Overview and analysis of Leadership theories

Diagram and examination of Leadership hypotheses Men leave a mark on the world and not the opposite way around. In periods where there is no initiative, society stops. Progress happens when valiant, able pioneers take advantage of the chance to improve things Harry S. Truman. Administration has been characterized in a few different ways. In its most straightforward structure, authority has been portrayed by Susan Ward as the craft of rousing a gathering of individuals to act towards accomplishing a shared objective. Authority, be that as it may, is an intricate subject, and incorporates such wide running controls like human brain science, man the board, the board of assets, relational abilities, specialized information and so forth. A pioneer, consequently, is an individual who has these abilities and realizes how to utilize them to rouse, direct and motivate the group to accomplish his vision. For quite a long time, administration has customarily been related with the military. As of late, in any case, the significance of business initiative has become increasingly clear. As an outcome of this change in outlook, the old hypotheses of initiative have offered approach to new ones, progressively adjusted towards the business condition. Diagram of Leadership Theories The idea of initiative has seen a continuous change from singular authority to authoritative administration. An investigation of the development of administration hypotheses through the ages unmistakably features this point. The most punctual investigations on authority depended to a great extent on existing pioneers, offering ascend to the hypothesis that pioneers were conceived, not made. The predominance of the male sex, especially in military administration, offered ascend to the Great Man hypothesis, which proposed that conceived pioneers would emerge when the circumstance called for them. It is very obvious that in the cutting edge sociological condition, this hypothesis can be viewed as unessential. A branch of the Great Man hypothesis was the Trait hypothesis, which recommended that a few people had certain inalienable attributes that certified them to be acceptable pioneers. This hypothesis experiences comparative disadvantages as the Great Man hypothesis. Additionally, both these hypotheses are pertinent to individual, as opposed to authoritative initiative. A quantum hop from the previous speculations accompanied the idea of the Behavioral hypothesis of authority. With this, the center moved to learning, instead of acquiring the specialty of administration. The Participative Leadership hypothesis developed on the reason that better choices could be made if the procedure included a few people rather than one individual alone. Then again, as indicated by the Situational Leadership hypothesis, the administration style would rely upon situational factors. In the investigation of initiative with regards to present day business, the two most mainstream hypotheses that have developed are the Transactional hypothesis and the Transformational hypothesis. The value-based pioneers work through a procedure of clear structures, and an arrangement of remunerations and disciplines frames an indispensable piece of the procedure. The Transformational hypothesis depends on the pioneers vision and his capacity to get his subordinates to follow that vision by specifically rousing them and changing them by amplifying their vision, persuading and giving scholarly turn of events. Writing Review Studies on authority have been completed since days of yore. In around 500 BC, Sun Tzu portrayed the five qualities of a fruitful pioneer (Gagliardi, 1999). It is accepted that his contemplations on administration intently surmised the Situational Leadership hypothesis of current occasions. In sixteenth century AD, Niccolo Machiavelli set forth hypotheses on how a sovereign ought to obtain and keep up his state. Different planners of their occasions, for example, Lao Tzu and Confucius of China and Chanakya of India likewise showed authority standards some of which are as yet pertinent today. Since the turn of the twentieth century, when the activity moved from the front line to the meeting room, new administration speculations have been introduced, existing ones have been reconsidered, checked on and reframed, and new authority masters have become easily recognized names. The Trait Theory. The Trait hypothesis has been in presence since the mid twentieth Century. Different examinations did by various scientists (Stogdill, 1948, 1974; Mann, 1959; Lord, DeVader and Allinger, 1986; Locke and Kirkpatrick, 1991) are in understanding that particular characteristics exist that recognize pioneers from non-pioneers, however contrasts exist in the qualities distinguished by them. In any case, it is apparent that simple ownership of these characteristics doesn't make a pioneer as a blend of character and circumstance would decide the initiative characteristics anytime of time. In addition, the recognizable pieces of proof of characteristics is an abstract issue, and their legitimacy would stay far from being obviously true. The Behavioral or Style Approach. In the mid 1950s, the focal point of authority hypotheses moved from qualities to practices the same number of researchers felt that pioneer conduct was a higher priority than mental, physical or enthusiastic attributes. Two examinations did by Ohio State University and the University of Michigan in the late 1940s and 1950s set out to approve this hypothesis. Utilizing a survey on an example populace, the Ohio study presumed that there were two unmistakable parts of authority: starting structure or errand arranged conduct; and thought, or indicating worry for subordinates. The Michigan study reasoned that initiative conduct could be either representative arranged, or creation situated. Both these investigations demonstrate that there are sure all around material initiative practices, yet there is no appropriate observational proof to help these. Besides, these investigations have not taken the impacts of variable circumstances into thought. Situational Leadership Theory. In light of Reddins 3-D Management Style hypothesis and created by Blanchard and Hersey (1969), this is one of the most generally utilized speculations that has discovered far reaching use in preparing and representative turn of events and takes a shot at the reason that the circumstance will direct the sort of initiative. Contingent on the