Organizational Behavior Terminology and Concepts Essay - 3

Organizational Behavior Terminology and Concepts - Essay Example Employees or members behave in a particular manner with the knowledge that the employer or leader has control and their processes must be followed to remain with the organization or receive payment. Theory Y is based on models that explain individual motivations as driving behavior in a group or organization. Such models are based on individual need for recognition, self satisfaction and sense of belonging within the organization. It is often thought that such characteristics more accurately explain organizational behavior, as many members perform even when benefit is reduced. In my organization, recognition and self satisfaction are at high levels, though compensation is low. This has caused many workers to seek employment elsewhere, as they still need to support their families and meet basic needs. Recognition without proper financial reward sends mixed messages to employees.Nearly all organizations operate on more than one model, based on the type of leadership and organizational goals that have been established. Cultures within an organization are made up of individuals who contribute to a set of shared values and standards. The set of shared standards or values is known as Organizational culture. Organizational culture varies from one company to another based on the type of work or tasks required, the nature of business conducted and many other contributing factors.

Comparing and contrasting three poems that portray the yearning to belong Essay Example for Free

Comparing and contrasting three poems that portray the yearning to belong Essay We all long to be a part of something and to feel accepted, irrespective of age, culture and society. Similarly, Stephen Spenders poem, My Parents kept Me from Children who were Rough, Moniza Alvis An Unknown Girl and Phyllis McCormacks Crabbit Old Woman talk about how each of the poets long to be a part of a certain society or culture, and this longing outlines the underlying theme across all three poems. My Parents kept Me from Children who were Rough is about childhood bullying and regret. The narrator experiences bullying at a young age and I sense a feeling of regret as the poet wished he could be a part of the group of rough boys. I get the impression that the narrator, now at his adult stage, feels that he did not make the most of his childhood, and this was perhaps due to class differentials. Whereas, Moniza Alvis poem reveals how the narrator had left her hometown at a young stage and when she returns, she yearns to be a part of it. I believe she finds it difficult to reconcile her roots with her foreign lifestyle and falls under the dilemma where she is forced to choose one life, despite her strong desire for both. We get a contrasting idea in Crabbit Old Woman, as it is a plea to break free from the stereotypical image of old people. The old woman feels that she is being judged unfairly because her body has crumbled. She expresses how her soul remains intact, and would like the nurses to realize that her battered heart swells with undiscovered vivacity. All the three poems have an underlying theme of belonging. My parents is about how the narrator longed to fit in with the group of bullies. The world being so brutal, made growing up hard for the narrator. At a young age, the narrator probably needed to feel wanted and important and hence, wanted to be part of a group. There are many other significant themes present, such as a theme of childhood bullying, as the narrator fears the boys who had muscles like irons. A theme of regret, coupled with loneliness is distinguished, as the poet longed to forgive the bullies, but never had the chance. The constant use of I and Me tells the readers how the poet was lonesome. Therefore, I get the impression that the poem is written based on a bitter childhood memory. I feel sorry for the poet as he was made fun of for his lisp and the bullies salt-coarse pointing, which seems to have affected the poets life greatly, even throughout his adult phase. Similarly, in An unknown girl, the poet wants to belong to her native community, which she once left behind. There is a theme of admiration, as her fascination for the evening bazaar studded with neon is clearly depicted. In addition to that, a theme of self-identity is found, as the poet is desperately trying to find herself through her roots. She is unknown to herself. Whereas, the narrator in Crabbit Old Woman wants to belong in a world and society untouched by the evils of stereotype. She would like to feel accepted and gain the same respect as everybody else. She hopes the nurses would include her in their world, and would look beyond her physical inabilities, in order to admire and recognise the beautiful life she has lived and experienced. Alongside that central theme, a great deal of regret is conveyed, as the narrator immensely resents the way she is stereotyped, and hopes to prove that she is still