocation happens and roles get specialized. It is effective in getting the work done. The behaviour of specialization channels is by the prescription of what one person would be doing and not doing for accomplishing work tasks. These normally restrict the individual worker discretion in the context of predictability, uniformity, and reliability. After the decision is taken regarding who is doing which work in relation with their roles or positions, another level of the same situation comes into play (Boston 2016). Working units in organizations additionally handles the work effort in terms of a lot of things which includes: knowledge or skill time period, i.e. shift product customer or client geography or region process, e.g. customer order or customer delivery Along with specialization, different problems also arise. It is necessary for organizations to mesh or coordinate different attempts are avoiding negative influence on performance. Balancing so many issues regarding structural feeds, relative to the second equation or issue of coordination of effort. Integration It is the characteristics of organizations to manage and coordinate the individual efforts along with the group ones with the help of a variety of strategies. This takes place in primarily two ways: lateral less formal, and vertical - chain of command. Inside vertical coordination, coordination is seen among the tops and control of work among the bottoms. This takes place with the help of rules, authority, planning, rules and policies and control systems. Authority is existent among bosses who have formal authority. The rules and policies are there to specify the right way of doing things, limiting discretion and adding predictability. The planning and control systems make use of data for measuring and forecasting. Inside lateral coordination, using the terms of less formal, quicker, simpler and additionally flexible in description of the lateral methods that fill gaps that are rules, commands, and network. Meetings are the corner store of informal contacts and stalks exchanging. Task forces ate collaborated with diverse specialties of people. The matrix structure is there for makings and the cost common thing in global organizations have wishes of meshing arcos the countries and regions. Organizations that have social networks, an d lateral communication tools, try adapting to the hierarchies and there are special teams who coordinate for dealing with turf battles or any concerns (Ovchinnikov 2013). A group is a gathering of no less than two individuals. A group is an aggregate of people. They connect with each other. They think about each other. They have a run of the mill target. They find in themselves to be a group. The word dynamics is a Greece word meaning 'force'. Hereafter group dynamics infers the examination of forces working inside a group for the social correspondence. A group is an aggregation of individuals who work together with each other to such a degree, to the point that one person's exercises influence the others. In affiliations, most work is done inside groups. How groups work has basic consequences for progressive productivity. Groups where people get along, feel the need to add to the team, and are fit for arranging their undertakings may have prevalent levels, while teams depicted by unprecedented levels of contention or debilitating vibe may cripple members of the workforce (Levi 2015). In affiliations, you may encounter particular sorts of groups. Informal work groups are contained no less than two individuals who are connected with each other in ways not prescribed by the formal affiliation. Group dynamics incorporates the dynamics of affiliation plan inside the group, the path in which decisions are made in the group, how work finishes, and how member's needs are satisfied. The participations that effect the perspectives and lead of people when they are grouped with others through either choice or inadvertent conditions (Hogg Terry, 2014). The group dynamics fuse both the group content and the group processes. Group content insinuates the specific endeavors, issues, focuses, or conditions tended to by the group all things considered. Group processes implies the relationship between the group members. Process also suggests most of the components that add to the group processes. Both content and process happen at the same time and are comparatively basic (Murphey et al. 2012). Focuses of group dynamics are: To recognize and separate the social processes that impact on group headway and performance. To pick up the capacities imperative to intervene and upgrade individual and group performance in a definitive setting. To fabricate more productive relationship by applying methodology that give beneficial outcome on target achievement (Bolman Deal 2017). Informal roles: roles are fluid and propelling; groups enhance the circumstance when task roles line up with particular differentiationsbring various interests, aptitudes, and fluctuating degrees of excitement; benefit by assets while restricting liabilities; basic to bring these things out past any binding impact as opposed to avoiding them Norms: informal life insisting rule that manage how the group limits and how members act Networks: informal cases of who relates to whom; teams with more informal ties were more feasible and more slanted to stay together than teams in which members had less affiliations Interpersonal conflict: conflict that is smothered tends to reemerge again and again; conflict is something worth being grateful for Guidelines to manage conflict in groups: ? Develop capacities - in group process ? Agree on fundamentals destinations and procedures ? Search for points of interest in like way - on which to fabricate understanding ? Experiment - in separating divergent viewpoints ? Doubt your perfection see OK assortment of appraisals as an advantage ? Treat differentiates as a group commitment conflict ought to be effectively regulated and not kept up a key separation from Leadership and Decision making: Leadership empowers groups to develop a typical capacity to know east from west and obligation; key limit is administering relationship with external constituents; same