circumstance, the initiative style could either be mandate or steady. The pioneer should change his style alongside the difference in worker spirit and aptitudes. The figure underneath speaks to the connection between's the initiative style and the circumstance: The Situational administration model places the onus of worker improvement on the pioneer. In view of its straightforwardness and simplicity of usage, this is in wide use for preparing of pioneers. It should be borne at the top of the priority list that as the advancement of subordinates advances, the pioneer himself additionally needs to create and to adjust to the evolving circumstance. Transformational Leadership. The term transformational authority was first utilized by Downton (1973) yet the idea was brought into noticeable quality by James MacGregor Burns (1978). As indicated by this hypothesis, transformational pioneers give motivation and spur their subordinates to move in the direction of a typical goal. Consumes separated pioneers into two classes: the Transactional pioneers who chip away at an arrangement of remunerations and disciplines for the work done; and the Transformational pioneers who make an association with the supporters to move in the direction of the shared objective. This hypothesis was additionally evolved by Bernard Bass (1985), who set forth the view that transformational pioneers make their devotees mindful of the significance of the errand and of their own requirements for self-awareness, while simultaneously persuading them to put the hierarchical interests before their own. Further research has been completed by Bass Avolio, 1990; Kunhert, 1994; and Avolio, 1999. Studies have exhibited that value-based pioneers had commonly performed up to the normal guidelines, while transformational pioneers have surpassed desires (http://www.abolrous.com/hazem/leadershiptheories.pdf). Transformational initiative has been generally acknowledged by numerous associations, however in spite of the fact that they make a significant commitment to the writing, yet they ought not be proclaimed as a progressive methodology that makes all the prior speculations old. (Yukl, 1999). Contemporary investigations of different pioneers and associations show that for the effective usage of hierarchical objectives, there is a prerequisite of a blend of transformational authority (at the top administration level) and value-based initiative (at the execution level). Remarkable among the exploration on this hypothesis are the ones done by Bennis Nanus (1985) and Trichy DeVanna (1986, 1990), utilizing comparable philosophies of talking an enormous number of CEOs. Bennis Nanus reached the resolution that the attributes of transformational pioneers can be portrayed by four Is: Glorified Influence (pioneer turns into a good example) Helpful Motivation (solidarity, propel, and give significance and challenge). Scholarly Stimulation (imagination advancement) Singular Consideration (tutoring) Trichy DeVanna found that pioneers achieve change by method of a three stage process: Perceive the way that there is a requirement for change Make a dream and structure an arrangement dependent on this vision Organize the change . http://sbinfocanada.about.com/od/authority/g/leadership.htm Ward, Susan: Leadership http://changingminds.org/disciplines/authority/hypotheses/leadership_theories.htm Leadership Theories Bass, B. M. (1990). From value-based to transformational authority: Learning to share the vision. Hierarchical Dynamics, (Winter): 19-31. Gagliardi, G., (2001) Sun Tzus craft of war in addition to its astounding privileged insights: The keys to methodology. Clearbridge distributing. Seattle, WA. http://www.1000ventures.com/business_guide/crosscuttings/leadership_situational.html Situational Leadership Administration Theory and Practice, Peter G. Northouse, Third Edition The board of Organizational Behavior, Paul Hersey, Seventh Edition http://www.abolrous.com/hazem/leadershiptheories.pdf Leadership Summary European Journal of Work and Organizational Psychology, 1999, 8 (1), 33-48: An Evaluative Essa

Throwing Aside the Shackles :: Personal Narrative Essay Example

Tossing Aside the Shackles of My Life   In the unlimited wanderings of public activity comes no course, no reason, and a profound, spreading void. Through the musings of others there is no development, and carrying on with the existence banished and authorized by our relatives is the way to which we bite the dust unfilled, lost passings, representing nothing. From the general public of others spring the contemplations and the activities of those by who the request was made. A man may carry on with as long as he can remember walking through the show as each other man does, and never think musings about his own, imaginative or new.   However in a brief timeframe nature strips away all that is restricted, gets over the shell that is the life of another, and soon enough a man may find what is his own in the midst of the prepared activities deserted. Nature is ever recharging, and ever new. Inside a brief timeframe away from the wiles of forever unaltering, everlastingly alleviating innovation, a man may find that from inside himself come cautious musings, examinations of life, and ends unreached in the unending, silly path of society.   For quite a long time I meandered through life, away from myself, the same in kind to the man next to whom I worked. In thought, in real life, in all that I did I resembled the hundreds preceding me, and the hundreds who will follow. The most unique thing I at any point thought to do was to escape everything, to toss aside an incredible shackles, with the information that in any case in years nothing will have digressed from the state which it was in before I left. It was uniquely after coming, being with and of nature, that I started to acknowledge how unimportant it had been, the manner by which my spirit had shouted out. It was simply after my constrained portion of one hour somewhere down in the core of nature that I saw what was happening to my life, and understood that it was nothing.   Like the drops of downpour off the petals of a rose are the lives of men from the pages of the book of life. Every come and in itself might be excellent, however it is actually as the last. Sparkling faintly in the sifted sun, it drops away and isn't recollected, as the following can be envisioned. Before long the rose is immersed, yet the drops keep on coming, tumbling down the foreordained streams, making the same old thing.

