Organisation management Essay Example | Topics and Well Written Essays - 500 words - 1

Organisation management - Essay Example age because the enterprise cannot act quickly â€Å"on opportunities that arise in a fast-paced business landscape, nor is it able to make productive decisions about how to change in order to seize these opportunities† (Kotter 2011). It renders an organisation less competitive because the organization is burden with bureaucracy and non-cooperation. To be able to detect silos, managers must be quick to recognize its symptoms so that it can be stopped early. Once silos have grown to point of an â€Å"empire† in an organization, it would be extremely difficult to arrest them. The first telling sign is the existence of projects in other departments or divisions or even groups without management knowing them. It is like that some groups in the organization have a life of its own. Second is the management’s lack of touch with the organization. Silos are often a product of non communication from management. Lastly, when certain groups or departments are being left out be it with information or project, the defense mechanism of such groups or departments is to hoard information and services and thus, the creation of a silo. Silos are basically founded on distrust in an organization (Burdett nd). To tear down or remove silos in an organisation, Stone advised to reward cooperative behavior among employees. Encourage innovation which silos stunt and create a culture of collaboration. Responsibilities must also be clarified so that finding opportunities in cross functional initiatives would be easier (2004). This would reinforce and promote a culture of cooperation and trust in an organization which prevents silos. Conflicts, which silos thrive can also be prevented by clarifying responsibilities so that there is no overlap of functions that makes cooperation easy. Kotter also advised that departments in an organization share data so that none is left out and no one also can hostage the organization for possessing certain data. Cooperation must also be

The Harlem Renaissance and Its Role in American Literature Essay Example for Free