individual may not be comparably feasible in all conditions (Shapiro Stefkovich, 2016) Incredible leaders are tricky to both task and process. They select others adequately in managing both. Convincing leaders help group members pass on and work together, while less capable leaders attempt to run and get their own particular musings recognized. Leadership is one of the most crucial aspect of the organization as it guides the organization to achieve the goals and objectives of the organization. According to the contingency theory, there is no particular way of leading the organization and it is completely reliant on the external and internal factors of the organization. This means that based on the situation the leaders will have to adapt and apply the leadership theories. This can be considered as their own style of leadership which they apply based on the situation they have to face. The leadership is based on the relationship at the human level where the leaders can provide clarity to its subordinates about their goals and objectives. The leadership should have the ability to provide rewards and at the same time has the ability to provide punishment when it is required. These qualities will have to be present within a leader in the right amount and balance otherwise it will lead to the failure in the leadership (Northouse 2015). The least preferred scale (LPC) has been developed in the contingency theory to identify the traits that is not liked by the leaders (Chemers 2014). As stated by the contingency theory it can be said that effectiveness of leadership will depends on situation, personality of the leader, make-up of the group and nature of the task. The personality of the leader is the main factor which will decide how the workforce is accepting the leader. This will also ensure how the leader will get involved in the task and if the leader can exercise control over the workforce of the organization. Least preferred scale is way of identify in g the effectiveness of the leader and the leaders with high LPC signifies that they have good communication skills, interpersonal skills and they are able to make good human relations. The good relation that the leader can create with the workforce of the organization will compensate for other factors such as the orientation of the task and the issues involved in it. The leaders will low LPC signifies have low ability of bonding with their subordinates which signifies that they have to rely on the nature of th e task to ensure leadership. However, there are certain complications that are involved in this case, as the task will have to defined in a proper way to avoid any kind of issues. However, it is not possible to provide proper definition to all the task so it means that human relation is one of the most important factor for ensuring effective leadership. However, in a corporate environment where the situations are structured in a well-defined way the need for personal relationship is minimal. However, interpersonal skills of the leader will ensure a motivated workforce which will able to be more productive than the workforce who is less motivated. In general, the leaders with low LPC are effective as the organization structure is maintained and most of the task of the organizations are well defined. However, in times of emergency situation and when the three factors come in to consideration, the leader with high LPC will have an upper hand and will be able to manage the situation in a better way (Antonakis 2017). However, the parameters that have been mentioned in the contingency theory are vague as being supportive could have different meaning in different context. Therefore, providing motivation to their workforce can be considered supportive and at the same time providing criticism to their workforce can be considered to be supportive. However, this theory will have to integrated in the social networking models so that the organizational integrity can be tested. The parameters of this theory will have to be quantified and measured with sophisticated modern tool to identify the effectiveness of leadership (Ayman Adams, 2012). Thus, from the above discussion it can be said communication skills and developing good human relations is one of the most effective way of leadership and managing workforce of any organization. References and bibliography Antonakis, J. (2017).The nature of leadership. Sage publications. Ayman, R., Adams, S. (2012). Contingencies, context, situation, and leadership.The nature of leadership, 218-255. Bergman, J. Z., Rentsch, J. R., Small, E. E., Davenport, S. W., Bergman, S. M. (2012). The shared leadership process in decision-making teams.The Journal of social psychology,152(1), 17-42. Bolman, L. G., Deal, T. E. (2017).Reframing organizations: Artistry, choice, and leadership. John Wiley Sons. Bolton, W. (2016).Differentiation and integration(Vol. 5). Routledge. Chemers, M. (2014).An integrative theory of leadership. Psychology Press. Hogg, M. A., Terry, D. J. (Eds.). (2014).Social identity processes in organizational contexts. Psychology Press. Levi, D. (2015).Group dynamics for teams. Sage Publications. Loeb, P. A. (2016). Differentiation and integration. InReal Analysis(pp. 79-93). Springer International Publishing. Murphey, T., Falout, J., Fukada, Y., Fukuda, T. (2012). Group dynamics: Collaborative agency in present communities of imagination.Psychology for language learning: Insights from research, theory and practice, 220-238. Muscat, J. (2014). Differentiation and Integration. InFunctional Analysis(pp. 257-274). Springer International Publishing. Northouse, P. G. (2015).Leadership: Theory and practice. Sage publications. Ovchinnikov, S., 2013. Differentiation and Integration. InMeasure, Integral, Derivative(pp. 97-127). Springer New York. Pettigrew, A. M. (2014).The politics of organizational decision-making. Routledge. Phipps, K. A. (2012). Spirituality and strategic leadership: The influence of spiritual beliefs on strategic decision making.Journal of business ethics,106(2), 177-189. Shapiro, J. P., Stefkovich, J. A. (2016).Ethical leadership and decision making in education: Applying theoretical perspectives to complex dilemmas. Routledge.