A Hard MIT Class

A Hard MIT Class Picture this. You’re trying to shuffle past a gaggle of camera-wielding tourists. You bump into one of their shoulders; they regard you for a moment, then return to their conspiratorial whispering. Before you think up a phrase best voiced by a euphemism, someone walks past you saying, “That class is hard.” You’ll probably roll your p-set-deadened eyes until only the whites show, thinking, “A class is hard? An MIT class is hard? Who else is paddling that Earth-deep cliché back and forth? Might as well start a novel with the lines, ‘It was a dark and stormy night’.” And you’d be right. If that sounds anything like you, you’re probably a douchebag and we should be friends. The point is, MIT classes being hard, you don’t have to tell me about that. I knew it. Hours spent fixated on a problem with no end in sight. That nagging, hopeful feeling that you’re so close to the solution, the climax, the moment of insight, breakthrough. That nagging, awful feeling that the clever trick is going to be forever beyond your wits, and in place of the solution’s space will be a black hole, forever gaping at you. It only took a weekâ€"my first week as a freshman, when I had to spend the first night reading twenty dense pages of Plato’s Meno, the night before my Anicent Greek Philosophy classâ€"to tell me that things blurred at lightning-speed in the Institute, and you moved with the light, or learned how to in bruised capacities. But even then, there was one class I dreaded taking, one class I registered for, then dropped, then registered for again, then considered dropping. I just couldn’t do it. The thought of it made my spine weep. The thought of it…but I couldn’t escape it, you see. It was one of the General Institute Requirements. I needed it to graduate. Another funny thing about classes at MIT. Their difficulty can be so asymmetrical. You spend ten hours stuck on a problem your friend figured out in the time it took him to pee. You sit in for a test and walk out of it with your heart sinking, while ahead of you, two euphoric friends say, “That was so good.” And for this particular class, my first week in the fall was inundated with stories from others, about this one super-easy GIR they got out of the way. It was easy. It was fun. How could they say that? Am I really gonna take this class? Well, it ended up happening. One fateful afternoon, I found myself huddled with a small mass of other students. It was Day 1 of Beginner Swimming. * Story time. And if you know me at all, you know it’s gonna be a sad story. So, a few years back, in Nigeria’s equivalent of grade nine, one of my high school teachers took a couple of us on an out-of-state excursion. I attended a small, fenced boarding school so the thought of leaving the gates, the thought of being out in the world for several hours was beautiful. We embarked on a four-hour road trip. We stared at trees and people, puzzled by the existence of an outside worldâ€"a state that is sadly too often my default within the Institute bubble. Eventually, we arrived at our locationâ€"one of my high school’s other national branches. This was one sweet-looking branch; the buildings were newer; the football field was grass instead of an expanse of sand that only turned green on photoshopped brochures. And they had a swimming pool! I stood close to the edge of the pool, marveling at its surface, thinking that it was almost pretty enough to make me wish I could swim. Well, one of my friends Daniel must have been a mind-reader, because apropos of nothing, he said in Pidgin English, “oya Vincent swim” and pushed me. He didn’t do it nearly hard enough, but I was so startled I lurched forward and fell, forever it seemed. Next thing I knew, water everywhere, breaking my line of vision, bringing darkness, pulling me down and down and down. My heart screamed. I tried to. Splashed. Swung my arms. Nothing. Nothing. And then, someone was pulling me out and I was shivering on the floor, my ears flooded with water, my nose in stinging pain, my head splitting. Melodramatic as it may sound, that was a truly awful experience, all of ten seconds magnified into what felt like a century. It was one of those persistent markers of growing up that followed me into adulthood. I didn’t just hate the idea of swimming. I detested it. It made my stomach roll in folds. Did MIT care? Nope. Swim requirement was a thing. And one way or another, I would have to wade into those dark waters. (Well they were crystal clear, but you get the point). * The nicest day of the class was probably the first day. We didn’t really get much swimming done. The instructor told us that we had only two goals for the rest of the semesterâ€"to have fun in the water and to socialize. I asked if I could socialize with the class while simply drinking water. He chuckled. I was serious. You know how everything moves fast in MIT? It turns out they really do mean everything. These were the things accomplished on the second day of Beginner Swimmingâ€"rhythmic breathing, rhythmic underwater breathing, rudimentary floating techniques, and at the end of the day, the ability to lay back in water, simply floating. Well, in theory. In practice, they unfolded like this: each time I tried to go underwater to practice my breathing, I stayed down for all of two seconds, got irrationally convinced that I would be trapped underwater for all of eternity, and shot back up, breathing like I’d just run a marathon. Floating was a hilarious affair, by which I mean just plain awfulâ€"I took a deep breath, tried to fall back onto the water. A second later, I was submerged beneath, kicking frantically and splashing my arms everywhere. The instructor treated me like I was an Olympic swimmer. He