The Harlem Renaissance and Its Role in American Literature Essay Historically, the African American experience is defined by the constant struggle to be recognized, to assert identity, and to rise from the stereotypes and negativity of racism and discrimination. While it took some time before these issues were resolved, the contributions coming from the African American culture’s collective and individual experiences have formed a profound body of work, from then until now. One of the most renowned eras of African American literature is the Harlem Renaissance. Originally known as the New Negro Movement, the Harlem Renaissance saw an incredible influx of activity within the community of black writers that started during the early 1920s (McElrath, par. 1). The movement began with the holding of literary discussions series in both lower and upper Manhattan, specifically Greenwich Village and Harlem. Much of the credit was given to Charles Spurgeon Johnson, an editor who called on young and aspiring African American writers to bring their creative talents to New York in order to form an unprecedented membership of black creative artists. The call was heeded, and the next few years saw the arrival of black writers from all over America and even from the Caribbean, coinciding with the cultural phenomenon of the black urban migration. The Harlem Renaissance was soon born, and its roster included then-unknown names that would rise to exemplary heights in a short time (â€Å"Harlem Literature†, pars. 1-2). II. Themes Within the Harlem Renaissance More than a specific form or style, the Harlem Renaissance was characterized by its embracing of all styles and elements arising from culture and experience. The black signature in the emergent jazz and blues music also made its impact on the literature produced, since many of the themes covered by music also resonated within the writing community. Slavery and the production of identity, the complexities of life as African Americans in the modernity of the urban North, and the issues concerning the writing and performance for white audiences were some of the more prevalent themes appropriated by writers of the Harlem Renaissance. Racial pride and the reference to African history were found within the lines of black writers’ works, as well as a marked desire to achieve political and social equality within the greater American society. Yet more than anything. the Harlem Renaissance was defined by its upholding of diversity—in style, voice, and expression (â€Å"Harlem Renaissance†, pars. 1-2). Langston Hughes and Claude McKay, both poets, paved the way for the showcase of the African American mindset, particularly in Hughes’ appropriation of the ghetto life, and in the militant tone and passion against racial violence and for cultural pride in McKay’s â€Å"If We Must Die†. Other writers followed suit, and most notable was the membership of women in this elite circle. III. The Men and Harlem African American writers have come a long way since the efforts of Frederick Douglass on his text opposing slavery (Malvasi, par. 4), and the premier list of the Harlem Renaissance included many names, but always topped by three: Hughes, McKay, and Countee Cullen. Unlike the other two, Cullen had lived all his life in New York City, and viewed poetry as ‘raceless’, though he did acknowledge the presence of racism in America. However, the tackling of racist themes and injustice in his iconic poem â€Å"Yet I Do Marvel† apparently changed this passive outlook. Hughes, on the other hand, was quite experienced and well-traveled, a fact that appears in the use of the outdoors as a literary device in his profound poem â€Å"Negro Speaks of Rivers†. Finally, Claude McKay promoted a more irreverent method of fighting inequality and racism, the nature of which answers the anger and fear instilled in the hearts of African Americans. His abovementioned poem, â€Å"If We Must Die†, calls for honorable death in the face of the various forms of torture and persecution against blacks (McCrone 2-3). IV. The Writing Women of the Harlem Renaissance Perhaps the most marginalized among an already marginalized community are the women, most of whom are relegated to traditional roles limited to domesticity and child-rearing. While these were—and still are—values deemed important and significant, much must be credited to the African American women writers of the era, who had more to contribute on top of the collective experience of slavery and injustice. Editor Jessie Fauset, teacher Dorothy Peterson, and writers Ethel Ray Nance, Regina Anderson, and Georgia Douglas Johnson were some of the first women to claim part of the Harlem Renaissance for the interests of the female voice. Included in their activities were discussion and writing group organization, promotion of black authors in their respective communities, and the publication of African American writing in various magazines where they served as editors. But most of all, the women of the Harlem Renaissance made their mark by writing about fear and violence, as well as gender and tradition, within the context of the black experience. Names such as Dorothy West, Hallie Quinn, and Zora Neale Hurston were active in this group, women who would later make their literary voices resound even louder than those of their male counterparts (Lewis, pars. 13-17). V. Criticism Notwithstanding the great proliferation of creativity and intellectualism, the Harlem Renaissance and its impact on American literature was not without flaws or criticism. Because of the newness of the concept of freedom, specially in the realm of writing, many black writers resorted to crafting their works in styles commonly identified with white literary standards. Even worse, some of them appropriated images of blacks that agree with the racial stereotypes propagated by the whites. The goal to promote African American identity was not always successful, perhaps due to the still flimsy grasp on freedom and equality—concepts that are alive and well in this era. Works Cited â€Å"Harlem Literature†. Harlem Renaissance Multimedia Resource. 2009. John Carroll University. 17 March 2009 http://www. jcu. edu/harlem/Literature/Page_1. htm. â€Å"Harlem Renaissance†. Spiritus-Temporis. com. 2005. 16 March 2009 http://www. spiritus-temporis. com/harlem-renaissance/diverse-and-common-themes. html. Lewis, Jone Johnson. â€Å"†Harlem Renaissance Women: African American Women Dreaming in Color†. Women’s History. 2009. About. com. 17 March 2009 http://womenshistory. about. com/od/harlemrenaissance/a/dreaming_color. htm. Malvasi, Meg Greene. â€Å"Soul Deep: African American Literature and Music†. Suite101. com. 2004. 16 March 2009 http://www. suite101. com/article. cfm/harlem_renaissance/98190. McCrone, Audrey. â€Å"Three Harlem Renaissance Writers (Hughes, McKay, Cullen)†. Essays on American Literature. 2001. 17 March 2009 http://www. suite101. com/article. cfm/american_literature_essays/78581/3. McElrath, Jessica. â€Å"Harlem Renaissance: The New Negro Movement†. Afro-American History. 2009. About. com. 17 March 2009 http://afroamhistory. about. com/cs/harlemrenaissance/a/harlemren. htm.