Compare and Contrast Catrin by Gillian Clarke with Digging by Seamus Heaney Essay Example

Compare and Contrast Catrin by Gillian Clarke with Digging by Seamus Heaney Paper In this essay I will be comparing and contrasting Digging by the Irish poet Seamus Heaney with Catrin by the Welsh poet Gillian Clarke. I will begin by discussing the aspects of Digging which includes the title, content, theme, setting, style, message and my own personal response. I will also explain what the two poems are about. Following the discussion of Digging I will then compare it with the poem Catrin. The tittle Digging creates a lot of images and plans many scenarios towards what it actually stands for. What it tells me about the poem is that Digging is the main feature and could be used to compare with other activities. It shows its about people digging with shiny spades on dirty parts of land. The setting of the poem changes due to Heaneys memories of his father and grandfather. In stanza three Heaney describes where his fathers place of work is situated. To do this he added the purpose towards what he is actually digging for. Til his straining rump among the flowerbeds. The potato drills where he was digging. (Stanza 3) We will write a custom essay sample on Compare and Contrast Catrin by Gillian Clarke with Digging by Seamus Heaney specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Compare and Contrast Catrin by Gillian Clarke with Digging by Seamus Heaney specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Compare and Contrast Catrin by Gillian Clarke with Digging by Seamus Heaney specifically for you FOR ONLY $16.38 $13.9/page Hire Writer The thought of flowerbeds and potatoes creates images showing neatly spread out rows upon short, green beautiful grass. The flowerbeds add pride to where he is digging as it shows its a place well kept. To me, this scenario is described in a way that is based on an allotment. Seamus Heaney describes where his grandfather digs from stanzas six to eight. Nicking and slicing neatly, heaving sods over his shoulder, going down for the good turf. (Stanza 7) I used all of stanza seven as a quote because the words written are all relevant to describe where his grandfather works. It proves that where his grandfather digs differentiated from where his grandfather digs. This also proves that the setting changes due to Seamus Heaneys memories of his father and grandfather. The differences between the settings are shown by key words in stanzas. Good turf and Sods show that where his grandfather digs is based on a field. Flowerbeds and Potatoes shows that where his father digs is based on an allotment. The style of the poem is written in a common way. The layout consists of short effective paragraphs that includes passionate descriptive writing about his life. The literacy device Seamus Heaney uses consists of onomatopoeia throughout parts of the poem. What this means is that the formation of a word whose sound suggests its meaning. An example of onomatopoeia is used in stanza two. A clean rasping sound. (Stanza 2) When Seamus Heaney is describing what he can hear under his window, he uses the word Rasping to prove to the reader what it actually sounds like. The effect on using this device, when reading, the word Rasping creates an image showing a spade scraping against a rough surface. Another effective use of onomatopoeia is shown in stanza seven. In his stanza he is talking about how his grandfather works and what he does. To create that image for the reader showing his grandfather cutting turf, Seamus Heaney uses the word Slicing. Comparing with the example before there is no difference to as he effect it gives off. The achievement of these onomatopoeic words is that they give a clear understanding to the reader. As the poet is describing what he can see and hear, using the words Slicing and Rasping the reader will also see and hear the same. Throughout the poem Seamus Heaney describes the different kinds of digging work his father and grandfather does. He also describes how they work and the techniques they use. Against the inside knee was levered firmly. (Stanza 4) This quote is describing his fathers technique on how to stand and hold the spade. This technique to Seamus tells him that his father has been doing this kind of work for a long time. The technique was a family trade passed down from his father, which is Seamuss grandfather. By God, the old man could handle a spade. Just like his old man. (Stanza 5) As his father got his techniques from his grandfather, he also describes about his grandfathers way of digging. Slicing neatly. (Stanza 7) Cut more turf than any over man. (Stanza 6) The Slicing neatly quote proves that he was good at his job. It also shows that he had a commitment for what he was doing. Like his son, his technique must have been of high quality. The quote Cut more turf than any other man shows that he was a quick worker but also shows that Seamus is proud of what his father and grandfather do. The overall message that Seamus Heaney is trying to inform is that you dont have to follow in your familys footsteps. But Ive no spade to follow men like them. (Stanza 8) I think what this quote means is that from the start, Seamus Heaney knew that he could never be as good at digging as his father and grandfather. It might not have