smiled and nodded and gave me a thumbs up and said, “You’re getting it! You’re getting it! You just need a little practice in the water, and you’ll be more comfortable.” I didn’t believe him. * The rest of the class was exceptional. Or at least light-years ahead of me. I don’t think there was ever a class where I was so unambiguously the single worst performing student in it. Sure, it was swimming, and we didn’t get grades or scores or rank, but by the time everyone elseâ€"and I do mean everyone elseâ€"was navigating from one end of the pool to the other on fins, I was still struggling to float, still terrified of what lay underneath the surface, and it was close to a month into the class. I tried as hard as I could, but my bones seemed too tense, my muscles seemed to clench, each time I got in. I can’t explain why my fear of the pool was so psychologically severe. I keep thinking back to the incident in grade nine, which always comes to mind too vividly, but I think it was something more than that. Let’s call this unnamed thing The Failure Theory for now. The instructor was always nice, but I could sometimes sense the stress I was putting on his patience. I was at such a skill divide with the rest of the class that he couldn’t always cater to me, because it would come at the expense of ignoring them. For instance, there were several sessions of paddling back and forth across the pool with the fins on, and he had to make sure everyone (else) performed these operations with the right gait and technique, which meant he had to observe each of them carefully and offer feedback between laps. Since I was nowhere near comfortable enough to do that, I had my own set of confidence-building exercises in a lone, separate corner of the pool. One of the lifeguards noticed what was going on and offered to help out. She offered me items like floatersâ€"which the class normally did not useâ€"and kept at me with different small exercises I could try. It wasn’t a fun experience being alone in the corner of the pool, struggling with the basics while everyone swam ahead in comfort. It got harder to look in their direction, and even though I kept telling myself the ability to swim was trivial, and certainly not a kind of negative stamp on who I was, it got harder and harder to convince myself of that. I was always that kid in the corner, wondering who was watching me while I struggled, wondering what they were thinking. Even then, I kept at the activities as best I could. I learned how to float, on my chest and on my back, with the floater and without it. I was able to glide through small distances, my face parallel to the water’s surface, half-submerged in it, my legs kicking out behind me in small, quick arcs. Each of those tiny successes was a reason for jubilation. The first time I floated on my back without the floater, I got over-excited, began laughing in the pool, and lost my balance. But still, the more I tried, the more those tiny markers of achievement came. To others, those achievements were trivial and insignificant, things mastered weeks ago. To me, they seemed to be everything. And so of course, I did what a lot of us do in the wake of new confidence. I overreached. One afternoonâ€"this was one of those afternoons spent gliding from one end of the pool to the other, by now for the others without finsâ€"I decided that I could join the rest of the class. Even if I needed fins and they didn’t, I’d still be able to lap with them. My instructor was excited and nodded his assent. And so, like the others, I stood against one wall of the swimming pool. Like the others, I used the wall to kick off horizontally onto the pool. Like the others, I shot forward. Unlike the others, I didn’t make it to the other end of the pool. I glided. I felt myself gliding, and I got to the halfway point, where the walls were too far for support. Previously, all my swimming exercises took place close to the walls, and when I began to lose control of my body, those walls made it easier to grab on. But now, I had taken a bet on myself, pushed myself into the middle, my safety nets gone. And I made it! You wish. I realized I was in the middle of nowhere, and panicked. My legs suddenly seemed thrice heavier. I flopped into the water, kept trying to stand because I was tall enough to, but the fins kept slipping beneath me, and I kept striking the water, and trying to stand, and falling and trying to stand, and falling and trying to stand, again and again, drinking water, inhaling it, panicking. After a tortured fifteen secondsâ€"I think, it felt longerâ€"I was able to stand, and I made it, by walking not swimming, shivering and utterly terrified, to the end of the pool from which I had kicked off. “I almost drowned!” I screamed at the instructor, breathing heavily. He laughed and shook his head. “Not even close. No one drowns in my pool. Good job.” Good job…did he really mean that? He seemed to. * And on the sessions wore, and on, until they were over. I stuck through them all, more often in the corner than with the others, more often with a lifeguard than with the instructor, but at the end of those twelve sessions, I was able to do a lot in the water. I was able to move around, fin-less and floater-less, even if not for too far. The moments of intense self-consciousness, of feeling small and foolish, were often present, but even that became a sort of background noise, and I was more conscious of my comfort in the water. It made me feel clean and safe and nice in the final stages of the class. And at the end of it all, I got the swim credit. Does that mean I can swim? Well if you shoved me into a deep pool, I’d probably drown on the spot, but choose something a bit kinder and I might surprise you with