Romanticism Essay -- Essays Papers

Romanticism The start of the Romantic Age coincided with the start of the French Revolution in 1789. It ends in 1837. Just as the revolution was changing the social order, the romantic poets were taking literature in a whole new direction. The mechanical reason that pervaded the work of the previous era was replaced by strong emotions and a return to nature. Animals and respect for nature were frequently used subjects in works of his period. The first generation of poets included William Wordsworth, Samuel Taylor Coleridge, and Sir Walter Scott. Their primary contribution to literature was with their lyrical ballads. They used the typical romantic themes of respect for nature and all of its creatures. Wordsworth is above all the poet of the remembrance of things past, or as he himself put it, of â€Å"emotion recollected in tranquility.† Some object or event in the present triggers a sudden renewal of feelings he had experienced in youth; the result is a poem exhibiting the sharp discrepa ncy between what Wordsworth called â€Å"two consciousness.† The poem â€Å"Michael† is founded on the actual misfortunes of a family at Grasmere. In this poem, Wordsworth describes about a relationship of father, named Michael, and a son, named Luke. Michael is a shepherd in Grasmere valley. He is married to a woman, named Isabel. She is a housewife, who makes wool and rope to pass her time. They have a child, named Luke. Michael takes his son with him, so he can help him out with his work. Michael ...