been that he didnt want to, I think its just that he didnt want to disappoint his familys tradition by doing it wrong. The squat pen rests. Ill dig with it. (Stanza 9) In the end Seamus Heaneys decision to become a poet was an understandable decision. Using the quote, Seamus couldnt become a digger for all kinds of reasons but then described that he could write the same way as his family digs. By God, the old man could handle a spade. Just like his old man. (Stanza 5) Using his familys skills of digging, Seamus Heaney created a simile towards his occupation. He put his effort into writing like his family did with digging and dug with his pen like they did with their spades. I thought the point of the poem was easy to understand in the way that the poet was trying to get it across. I think that Seamus Heaney was making sure that the reader would understand what it was like to hear his family digging with onomatopoeic words, Rasping. He wanted to make sure that the reader knew how good his family was at digging so that they knew he couldnt compare with them. But Ive no spade to follow men like them. (Stanza 8) I agree with the message about not having to follow in your familys footsteps or doing something you dont want to do. If you are skilled at something else, like Seamus Heaney, that person should follow their instincts. It was also an amazing comparison to relate digging to writing. Pen rests. Ill dig with it. (Stanza 9) The message in Digging was successful because it was written with a purpose and a meaning. In some cases, the message in the poem is written with out any thought towards the reader. This time Seamus Heaney wrote a message that had a meaning, which could be used in other peoples lives. Following the discussion of Digging I am now going to compare it with the poem Catrin written by Gillian Clarke. The similarity between both poems is that they have a general link to do with parent and child. In Digging Seamus Heaney the poet talks about how his father works as a digger and that he couldnt compare with him as his skills laid as a poet. In Catrin there is a bond between a mother and daughter. The mother cant understand how her daughter has grown up since the day at the hospital. The language used in both poems seems to be differed through most of the content. In the Digging poem the language used by the poet is presented in the way that he is talking about his family. Till his straining rump among the flowerbeds. (Stanza 3) In the Catrin poem the language is used differently, in fact quite the opposite. Comparing with the Digging poem, Catrin is written in a way that the mother is talking to the child instead of talking about the child. I remember you, child as I stood in a hot white room. (Lines 1-3) The way in which Digging is laid out is also different compared to Catrin. Seamus Heaney spreads out the poem into nine paragraphs. The language in all nine are about feelings but is harder to understand then Catrin. Gillian Clarke presents the poem into two paragraphs. One is about the past and the other present. This technique is easier to understand rather than Seamus Heaneys. For my conclusion I will be discussing the questions: .Which are the most significant links between the poems? . What are the major differences between both poems? . Is there more linking the poems then separating them? . Is there one poem that you could identify more with than the other? . Do you think one of the poems is more successful than the other in presenting its message? The most significant link between the two poems is of course the parent and child situation. In the Digging poem there is a father and son who have a bond. Even though the son didnt follow in his fathers footsteps in digging, he described that he was going to write just the same, as his father would dig. The squat pen rests. Ill dig with it (Stanza 9) In the Catrin poem there is a mother and a daughter who also have a bond. The similarities are that the younger generation in both families takes after their older relatives even though they dont do the same work. The major difference between the poems is that in Digging the son is imagining about his father. He talks about how he remembers his father digging under his window and the sounds he use to hear. These are the memories of what has happened. In Catrin the difference is that the mother is talking about her daughter. She talks about the past but also talks about whats actually happening in the present. I think that the poems are more similar than dissimilar. My reasons are that in both poems the people in it are parent and child and both show the same feelings. In Digging the son shows that he is happy about the memories of his father. This is linked with the mother in Catrin who remembers the birth of her daughter, which is a pleasant memory to her. I dont think there is much difference between the poems so I couldnt identify one from the other. The layout of Catrin though was easier to understand compared to digging. One paragraph of happy memories and one of worried feelings made it easy to get the message. In Digging the spaced out paragraphs made it harder to understand as the information was changing in every stanza. My personal opinion is that Catrin is a more successful poem as the layout of the poem made it easier to understand the message.