young at heart. There is also a nostalgic sensation in the poem, as the narrator indulges in reminisces about her past experiences and life stages. I believe that the titles of each poem represent the reason for the narrators inability to belong. My Parents kept Me from Children who were Rough suggests how the poet blames his parents for not being able to bask in the pleasures the bullies experienced, as they were very protective of him. I get the impression that he envied the other childrens freedom, in contrast to his restricted life enforced upon him. On the other hand, the title An Unknown Girl has a double meaning as it could refer to the actual girl hennaing the poets hand or it may refer to the poet itself. The poet finds this culture overwhelming yet admires it, and she strongly craves to be a part of it. Moreover, the title Crabbit Old Woman itself illustrates the way the old woman is perceived by the nurses. This stereotypical image is what prevents the nurses from exploring the real old woman and prevents her from belonging into their world. Structure aids a reader to visualise a poem and the free verse structure in An Unknown Girl expresses the narrators exploration of thought and conveys her dream-like admiration. The lack of pauses in the poem is successful, as these would break the connection between the narrator and the bazaar. I felt the layout of the poem was particularly striking, and this furthermore made me realize that it could symbolize the pretty henna, which is described as icing to us, enhancing its graceful manner. Similarly, the use of enjambment in Crabbit Old Woman depicts to the reader the constant running of thoughts and memories of the various stages of life of the old woman. This creates a fast pace coupled with a constant rhyme and free flowing rhythm, which contrasts with the impression the nurses have of old people being slow. I believe the poet chose to use a fast pace and rhyme, to further emphasis that point. Moreover, I feel the use of three structured stanzas with four lines each in My parents made me realize how the narrator was always forced to follow his parents rules and hence, control himself from many things. As a child, one is helpless in front of his or her parents decisions and therefore, I feel as if the author felt caged. I sometimes feel obligated to my parents decisions and this often aggravates me, hence I can understand the underlying tone of anger and blame placed upon the parents in this poem. The use of effective language by the poets helps suggest the ideas of the poems. The constant use of similes in My Parents show the childs admiration and interest for the bullies; as muscles like iron suggests strength and power, which are qualities that generally excite young boys. Torn Clothes reveal class differentiation and this helped justify the reason why the parents did not want the narrator to be a part of the bullies. On the contrary, Moniza Alvi uses striking imagery in her poem, as she paints a wonderful metaphoric image in our minds depicting her state of longing to be a part of this culture. The way the narrator will lean across a country [India] with my hands outstretched longing for the unknown girl in the neon bazaar is a very powerful image. I can almost imagine an anxious woman holding out her arms, in hope to receive her roots; it gives me the idea that the narrator is practically begging for this connection with her hometown. Colours leave the street float up in balloons is another influential metaphoric image. This symbolizes how the poet is trying to reach out for something [her roots], but it is not within her grasp. Moreover, the constant repetition of an unknown girl is hennaing my hand gives me the impression that the poet needs to constantly remind herself that she connects with this place; showing her desperation to remain connected to her roots. I chose these poems as I felt I could relate to them very well. I can understand Alvis situation, as I myself am away from my country of origin and often I find myself indulging in a more foreign culture, yet many a times I get nostalgic about the place I come from, despite feeling detached and distant from it. In addition, I think I could share my thoughts and feelings very well with My parents as it is about a young adult, just like me. Fitting in and being part of a group of children is very vital and therefore, I solemnly sympathize with the narrator. Lastly, I think Crabbit Old Woman deals with a great problem of stereotypical images, which are present in all works of life. It was inspiring to see the old woman standing up against these stereotypical images created by society. The poem made me to realize that I need to offer more respect and admiration for the older generation. All the three poems are written in a unique style and each one conveys very deep issues, in accordance with the universal theme of belonging. All the poets were very much successful in conveying their ideas and they were able to create a lasting impact upon the readers.