my, um, “skills”. Earlier on, I mentioned grandiosely The Failure Theory, and I think it had very little to do with a horrible couple of seconds in ninth grade and a lot to do with the self-perpetuating myth propagated by those endless seconds. It was the nearly self-fulfilling myth of failure. All I saw were the obstacles, and all I saw were the people who would watch me repeatedly fail to overcome those obstacles. I saw the dark end before anything could begin, and I think a lot of that fear hindered me my first few weeks in the pool. That, and everyone else who did better, and me wondering if they were watching me, when they were probably too busy trying not to drink too much chlorine. Ultimately, on a purely quantitative metric, I came out of the class with less skills than they did. They braved the deep pool while I stuck to the shallow end, and they did it like they had been doing it forever. But when those moments of comfort in the pool come back to me, the end-story of me liking how the water felt and wishing I could linger in a bit more, nothing seems to matter but that. The transformation. I wasn’t afraid anymore, and sure, I still sucked, but I sucked a little less. It felt like what I got out of the class was beyond quantity. Eventually, other classes rolled alongâ€"actual classes you might say. The swim requirement became a thing far behind me, hazy in memory. But sometimes, I go to the Z-Center, and I step into the pool, and swim around. That simple class taught me more about what I could do, when I dared to do even in the presence of fear, and when I think of the instructor saying, “Good job”, you know what? I believe him. **

Advocating For Meriwether Lewis As The Face Of The $ 10 Bill

Advocating for Meriwether Lewis as the Face of the $10 Bill Introduction I believe that the Meriwether Lewis is one of the most qualified candidates for being on the $10 bill. Meriwether Lewis is most widely known for his part in leading the Corps of Discovery on their expedition across the land of the recently acquisitioned Louisiana Purchase. The expedition took place between May of 1804 to September of 1806 and spanned from St. Louis, Missouri to Fort Clatsop in present day Oregon. During this period Lewis, the Corps, and his former commanding officer and friend William Clark set out to observe and map the Western lands. Along the way, Lewis and his companions discovered many new species of wildlife and plants. Many of these species are represented by sketches in the logs both Lewis and Clark kept. After returning from their expedition, Lewis became the governor of the Louisiana territory and was given a generous slice of land in the new region. In 1809, he attempted suicide while on the road to Washington D.C. While Lewis was unsuccessful in his attem pts to kill himself, he later succeeded in shooting himself at an Inn. He eventually succumbed and was buried just outside the Inn. A memorial now lies where his body was laid to rest. Throughout the next sections, I will provide a more detailed description of Lewis’s life and exploits, along with his lasting significance both at the time and at present day. Early Life Meriwether Lewis was born in Ivy, Virginia during theShow MoreRelatedSAT Top 30 Essay Evidence18536 Words   |  75 Pagesfreedom; Amelia wore unconventional girls’ clothing that let her move more freely; she was somewhat of a rambunctious child, who loved wrestling with her sisters, sledding, climbing trees, and hunting. The first time she saw a plane (at the age of 10) she didn’t think that it was interesting at all! As a young woman during World War I, she trained as a nurse’s aide and helped as a volunteer at a military aid hospital; before she discovered her love of airplanes, she was busy helping wounded soldiers Read MoreDeveloping Management Skills404131 Words   |  1617 PagesCover Design: Suzanne Duda Lead Media Project Manager: Denise Vaughn Full-Service Project Management: Sharon Anderson/BookMasters, Inc. Composition: Integra Software Services Printer/Binder: Edwards Brothers Cover Printer: Coral Graphics Text Font: 10/12 Weidemann-Book Credits and acknowledgments borrowed from other sources and reproduced, with permission, in this textbook appear on appropriate page within text. Copyright  © 2011, 2007, 2005, 2002, 1998 Pearson Education, Inc., publishing as

Breakfast John Steinbeck Analysis - 1104 Words

â€Å"Breakfast† â€Å"A merry heart goes on all day The sad tires in a mile† (William Shakespeare) John Steinbeck, an American author and winner of the Nobel Prize, was a leading writer of novels about the working class and was a major spokesman for the victims of the Great Depression. Steinbeck is widely known for his Pulitzer Prize-winning novel The Grapes of Wrath and the novella Of Mice and Men. In the following short story, the author tells us about a poor, yet united family of cotton pickers who invited him in to share breakfast together. The text presents a piece of first person narration interwoven with the descriptions of nature, short lines and character descriptions united into one complete logical part.