Analysis of One Art

Analysis of One Art Analysis of â€Å"One Art† The opening stanza of Elizabeth Bishops’â€Å"One Art†reveals the clear statement of the poem; the struggle with mastering the issue of loss. Bishop uses the significance of structure and word choice to further the meaning of the poem. She crescendos each stanza to create a firm foundation for the dramatic conclusion, and incorporates expressive words throughout the poem to illuminate the last stanza’s attitude shift from that of carelessness to seriousness. â€Å"One Art† approaches loss in a rather sidelong manner. It does not dive straight in and attack the large issues, but instead begins with meaningless objects. In so doing, Bishop aligns these unimportant possessions with the more significant ones. As the poem progresses, the objects mentioned become increasingly more meaningful, as does their loss. Bishop not only purposely guarantees opportunities to rehearse this art of mastering loss, but supplies materials br anded â€Å"with the intent to be lost.† She forces the second stanza to visualize with the ruminations of the first. Readers learn precisely how to master this art, and are urged to practice to make it into a virtuous habit: â€Å"Lose something every day.† A further instruction counsels the approval of that resulting disorder—the â€Å"fluster†Ã¢â‚¬â€produced by undue agitation. Bishop implements a progressively dynamic, almost uncontrollable, schedule of loss in the third stanza then simply shifts the focus to the next lesson. No longer does she express manageable, solicitous incidents; the poem has moved beyond them to overwhelming concerns: places, names, and destinations. The â€Å"intent† of the first stanza blossoms into the broader intentions of â€Å"where it was you meant to travel† of the third stanza. The reader must supply a relative example to correspond with this line. After Bishop struggles to induce specific details from t he reader she abruptly introduces the lyric â€Å"I† in the very next stanza. Her experiential familiarity, suppressed in the first half of the poem, surfaces as she is clearly experiencing aggravation in the reader’s ability to apprehend the previous lessons of loss. She quickly shifts and summons a specific personal item, â€Å"my mother’s watch,† making tangible the feeling of irretrievable loss. This registry of loss continues to the next line where she is missing â€Å"three beloved houses.† Bishop demonstrates the truth of this loss by exploiting what is, after all, the first true disaster in the poem. The speaker, further emboldened by self-knowledge, begins the very next stanza again with â€Å"I lost.† However, she approaches the unspecified yet concrete type of loss: â€Å"two rivers, a continent,† the loss of which suggests the impermanent nature of earth itself. The tercets have logically built up from small, keys, to larg e, continent, with demonic precision and momentum. Yet the items lost become increasingly personal through each stanza. This movement holds its momentum properly until the final tercet is reached. Bishop introduces the final stanza with a dash, clearly emphasizing breakage and resistance. Loss and love are significantly enjambed within the first two lines of this final stanza. They not only confess how loss and love are bound, but give continuing evidence of â€Å"I love,† risked with a solitary parenthesis in the line. The most intimate words are not understated by being parenthesized but jump out as a temporary withholding as her most prominent resistance to accepting loss is unfolding. There appears a breakdown, not only in the speaker, but in the certainty of the statement â€Å"The art of losing isn’t hard to master† by the addition of â€Å"not too hard† and an admission of strain with the fiercely whispered â€Å"(Write it!)† between the stu ttered double â€Å"like.† Here conflict explodes as the growing tension within the desire to repeat the poem’s refrain yields to the doubts of its accuracy. The imperative self-prompt â€Å"(Write it!)† conveys the immense energy needed to utter the last word of â€Å"disaster.† The repetition of â€Å"like† postpones, ever so fleetingly, the final word that hurts all the more. The inevitability of â€Å"disaster† ironically recalls the fatalism of true loss.

Employee Reward nd Development Essay Example | Topics and Well Written Essays - 1500 words

Employee Reward nd Development - Essay Example Organizational learning has been proposed as a fundamental strategic process and the only sustainable competitive advantage of the future (Vera and Crossan, 2004) as it increases the rate of change, provides flexible organization of structures, continuous improvement, and organizational interactions are actively managed and optimized (Easterling, n.d.). Smith, Araujo and Burgoyne (Vera and Crossan et al (2004) developed a theoretical model with 4I framework linked by four social and psychological processes like intuiting, interpreting, integrating and institutionalizing. Organizational learning is viewed as a process of change in thought and action among individual and group which is embedded in and affected by the institutions of the organization. It is further argued that tension between assimilating new learning (exploration) and using what has been learned (exploitation) is the basic challenges of organizational learning. The learning organization concept is about building learni ng and knowledge creating capacity in individuals and enabling the effective dissemination of this knowledge through the organization. The learning organization is the product or result of a critical combination of internal change mechanisms concerned with structure, process and human capability allied to continuous environmental reviews which is intended to improve performance (Thomas and Allen, 2006). According to Egan, Yang and Bartlett (2004) organizational learning culture can enhance employee’s job satisfaction and both of these variables influence the organizational outcome variables of motivation to transfer learning and turnover intention. The analytic framework of the learning organization developed by Watkins and Marsick (Egan, Yang and Bartlett, 2004) provides a lucid and broad definition of the construct of learning organization which not only identifies underlying learning organization dimensions but also integrates such dimensions in theoretical framework which specifies interdependent relationship and was also agreed by Ortenblad (Egan, Yang and Bartlett 2004)). Vince (2001) while examining the organizational learning in Hyder Plc mentioned that the conceptualization which indicates that â€Å"individual staff can benefit from on-the-job learning and training which is highly practical and applied† (p.1326) and further argued that organizational learning is visible in the organizational dynamics which is created from the interaction of politics (power relations) and emotions. According to Miner and Mezias (1996) various theories have tacitly assumed a fixed world of exogenous conditions to which organizations must adapt while ‘learning’ carries a positive connotation in many cultures. Behavioral learning scholars claim that incremental learning is common and has useful outcomes. It is pertinent to mention that incremental and radical learning are both meaningful concepts that enhance survival and prosperity while may c ause damage the organizational culture. According to Yeo (2002) behavioral or adaptive learning approach clarifies that learning is directly associated to some action which follows it. Cognitive learning assumes that learning is more than just applying rules or responding to small scale problems and making basic elements of a subject. Sanchez, Vijande and Gutierrez (2010) mention that

Armitages and Keeble-Allens Undertaking a structured Literature Review Essay

Armitages and Keeble-Allens Undertaking a structured Literature Review or Structuring a Literature Review, Tales from the Field Article Critique - Essay Example The study conducted by the two researchers relies on a number of credible secondary sources for the literature review. The primary data on the other hand was gathered from the field with a sample of four master students. The methodology applied by the researchers is credible in that it abides by established methods of research. In particular, the researchers relied on unstructured interviews to gather primary data from the sample during their supervisory sessions. Critique of the Evidence Used During research, it is normally in order to use a in some cases, especially if the population under study is extremely high or when associated costs of conducting the study are extremely high (Patton 2002). While the researchers used a small sample in conducting their study, it is beyond doubt that the evidence used was adequate and accurate. The data from the unstructured interviews with master students was adequate and is representative of what other students encounter while conducting their studies at the undergraduate and master levels. The study also –provides evidence based on 18 secondary sources that are recent (from 1995 to-date), credible and authored by authoritative sources.