The Struggle for Equality: Native-Americans and Asian-Americans

The Struggle for Equality: Native-Americans and Asian-Americans The struggle for equality has been going on since the first European settlers immigrated to the United States. Globalization and Imperialism forced the indigenous peoples of the United States, and also immigrants from other countries, to endure extreme cultural changes. Both the experiences of the Native Americans and the Asian Americans are similar in the attempts by the dominant white culture to affect a total cultural transformation of their way of life. Both groups were considered inferior, dealt with segregation, discrimination, and the rationalization of economic and social exploitations. Native Americans and Asian Americans both suffered restriction of education that was intended to change and control their beliefs and behaviors, in addition to forced internment and relocation. Both groups struggled to preserve their cultures and languages, to be accepted and to receive the liberties that are the right of citizens of the United States. The liberties Americans expect, freedom f rom discrimination, citizenship, the right to sit on a jury, the right to vote, to receive an equal education were for many years denied them. In both cases, fear and greed were the prevailing attitudes that guided those policies of intolerance. From the onset, both the Native Americans and Asian Americans were viewed as inferior to whites and uncivilized. The 1700s classification of Native Americans by Congress as domestic foreigners (Spring, 2010) denied citizenship based upon the Bering Strait Theory that they had crossed over from Asia on the land bridge, and therefore were not white . This was the justification for the classification that all people of Asiatic decent, called collectively by European Americans Mongolians, were not to be considered white and was the basis for the Naturalization Act of 1790 which denied both Native Americans and Asian Americans citizenship. The general view of the Native Americans was a filthy (in the moral sense) savage who not only did not avoid personal pleasure, they enjoyed sex, allowed their women power, were lazy and did not discipline their children. Asian Americans fared no better. Spring (2010) states that in the 1870s in California the Asians were considered an inferior race, barbarians, and any mixing of the races would be the lowest, most vile degraded of our race, and the result of that amalgamation would be a hybrid of the most despicable, a mongrel of the most detestable that has ever afflicted the earth (p. 72) he went on to say that California Representative Romualdo Pacheco maintained, Chinaman [is] a lithe, sinewy creature, with muscles like iron, and almost devoid of nerves and sensibilities. His ancestors have also bequested to him the most hideous immoralities. They are as natural to him as the yellow hue of his skin and are so shocking and horrible that their character cannot even be hinted (p.73). The mind-set of non-European cultures not being white and needing to be civilized, was part of the belief system that the English colonists brought with them that held they were culturally and racially superior. This was used as the validation for taking over the lands of the Native Americans and the forced relocation of the various tribes. Ostensibly, for their own good, the reality was that the land was desired by settlers. This is similar to the Japanese Americans losing their homes and possessions during their internment in concentration camps during World War II. Additionally it was this same not white argument that was used in the 1920s to deny Asian Indians citizenship, and was combined with restrictive court rulings to deny owning land. It was over 160 years after the Naturalization Act that the United States Government acknowledged that naturalized citizenship should not be restricted to whites with the passing of the McCarran-Walter Act in 1952. The political system headed by European-Americans believed that to preserve the survival of the country it was necessary that other groups repudiate their native religions and ways of life, and accept middle class America with its accompanying customs. The hope was to accomplish this by total deculturalization and assimilation through education. It was during the latter part of the nineteenth century that the major policy of the United States Government became one of destroying the customs of the Indians, replacing their languages with English and instilling in them an allegiance to the U.S. Government. The Japanese faced these same tribulations in Hawaii in 1914. Wanting to preserve their culture and language, the local Japanese communities had opened private schools for their children to attend after public school. Spring (2010) explains, they were criticized by local white leaders for hindering the Americanization of Japanese American children and a Territorial Government report f rom that time states, All Americans must be taught to read and write and think in one language; this is a primary condition to the growth which all nations expect of us and which we demand of ourselves (as sited in Hawkins, 1995, p.35). The idea of cultural assimilation combined with the restriction of education was meant to keep other cultures and ethnic groups in line. Both Native Americans and Asian Americans were experiencing segregation or being denied an adequate education. It was not until the civil rights movement that strides were made to redress the deficiencies in schooling, have the schools provide positive images, and reverse the efforts by federal and state governments to destroy the language and cultures of different ethnic groups. The Japanese were, at this time, at a great disadvantage as they were still reeling from the effects of anti-Japanese movies made during World War II and had been villainized by all other cultural groups as a result. The outcome of that polarization of popular opinion was that the Chinese Americans were able to overcome the image of the Chinese opium den deviant which had energized discrimination and segregation. The American Indians wish to be in charge of their own educat ion and re-establish their cultural heritage and languages was made difficult by the attempts in the 1940s and 1950s to end the official status of the tribes. This was not in line with the Indians desires as it would mean dispersal into the general population (Spring, 2010). Banding together into the Pan-Indian movement the tribes in the 1960s led demonstrations to call attention to the plight of the Native Americans and garner political support. At this time, the image of Asian Americans had evolved to the point where they were considered the model minority(Spring, 2010). Regarded by the European Americans as model students who worked hard and got good grades, they were used as poster children to hold up against the African Americans and Hispanics for not working towards the model minority image. Despite strides made by both groups discrimination in education has continued. With a new inflow of immigrants to the United States, multicultural education ranging from bilingual education to instruction in a variety of cultures was proposed. All ethnic groups were expected to benefit from these policies. Unfortunately, the passage of the No Child Left Behind Act which mandated standardized tests to measure achievement, tied to school funding, put an end to that hope. If instructors hoped to ensure the students would be prepared for the high stakes tests that had became mandated than the material needed to be standardized. Sadly, these government created tests create uniformity in knowledge and make a single culture the norm of schooling. (Spring, 2010, p.133)