†¦show more content†¦The portrayal of the personages in the following short story is very vivid and close to life. We get the direct description of their appearance from the author, while their speech and behavior provide the readers with insight into their disposition. All the personages in the story are coupled: the girl and her baby, the older man and his son. The first character met by the author is the young girl and her newly born baby. We see a poorly dressed young woman, the author renders her image to us with the help of clear adjectives such as: faded cotton skirt, precise and practiced movements. Her life is filled with routine and concerns about the household, that she manages to take care of in a mastery fashion. The author underlines it by using such a colorful epithet as: ...light quick g racefulness of her movement. At first, the reader feels deep compassion for the girl, since she must be unhappy. In truth, as we find out later – she is quite happy with her life, she shows great pride for her man and is always eager to help her family. Judging by the girls’ actions, we can say that she is very kind, openhearted and naive. Her image is symbolic, not only does she represent cleanliness and purity of heart, she is also a symbol of warmth of the family’s hearth. The characters of men, in their appearance are opposedShow MoreRelatedThe Epithet in the Novel Jane Eyre18849 Words   |  76 Pagesaim. In our research we would like to concentrate our attention on â€Å"epithet†, a figure of speech which gives the opportunity to create the most expressive and vivid images. Despite the fact that there are many works devoted to the problem under analysis some important aspects such as structural - the lexical stylistic device the epithet as its component have not been fully investigated. This defines the actuality of the work and its theoretical value. The basic purpose of this course-paper is formulated

Full Moon and Little Frieda Free Essays

Full moon and little Frieda is a poem written by Ted Hughes. The poem is about Frieda’s first word ‘Moon’, but in this poem, Moon represents her father, which is Ted. He is amazed at her for the first time calling his name. We will write a custom essay sample on Full Moon and Little Frieda or any similar topic only for you Order Now It starts of just like this â€Å"on a cool evening with dogs barking and buckets clanking with spider’s web with dew looking like a mirror. † And cows are wandering in their lane â€Å"A dark river of blood, many boulders† In the first stanza, he says â€Å"as you listening†, it means that he’s trying to put you in his situation or current atmosphere, or in this case, in the barn. It is at night when the cows are getting ready to get back to their ‘home’. It is a silence night where there are spider webs with dews on it. In the second stanza, he shows us that the ‘cows are going home in the lane there, looping the hedges with their warm wreaths of breath’, meaning that the cows are going back to their home in their comfortable lane and that they are happy. ‘A dark river of blood, many boulders’ suggests that he wants the reader to think there is some sort of sadness when his wife left him because she committed suicide. But when Frieda cries Moon, his reaction changed become surprised and amazed because he is very happy to hear his name being called. I think it is not a sad poem, but some parts like ‘dark river of blood’ suggest that maybe he is having a family trouble, which could be due to the fact that his wife committed suicide. This poem is well-written in a very simply English even though the meaning behind it is not really obvious. The first time I read the poem, I thought it’s just about a little girl on a farm full of cows calls for the moon. But after a bit of research, I realized that Moon represents her father. The cows represent both sadness and happiness. I see that it is written in 3 stanzas. The first two stanzas, it has 5 verses. There is a lot of imagery going on in the poem that really put you in the peaceful mind, the animals doing what they are suppose to do (going back to the farm because it is late night already). I also see that there is no rhythm or rhyme in the poem. While you’re reading the poem, the feeling of relaxed and chilled are felt. This is a short poem which I love as I can’t stand long poems that literally need deciphering before one can understand them. It had no rhyming or rhythm so one was free to put your one style into it which makes it more fun. I liked the subject of the poem and it was to me a very meaningful and well written poem. How to cite Full Moon and Little Frieda, Papers

The Greeks Vs. Their Gods In Hippolytus Essay Example For Students

The Greeks Vs. Their Gods In Hippolytus Essay The play Hippolytus by the Greek playwright Euripides is one whichexplores classical Greek religion. Throughout the play, the influenceof the gods on the actions of the characters is evident, especially whenAphrodite affects the actions of Phaedra. Also central to the plot isthe god-god interactions between Artemis and Aphrodite. In this essay,I hope to provide answers to how the actions of Hippolytus and Phaedrarelate to the gods, whether or not the characters concern themselveswith the reaction of the gods to their behavior, what the charactersexpect from the gods, how the gods treat the humans, and whether or notthe gods gain anything from making the humans suffer. We will write a custom essay on The Greeks Vs. Their Gods In Hippolytus specifically for you for only $16.38 $13.9/page Order now Before we can discuss the play, however, a few terms need to bedefined. Most important would be the nature of the gods. They havedivine powers, but what exactly makes the Greek gods unique should beexplored. The Greek gods, since they are anthropomorphic, have many ofthe same characteristics as humans. One characteristic of the godswhich is apparent is jealousy. Aphrodite seems to be jealous of Artemisbecause Hippolytus worships Artemis as the greatest of all gods, whilehe tends to shy away from worshipping Aphrodite (10-16). This isimportant because it sets in motion the actions of the play whenAphrodite decides to get revenge on Hippolytus. The divine relationshipbetween the gods is a bit different, however. Over the course of theplay, Artemis does not interfere in the actions of Aphrodite, whichshows that the gods, while divine, do