Kingship Comparison of Henry V and Beowulf Essay

This essay is a comparison of the kingship of King Henry V in the play â€Å"Henry V† written by William Shakespeare and Beowulf in the poem â€Å"Beowulf† translated by Seamus Heaney. The specific texts to be used for this purpose is the â€Å"Henry V† book of the Folger Shakespeare Library series and the â€Å"Beowulf† poem found in The Norton Anthology of English Literature 7th edition Volume 1, respectively. Henry the Fifth and Beowulf are ideal kings fit to become role models for the leaders of today because they have great ideas of their kingship and leadership which made them rule over each of their kingdoms with strength, courage and faith in God’s providence as their source of power. These similar qualities and characteristics make their kingship successful and fruitful. Henry the Fifth is worth emulating for he is a great and powerful king who holds his role as a king with highest regard. He manifests his ideas of kingship through his deeds throughout the play. First, he sees his kingship as a serious matter. Thus, he acts responsibly forgetting the â€Å"wildness† of his youth. This is evident in his sudden transformation from the wild Prince Hal that he was in the past to a responsible and mature King Henry V. This is what Canterbury observes and states: â€Å"The breath no sooner left his father’s body But that his wildness, mortified in him, Seem’d to die too: yea, at that very moment, Consideration, like an angel, came, And whipp’d the offending Adam out of him, Leaving his body as a paradise, To envelop and contain celestial spirits. Never was such a sudden scholar made; Never came reformation like a flood, With such a heady current, scouring faults; Nor never Hydra-headed wilfulness So soon did lose his seat, and all at once, As in this king† (Shakespeare, 13). This change in him is probably because of his desire to be respected as a ruler of his people. Indeed, he has matured over the time that he is required to stand up as a king. Second, he considers that his kingship depends on the will of the people. Hence, he consults his leaders before he makes a decision. He specifically asks information from the leaders of the church, the Bishops, about the Salic law and his rightful claim to France and if there should be a reason for him to go to war if the king of France won’t accede to his claim. He also expresses his worry about leaving the country to go to war against France. He finally decides to go to France after hearing the advice of the bishops and after listening to the insult of the Dauphin through his messenger (19-23). Third, he believes that a king should have restraint and self-control. That is why when he was insulted by the message of the Dauphin, he did not react irrationally. He showed cool-headedness with these words: â€Å"We are glad the Dauphin is so pleasant with us; His present and your pains we thank you for. When we have matched our rackets to these balls, we will in France, by God’s grace, play a set to strike his father’s crown into the hazard. † He also adds: â€Å"But tell the Dauphin, I will keep my state; Be like a king, and show my sail of greatness† (35). Moreover, he could have prevented the Dauphin’s messenger from coming out alive from England. Instead, he allowed him safe passage. If he were some other irrational king, he would have taken revenge right away. But he did not and thus, he showed his greatness as a king. He also chose his words well in sending his message to the Dauphin through his uncle Duke Exeter (75). Fourth, he assumes that a king should be brave and courageous to lead his soldiers to war. Therefore, he is not afraid to go to war even if it will cost his own life. He does not leave his soldiers on their own to fight for the country instead he goes along with them and encourages them to move on. Henry V admonishes his soldiers with these words: â€Å"But every rub is smoothed on our way. Then, forth, dear countrymen. Let us deliver Our puissance into the hand of God, Putting it straight in expedition† (65) and â€Å"We are in God’s hand, brother, not in theirs. March to the bridge† (119). Fifth, he has concern for his subordinates and his soldiers. When he was still contemplating to go to France to claim his rightful place, he thought of the women and the children who will be left behind when the men will go to war (29) especially that another country might attack their country if the king and all the men are away. He also became worried for his soldiers after he disguised as an ordinary man and talked to some of his soldiers (153). This concern is also demonstrated when he prays â€Å"O God of battles steel my soldiers’ hearts. Possess them not with fear† (155). Sixth, he knows that his kingship is not a reason for abuse. So when he and his troops have taken over the town of Harfleur, he commands his soldiers not to loot and he tells them to respect and show mercy to every citizen in that town. He charges Exeter to have mercy on the people and show fairness and justice because he wants to win the people’s loyalty and respect (99). Seventh, he understands that a king should practice impartiality. Thus, he gives punishment to anyone who violates a law of the land or his word even if the person is an old friend, and he gives rewards to anyone who deserves it. King Henry V manifests this characteristic when Lord Scroop who was very close to him, Earl of Cambridge and Sir Thomas Grey who are also old friends conspired with France to kill him. He then ordered that they be arrested for treason (59). Another instance was when he allowed the execution of Bardolph, a former companion in his younger days, for stealing a communion plate from a church (115). Eight, as a good leader he believes that a king needs to delegate work to his subordinates. This is what he did when he tells his uncle Exeter, brothers Clarence, Warwick and Gloster, and Huntington to â€Å"go with the King; And take with you free power to ratify, Augment, or alter, as your wisdoms best Shall see advantageable for our dignity, Anything in or out of our demands† (219). And most of all, he believes on a greater power who is the Almighty God whom he considers as his source of power. He continually refers to God in the play. King Henry says: â€Å"But this lies all within the will of God, To whom I do appeal† (37) when he decided to go to war against France. He expresses his anxiety by saying â€Å"God’s will, I pray thee wish not one man more. By Jove, I am not covetous for gold† (163) while his soldiers are fighting in the war. At the end of the battle, he speaks to God with these words: â€Å"O God, thy arm was here, And not to us, but to Thy arm alone Ascribe we all! – When, without stratagem, But in plain shock and even play of battle, Was ever known so great and little loss On one part and on th’ other? Take it, God, For it is none but thine† (199). King Henry V does not take the glory of the victory in the battle but he praises God for it. Similarly, Beowulf even before he was made a King of the Geats has the qualities of a good and great king as Henry the Fifth is and he is also worth imitating as a leader. The following are the ideas of kingship he manifested. First, Beowulf is compassionate as a leader. When he heard of Heorot’s predicament because of Grendel’s deeds, he went to Heorot to fight Grendel and freed Heorot of its miseries (lines 400-460). He has compassion towards people that is why he sacrifices even his own life to save others. Second, he uses his strength which is the gift that God has given him as a way to help people who are in need. This is the means by which he was able to defeat Grendel, Grendel’s mother and the Dragon in order to free the people who are attacked by these creatures. There are times when he is about to be defeated but because of the great strength which he believes comes from God, he is able to overcome his deadly and monstrous foes. Third, he is a brave and courageous warrior who never steps back from a challenge especially when he fights Grendel and Grendel’s mother. His bravery and courage can be seen throughout the poem. This was once again proven when as a king who is already old in age still hopes to fight the Dragon that has besieged his own land. Unfortunately, after he killed the Dragon, he also died. Fourth, he knows that a king should rule with discretion. He is even praised by Hrothgar with these words: â€Å"The Lord in his wisdom sent you those words that Beowulf is fit to be king of the Geats and they came† (lines 1840-1860). Fifth, as a leader, he has great concern and responsibility for his men. Thus, when he was about to go and fight Grendel, he asks Hrothgar to take care of his men because he might no longer come back alive with his fight against the monster. And the most important of Beowulf’s qualities as a warrior and ruler is that he looks up to God as his source of power, guidance and protection. Throughout the poem, God is praised with such words as: â€Å"in triumph and gladness. The truth is clear: Almighty God rules over mankind and always has† (line 700). Beowulf also expresses in the poem: â€Å"But the lord of Men allowed me to behold- for He often helps the unbefriended† and â€Å"If God had not helped me, the outcome would have been quick and fatal† referring to his fight with Grendel’s mother. In addition, he says: â€Å"So I praise God in his heavenly glory that I lived to behold† (line 1779). In conclusion, Henry the Fifth and Beowulf exhibit the good qualities of a great king anchored on strength, courage and faith in God’s providence. Both of them are wise, strong, brave, and devoted to God as their one and only source of power. They have very admirable traits which any king, ruler or leader in these modern days should pattern after. References â€Å"Beowulf†. Translated by Seamus Heaney. The Norton Anthology of English Literature 7th edition Volume 1. Eds. M. H. Abrams and Stephen Greenbalt. USA: W. W. Norton & Co. Inc. , 1999, 29-98. Shakespeare, William. â€Å"Henry V†. The Folger Shakespeare Library. Eds. Barbara A. Mowat and Paul Werstine. New York: Washington Square Press. 1995.