Marilyn Monroe Essay -- Biography Biographies

Marilyn Monroe Norma Jean Baker was born on June 1st 1926. She said that she came from an unhappy and deprived childhood. Galdys was Norma's mother. She had two children with Jack Baker (Norma's father) while still very young. Her father died in a car accident soon after she was born and at the age of 26 Galdys remarried to Edward Mortenson. Edward didn't want children but Galdys did so she divorced him. Soon after that Galdys couldn't take care of Norma anymore so she gave her up for adoption. In an interview Norma said that her grandmother tried to "mother" her with a pillow and how she was forced to do the dishes (at age 5) in an orphanage and that she was abused in one of the families that she was adopted by, and the fact that she was raped by a policeman. On June 19th 1942- two weeks after her 16th birthday Norma Jean married to James E. Dougherty. The marriage lasted for 4 years and by the time the divorce was granted she was well- known as "Marilyn Monroe". The name "Marilyn Monroe" came from the Broadway musical actress, Marilyn and she got Monroe from her grandmother. In July 1942- during the war there was a great demand for pin-up pictures for the soldiers. One of the soldiers took plenty pictures of Marilyn but they were never printed, he said that they were lost in the mail. So Marilyn went to Blue Book Modeling and studio Agency and was put to work immediately. This is when it all went big for her. By this time she was about 19 years old. She starte...

Don Quixote Essay

Quixotism is the ability of being caught up in the fable of pursuing some unrealistic goals or deeds. It is a world which is commonly used to describe idealism without looking at the practical side of the act. It is therefore related to â€Å"over- idealism†, something which does not consider the consequences or outcome of what somebody is doing. An act of impetuous person can be described as quixotic. This can be generally described as the ability to maintain ones ideals despite evidence to the contrary. The title character of Don Quixote is a great example of the concept of Quixotism. The prominent questions here are whether Don Quixote is sane or if â€Å"his mind dried up and went completely out of his mind† (2227). The truth is that Cervantes uses the sub-themes of an insane knight, idealism, and devotion to depict other major themes which are complex. That is why the characters exhibit incidents which are surfeit and unforgettable, happenings which are comic and tragic, but tries to present this in a significant manner. This character is actually mentally sound and he is a character who was built by the author, as a way of portraying the Spanish society in the era of sixteenth century. The text is full of quaint humor, and the author uses this in advancing his plot and the themes, which on the other hand comes out from Don Quixote. Don Quixote depicts renaissance in reality and tries to satirize the middle ages chivalric traditions by depicting them as absurd and archaic. This is a noble Spaniard who is being presented as crazy by the author intentionally, and he picks up his role as a good character and actor. He tries to revive the glamour of knighthood which was there â€Å"for the protection of damsels, the aid of windows and orphans, and the succoring of the needy† (2262) and it is evident that Cervantes does not care about the impossible dreams. The character refuses to face reality and the facts of life though he knows that what he ventures into is unrealistic and unachievable. As soon as he had seen the windmills, Don Quixote said to his squire â€Å"fortune is guiding our affairs better than we could have wished; for you see there before you (†¦) some thirty or more lawless giants with whom I mean to battle† (2247). Additionally, his relatives try to take the chivalric romances away as a way of rescuing him because they think that was all that drove him mad. On the contrary, he opts to escape with Sancho Panza whom is believed to be a good deal saner though little learned. The two characters venture into funny dreams but are different in character. According to Don Quixote knights should not complain of any pain because they are meant to bear wounds even when â€Å"their bowels may be dropping out† (2249). On the other hand, Sancho belives that he has to complain about any minor pain as God knows it, â€Å"unless the same rule applies to squires as well† (2249). For Don Quixote life is like a theater and everyone is playing a part in it. Even that life is serious always emotions are playing a big part. Don Quixote’s imagination allowed him to create a vision of a world which was more colorful, exciting, adventurous and poetic. It was for him a way to live a life because as he said: â€Å"when life is done, death takes from each the garb that differentiates him, and all at last are equal in the grave† (2307). He was a man who refused to be unhappy. The average life just got too monotonous for him, but instead of suffering, he did what most people are not brave enough to do. He reinvented his life to make it something that he was joyful living, no matter how crazy it seemed to others, because â€Å"the greatest madness that a man can be guilty of in this life is to die without good reason† (2348).He had always wanted to be a knight and one day he became one. He possessed the courage to follow his dreams, regardless of the judgment of others. The concept of Quixotism has been very well revealed in the text because Don Quixote knows very well who he is, the age he lives in, and he wants to revive the knight- errantry to be an â€Å"righter of wrongs, avenger of injustices, protector of damsels, terror of giants, and champion of battles† (2293). He wants to remain firm on his ideas and believes despite the facts from the parallel side which he knows well. From his quote â€Å"I know who I am, and who I may be, if I choose† (2244), he explains the fact that he is very sane and he knows what he is doing. His insanity is known to him and very intentional just like the character Hamlet in Shakespeare’s work. The author was being creative and exploring on the themes of idealism, which is best seen from Don Quixote character who is a â€Å"flower of chivalry† (2296). He is therefore being quixotic, and Cervantes asks us: do we consider the practicality of the goals we venture into? It is a good text with lessons on the pursuit of unrealistic goals in life. We should not have condescending attitudes towards nonconformists or judge other people, because one man’s genius is another man’s insanity, just as one man’s giant is another man’s windmill.