have restrictions; in this case,it shows the gods cannot interfere with each other. (1328-1330) Thegods are sometimes evil and revengeful, though, as c an seen by whatArtemis has to say about Aphrodite: Ill wait till she loves a mortalnext time, and with this hand with these unerring arrows Ill punishhim. (1420-1422)The relationship of mankind and the gods also needs to be discussed. This relationship seems to be a sort of give-and-take relationship, inpart. The Greeks believed that if they gave to the gods, through prayerand sacrifices, that the gods would help them out. This is especiallytrue of Hippolytus and his almost excessive worship of Artemis. Also,Theseus praying to his father Poseidon is another example of this, onlyTheseus actually gets what he prays for. (887-890) Just becausemankind worshipped the gods, however did not mean that the gods had anysort of obligation to help out the humans. Artemis did nothing toprotect Hippolytus from being killed. But not all relations between thegods and mankind were positive from the humans standpoint. SinceAphrodite is angry with Hippolytus for not worshipping her, she decidesto pun ish him by making Phaedra love him, then making it seem that herapes her, when she actually hangs herself, whether that is through herown actions or is the doing of Aphrodite. The thoughts and actions of Hippolytus and Phaedra certainly areirrational at times. After all, a stepmother falling in love with herstepson is unlikely, but probably even less acceptable. This isdirectly related to the gods. What Aphrodite does to Phaedra certainlycauses her to do some strange things. For instance, first Phaedra seemsto go crazy, and then she decides to hide her new-found love forHippolytus from the nurse. Later, though, she decides to tell thenurse, and when she finds that the nurse has told Hippolytus, decidesthat the only logical course of action is to kill herself. This actionis certainly related to the gods because Aphrodite makes it look as ifPhaedras suicide is really the fault of Hippolytus. Some ofHippolytus actions are related to the gods as well. When Theseusdiscovers that Phaedra is dead and decides to exile Hippolytus,Hippolytus does object to his banishment, but eventually he stopsarguing with his father. At this point, he prays to the gods that he bek illed in exile if he is guilty of the death of Phaedra. It is alsopossible he may be expecting Artemis to help him out, though she doesnothing until he is on the verge of death. The characters do worry about how the gods react to them at times. Hippolytus does not seem to concern himself much with how Aphroditereacts to his behavior. At the beginning of the play, the old manquestions Hippolytus decision not to worship Aphrodite, but Hippolytusreally does not worry that he may be making Aphrodite angry. He doescare how Artemis reacts, however, because he is hoping to keep her happyso that she may help him out if he should need it. Theseus certainlyconcerns himself with how the gods react, since he needs Poseidon tosend a bull to go kill his son. At the end of the play he does carewhat Artemis has to say about him killing his son. He believes that heshould be the one to die, though Artemis is able to convince him that hewas fooled by the gods. Phaedra, on the other hand, really is in noposition to care much about how the gods react to what she does. Thisis because she is under the control of Aphrodite. Aphrodite makes herlove Hippolytus, it certainly is not of her own free will. .u57553ea4946d782d28e2bdaa1f2b2697 , .u57553ea4946d782d28e2bdaa1f2b2697 .postImageUrl , .u57553ea4946d782d28e2bdaa1f2b2697 .centered-text-area { min-height: 80px; position: relative; } .u57553ea4946d782d28e2bdaa1f2b2697 , .u57553ea4946d782d28e2bdaa1f2b2697:hover , .u57553ea4946d782d28e2bdaa1f2b2697:visited , .u57553ea4946d782d28e2bdaa1f2b2697:active { border:0!important; } .u57553ea4946d782d28e2bdaa1f2b2697 .clearfix:after { content: ""; display: table; clear: both; } .u57553ea4946d782d28e2bdaa1f2b2697 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u57553ea4946d782d28e2bdaa1f2b2697:active , .u57553ea4946d782d28e2bdaa1f2b2697:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u57553ea4946d782d28e2bdaa1f2b2697 .centered-text-area { width: 100%; position: relative ; } .u57553ea4946d782d28e2bdaa1f2b2697 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u57553ea4946d782d28e2bdaa1f2b2697 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u57553ea4946d782d28e2bdaa1f2b2697 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u57553ea4946d782d28e2bdaa1f2b2697:hover .ctaButton { background-color: #34495E!important; } .u57553ea4946d782d28e2bdaa1f2b2697 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u57553ea4946d782d28e2bdaa1f2b2697 .u57553ea4946d782d28e2bdaa1f2b2697-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u57553ea4946d782d28e2bdaa1f2b2697:after { content: ""; display: block; clear: both; } READ: Destruction Of The Rain Forest EssayAs far as what the characters expect from their gods, it varies byperson. Theseus, being the son of Poseidon, was supposedly given threecurses by his father, and he expects Poseidon to help him out and killHippolytus. (887-889) Hippolytus never really expects anything specificfrom Artemis during the play, but he does tell the gods that he shoulddie in exile if he is guilty of the rape of Phaedra. Even as he isdying , he does not expect Artemis to help him. Interestingly, he evenapologizes to his father and to Artemis for causing them to sufferbecause of his death. Phaedra wishes that her judgment had not beinterfered with by the Aphrodit e, because she is the one who causedPhaedra to fall in love with Hippolytus. The gods treat human beings more or less as pawns to do with