Education of the filipino Essay

?According to the article, it seems that foreigners, especially the Americans influence us in a lot of different ways. They influence us in terms of speech, sense of style and clothing, food we eat, the movies we watch and even how we think and decide. And for that, I can say that our minds are somewhat manipulated by the Western culture and thus, we think and act as if we were like them. Where is the modern day Crisostomo Ibarra and Maria Clara who took their stand for the traditional way of living? Where are the people who care enough to preserve our culture and tradition? I agree with Renato Constantino’s statement in which I would quote â€Å"Education is a vital weapon of people striving for economic emancipation, political independence and cultural renascence. † One must be aware of the country’s problems, understand the solution and be caring and courageous enough to work and sacrifice for our country’s salvation. We Filipinos must work hand in hand to achieve one goal. In my opinion, many Pinoys want the Philippines to be an American state because for them, lying in independence could mean poverty. Hopeless and grim as it may seem. For me, it’s not just the government and the system that has problem here, it’s the people and their manners plus attitude. It is also said that the most effective way of subjugating people is to capture their minds. In doing so, we are tricked into doing or being someone we are unlikely to be and some of our beliefs and stand can be swayed by such illusions of freedom to express. As long as feelings of resistance remain in the hearts of the vanquished, no conqueror is secure and as long as we are strong and sure of ourselves, we can avoid being swayed by others. The Filipinos mentality sometimes just escapes me. Many are bias and many are just plain jealous of the fact that Filipinos can be smart too. A lot can’t still accept that fact. On the other hand, there are several weak beings that move beside the â€Å"authorized† person holding the power against them or what we call â€Å"puppets†. The American culture has been a part of the Filipino’s lives. But despite of that I believe that we must preserve our resources and Filipino values to an extent. The fact still remains that these people are in a conquered nation whose national life had to be woven into the pattern of American dominance. The drawback is that we still rely on first world countries such as the United States for support financially and economically. Absurd as it may sound but the truth remains that we are poor and we need them to survive. A classic example would be us students most especially those taking up Nursing. We are struggling hard to finish this course because of its demands abroad. Many are aiming to seek for better job opportunities abroad. I would be lying if I say that I am taking up Nursing because I want to serve my country, but who doesn’t want a brighter future? Now where’s my sense of nationalism? I say I’m just being practical. It’s much better to accept the fact that we, Filipinos are diverse in culture and language as well as our way of thinking because we have been influenced by so many cultures internally and externally. It is true that education will bring emancipation and the right education will broaden our perspective and hopefully, appreciate and capitalize on the diversity to propel us forward.