Essay sample on #8220;The Important Elements of Cinematography#8221;

Essay sample on #8220;The Important Elements of Cinematography#8221; Cinematography is so important in film that sometimes a plot can be weak, but the camera work, lighting, and other visual elements make for a pleasing experience for viewers. This aspect of film is especially important for people who are interested in a more painterly style of filmmaking. In general, the key elements of cinematography are: exposure, shot size, camera angle, camera movement, composition, type of lens, depth of field, and white balance. In the following paragraphs, these fundamentals will be explored. Exposure Basically, exposure refers to the amount of light picked up by the camera. According to the website Elements of Cinema, there are three types of exposure: â€Å"An image is said to represent normal exposure when it is similar to what the eye sees. Overexposure happens when too much light is reflected into the camera, rendering an image that is brighter than normal exposure. Underexposure is the opposite: not much light enters the camera, thus creating a dark image† (â€Å"Elements of Cinematography†). All of these types of exposure are used to convey certain moods, scenes, and ideas. Shot size In general, shot size means how much of the scene is included in the frame, and deals with what the camera is focusing on. As stated by the website Learn About Film, â€Å"It’s important to use different shot sizes in your movie. It’s a way of spelling things out, to make sure that people see exactly the things you want them to see. If you shoot everything in long shot (head to foot) people will probably miss details and expressions which would help them understand the story† (â€Å"Introduction to Shot Size in Filmmaking†). By adjusting the shot size, you can show the setting, introduce people, give close-ups, transition between shots, and demonstrate a change in position. Camera Angle It is important where the camera is placed in connection to its scene and characters, as it shows the mood of what is happening and how the audience views what is happening. According to Elements of Cinema, â€Å"Whereas shot sizes direct who and what we see, camera angles affect how we perceive it. Is a character going to appear dominant and tall? Or short and weak? A strong weapon in the cinematographer’s arsenal is the ability to position the camera in relation to the subject or scenery† (â€Å"Elements of Cinematography†). So, the angle of the camera can drastically change the perception of viewers. Camera Movement How the camera moves can not only change the perception of viewers, but it can also suggest the pace and emotion of a scene. According to the Beat, a production blog, â€Å"You can use movement to guide the audience through the scene, slowly revealing certain people or objects in order to create suspense - or simply control the pacing of the scene† (Mccullagh, John). Therefore, a stagnant camera will create monotony and should express the way the plot is progressing. Composition This refers to the way a scene is set and framed to make it artistic and appealing. Filmmakers borrowed ideas from photography and painting for these concepts. For example, â€Å"lead room† refers to when a character is looking left, and because of this, the person should be placed to the right to make the framing comfortable. Another classic principle of composition is the rule of thirds, where, as Elements of Cinematography says, â€Å"one must imagine the frame with two vertical lines and two horizontal lines, as to create three vertical sections of the same dimensions and three vertical sections also of the same size† (â€Å"Elements of Cinematography†). This is done to make the frame comfortable for the human eye to view. Types of lenses There are various lenses on cameras that filmmakers employ for a multitude of purposes. For instance, zoom lenses are standard lenses that are used when camera tricks and effects are not being set. Prime lenses cannot zoom in or out, but the image quality of these lenses are much higher than the zoom variety. Onto telephoto lenses, they are effective for showing fine detail. The opposite is a wide-angle lens, which sufficiently supplies sweeping panoramas and broad fields of view (â€Å"Elements of Cinematography†). Depth of field It is the area in front of the camera that is sharp in the frame. Adjusting the focus of the camera will change this aspect. The aperture, focal length, and focal distance of the camera creates different effects that convey mood and selective focus (â€Å"Elements of Cinematography†). White balance Essentially, white balance is the process of taking out unrealistic colors that are being cast. Different sources of light can come into play in a shot, and as a filmmaker, you have to decide which type of light source to focus on. For example, you have a room with light from the sun and light from bulbs. Each of these lights will be shown as a different color or â€Å"color temperature† on screen. Therefore, it is important to know which light source to focus in terms of the color that is emitted. These are the extreme basics of cinematography, but a solid starting point in knowing how to work one’s head around the subject. Exposure, shot size, camera angle, camera movement, composition, type of lens, depth of field, and white balance all are tools for filmmakers to employ to convey mood, focus, pace, importance of certain elements in the frame, and more. â€Å"Elements of Cinematography.† Elements of Cinematography | Shot Sizes, Camera Angles, Exposure, and More, www.elementsofcinema.com/cinematography/elements_of_cinematography.html. â€Å"Introduction to Shot Size in Filmmaking.† Learn about Film, learnaboutfilm.com/film-language/picture/shotsize/. Mccullagh, John. â€Å"Cinematography Tip: Working with Motivated Camera Movement.† The Beat: A Blog by PremiumBeat, Shutterstock Premium Beat, 10 Jan. 2019, www.premiumbeat.com/blog/cinematography-tip-motivated-camera-movement/.