as theyplease. It seems like it is all a game to them. In Hippolytus, it isgame of revenge between Aphrodite and Artemis. Aphrodite interferes inthe life of Hippolytus, someone loved by Artemis, then Artemis vows totake revenge on Aphrodite to avenge the death of Hippolytus. Despitethe fact that he worships her above all others, she still does not helphim out throughout the entire play. This indicates that Artemis may notcare for him as much as we are led to believe. She says she would takerevenge, but there is no guarantee it will happen. From this, we cansee that the gods often did not treat the humans very well. In a way,Poseidon treats Theseus well by granting his wish for the death ofHippolytus. This joy is short-lived, however, when he discovers that hehas been fooled by the tricks of Aphrodite. Why the gods would treatthe humans this way is a somewhat complicated question. An easy answerwould be that they have the po wer to do to the humans what the please. But there are other reasons as well. For instance, the theme of revengeplays a major role in the plot. The actions of Aphrodite againstHippolytus are motivated by revenge. The gods, at least in Hippolytus,are not malicious and wanting humans to suffer for no good reason. Therefore, the most important reason for gods treating humans the waythey do is that they are reacting to the actions of humans; this isespecially true of Aphrodites reaction to Hippolytuss failure toworship her. The gods must derive something from the suffering of the humans;otherwise there is no point in making them suffer. In this case, thegods derive both sorrow and joy from the suffering of the characters. Aphrodite certainly is happy that Hippolytus suffered and died throughher own actions, and that she causes Theseus to suffer as well by takinghis son away. On the other hand, she probably does not care much thatshe also caused the death of Phaedra. Phaedra only serves as a pawn toget revenge on Hippolytus. Aphrodite only cares to punish Hippolytus,and she would have used Phaedra in whatever capacity necessary to getthat revenge. Artemis, however, is saddened by the loss of Hippolytus:You and I are the chief sufferers Theseus. (1337) Because of this,she vows to avenge Hippolytus death, and also tells him that he willnot be forgotten by future generations of Greeks, that his name willlive on in glory. Interestingly, Hippolytus wis able to forgive his father eventhough his father caused his death. That should not be surprising,because he realizes that his father was fooled by the gods, and being anirrational human, could not really be expected to know he was beingtricked. Also, Artemis does not blame Theseus for the death of his son:It is natural for men to err when they are blinded by gods. (1433-1434) The most important thing that the ending shows is thatsometimes the gods do care what happens to the humans. It also showshow easily the power of the gods, particularly that of Poseidon, couldbe misused because Theseus gets what he prays for, the death of his son,but it is not really what he wanted. .u678063f7eff4a77bd971488fe793126c , .u678063f7eff4a77bd971488fe793126c .postImageUrl , .u678063f7eff4a77bd971488fe793126c .centered-text-area { min-height: 80px; position: relative; } .u678063f7eff4a77bd971488fe793126c , .u678063f7eff4a77bd971488fe793126c:hover , .u678063f7eff4a77bd971488fe793126c:visited , .u678063f7eff4a77bd971488fe793126c:active { border:0!important; } .u678063f7eff4a77bd971488fe793126c .clearfix:after { content: ""; display: table; clear: both; } .u678063f7eff4a77bd971488fe793126c { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u678063f7eff4a77bd971488fe793126c:active , .u678063f7eff4a77bd971488fe793126c:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u678063f7eff4a77bd971488fe793126c .centered-text-area { width: 100%; position: relative ; } .u678063f7eff4a77bd971488fe793126c .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u678063f7eff4a77bd971488fe793126c .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u678063f7eff4a77bd971488fe793126c .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u678063f7eff4a77bd971488fe793126c:hover .ctaButton { background-color: #34495E!important; } .u678063f7eff4a77bd971488fe793126c .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u678063f7eff4a77bd971488fe793126c .u678063f7eff4a77bd971488fe793126c-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u678063f7eff4a77bd971488fe793126c:after { content: ""; display: block; clear: both; } READ: Robert Boyle and Chemistry EssayTwo major themes are present in Hippolytus: revenge and forgiveness. Almost the entire plot of the play is based on revenge. There is therevenge between gods and humans, and humans and humans. Initially, wehave Aphrodite wanting revenge on Hippolytus for worshipping Artemis andnot her, which of course sets in motion the actions of the play. Thenwe have the revenge of Theseus against Hippolytus, when he believes thathis son raped his wife and killed her. This does not end up as revenge,however, as Theseus eventually suffers as a result of his sons death. One final form of revenge comes at the end of the play, when Artemisvows to avenge the de ath of Hippolytus by interfering with a human lovedby Aphrodite. It is all a vicious cycle of revenge. This same storycould very easily happen again if Artemis does avenge his death. Also,forgiveness is an important theme. Even though his father isresponsible for his death, Hippolytus is nevertheless able to forgivehim. This comes from the realization that his father had been deceivedby the gods. In the end, this proves once again that the Greeks were atthe mercy of their gods and that they had to try to live their life thebest they could in spite of that fact.