Definition and Examples of Inflections in English Grammar

Definition and Examples of Inflections in English Grammar Inflection refers to  a process of word formation in which items are added to the base form of a word to express grammatical meanings. The word inflection comes from the Latin inflectere, meaning to bend. Inflections in English grammar include the genitive s; the plural -s; the third-person singular -s; the past tense -d, -ed, or -t; the negative particle nt; -ing forms of verbs; the comparative -er; and the superlative -est. While inflections take a variety of forms, they are most often prefixes or suffixes. They are used to express different grammatical categories. For example, the inflection  -s  at the end of dogs shows that the noun is plural. The same  inflection  -s  at the end of  runs  shows that the subject is in the third-person singular (s/he runs). The inflection -ed is often used to indicate the past tense, changing walk to walked and listen to listened. In this way, inflections are used to show grammatical categories such as  tense,  person, and number. Inflections can also be used to indicate a words part of speech. The prefix en-, for example, transforms the noun gulf into the verb engulf. The suffix -er transforms the verb read into the noun reader. In The Frameworks of English, Kim Ballard writes, When considering inflections, it can...be helpful to use the notion of a  stem.  A stem is what remains of a word when any inflections are removed from it. In other words, inflections are added to the stem of a word. So  frogs  is made up of the stem frog  and the inflection  -s, while  turned  is made up of the stem  turn  and the inflection  -ed. Inflection Rules English words follow different rules for inflection based on their part of speech and grammatical category. The most common rules are listed below. Part of Speech Grammatical Category Inflection Examples Noun Number -s, -es Flower → FlowersGlass → Glasses Noun, Pronoun Case (Genitive) -'s, -', -s Paul → Paul'sFrancis → Francis'It → Its Pronoun Case (Reflexive) -self, -selves Him → HimselfThem → Themselves Verb Aspect (Progressive) -ing Run → Running Verb Aspect (Perfect) -en, -ed Fall → (Has) fallenFinish → (Has) finished Verb Tense (Past) -ed Open → Opened Verb Tense (Present) -s Open → Opens Adjective Degree of Comparison (Comparative) -er Smart → Smarter Adjective Degree of Comparison (Superlative) -est Smart → Smartest Not all English words follow the rules in this table. Some are inflected using sound changes known as vowel alternations, the most common of which are ablauts and umlauts. The word teach, for example, is marked as past tense by changing its vowel sound, producing the word  taught (rather than teached). Likewise, the word goose is pluralized by changing its vowel sound to produce the word geese. Other irregular plurals include words like oxen, children, and teeth. Some words, such as must and ought, are never inflected at all, no matter the context in which they appear. These words are considered invariant. Many animal nouns share the same singular and plural forms, including bison, deer, moose, salmon, sheep, shrimp, and squid. Conjugation The inflection of English verbs is also known as conjugation. Regular verbs follow the rules listed above and consist of three parts: the base verb (present tense), the base verb plus -ed (simple past tense), and the base verb plus -ed (past participle). For example, following these rules, the verb look (as in, I look around the room) becomes, in both the simple past tense and the past participle, looked (I looked around the room, I have looked around the room). While most verbs follow these conjugation rules, there are over 200 words in the English language that do not. These irregular verbs include be, begin, bid, bleed, catch, deal, drive, eat, feel, find, forget, go, grow, hang, have, hide, leave, lose, meet, pay, prove, ride, ring, seek, send, shall, shine, show, sing, spin, steal, take, tear, wear, and win. Since these words do not follow the rules for most English verbs, their unique conjugations must be learned on their own. ​Sources S. Greenbaum, The Oxford English Grammar. Oxford University Press, 1996.R. Carter and M. McCarthy, Cambridge Grammar of English. Cambridge University Press, 2006.Kim Ballard, The Frameworks of English: Introducing Language Structures, 3rd ed. Palgrave Macmillan, 2013.A. C. Baugh, A History of the English Language, 1978.Simon Horobin,  How English Became English. Oxford University Press, 2016.