Truth Knowledge Pursuit of Happiness in Titanic - Free Essay Example

Truth, knowledge, and the pursuit of happiness are all just words and phrases that signify nothing unless you transmit them power. When people utter these words and phrases it causes you stop and think about your beliefs, your experiences, and how you fit in the universe. In the movie Titanic you have the main character Rose who is a very restricted and sheltered woman. The leading character uses truth, knowledge, and the pursuit of happiness to obtain her goal, which is getting away from her current life and becoming a person who can make their own decisions and destiny. I will sufficiently explain how truth, knowledge, and the pursuit of happiness remain critically important key components to leading a happy life and how the main character Rose in the movie Titanic supports this thought. To begin this paper, we need to understand some background information. The movie Titanic is a movie that has captured audiences since its release in 1997. The movie Titanic was number one in the box office for 15 weeks straight and the most expensive movie at the time with all in expense at about $200 million. The film won 11 Oscars, 121 awards, and about 75 nominations. According to one critic named Roger Ebert this movie is flawlessly crafted. Some people call this movie a love story and others call it a tragedy. The truth is that it was both. This movie is a story about Rose who comes from a wealthy family and is pressured to marry a man who she does want to be with. Rose fights back against her current way of life by acting out of what she is supposed to be. She eventually meets a young man by the name of Jack who shows Rose that living within your means and going where the wind takes you is more rewarding than her current situation. Jack is the wild character who has just about nothing except his name but lives very well and is extremely content with his way of life. Rose finds this way of life appealing and that is where the story really begins. To commence your journey to leading a happy life it starts with the truth. Finding the truth can represent a laborious task to do just like Rose in Titanic. James Fieser says truth is not just found in the philosophical theories but rather in the critical give and take around those theories. Rose displays this concept when she meets Jack. Jack has shown Rose that his lifestyle is something that she has always wanted. Rose wants to be able to make her own decisions, live life freely, and express herself how she wants. Rose decides to take Jacks lifestyle, but she is giving up her life of wealth, status, and family. Rose wants to be free to achieve the wants that she could never have living her first-class life. She properly understands that if she does leave, that she will be most likely penniless and living on the street. When Rose acquires all these ideas about what the truth is she leaves her restricted and unhappy life for a new one that she thinks will produce a much joyous life. Life is about sacrifices and that is something Rose throughout the course of the movie understands. Have you repeatedly heard of the phrase that knowledge is power, well there is many truth to that phrase. Rose gains quite a lot of knowledge about how her future husband is to a degree abusive and possessive of her. He pushes her to the edge so much that she says in the movie she is screaming on the inside. Feiser talks about how people need to acquire knowledge to survive if we want to experience any sort of happiness. Rose struggles with this concept because she desperately wants to get away from the pressures of her life. Rose learns through the course of the movie that she must gain knowledge in order to segregate herself from her current situation. Rose gaining this knowledge sends her frantically on a search for an escape route out. There is a critical scene in the film where Rose is pushed so much that she attempts suicide by trying to jump off the back of the boat. This is the first scene where Jack and Rose meet and Jack talks Rose out of her decision to end it all. Rose le arns that Jack is her alternative to suicide. Jack is the escape route out. The more time she spends with Jack the more she learns that there is whole other life that she wants. Rose going on this search for knowledge is defiantly a contributing factor to her and anyone who is in a similar situation for leading a happy life. Some people might look at knowledge as some thing that is irrelevant and not needed to lead a happy life, but I disagree with this because in order to do anything in your life rather if it is big or small you need knowledge. Our final stop on the roadway to leading a happy life is pursuing happiness. Rose never recognized what she wanted until it was displayed right in front of her. That display was the key that would unlock the door to the life she always wanted. That key was the pursuit of happiness. Jack showed Rose so many brilliant and attractive things about living just within your means and not worrying about what the future holds. The moment Rose decided that she wanted that lifestyle she commenced her journey on the pursuit of happiness. Sigmund Freud puts it best as to say we cannot avoid going on a quest for happiness. Rose is merely achieving that. Rose is searching for a better place that she can be herself. People do not notice the happiness that is in their ordinary lives says Sissela Bok. People are sometimes blinded to things that they want that will make them happy or the things that they already have that will make them happy. The pursuit of happiness is a vital dominant key or for som e people it is not but in this case lets just say it is to conduct and implement the happy life that you have been or are yearning for. A happy life does not inevitably have to be hard to find or conceptualize. Sometimes it is the small things that matter to you most just like Rose in Titanic. This movie is something that lives on with you forever. It is something that can set a precedent for the rest of your life. Yes, everyone is different and there are many different opinions to what leading a happy life can be, but this message right here can surpass all the others. Someone else might say that leading a happy life is drinking beer and watching keeping up with the Kardashians and that is their opinion. What I am trying to show you is a more educated approach to a modern-day dilemma. Rose shows us that leading a happy life starts with truth, progresses with gaining knowledge, and finally ends with the drive to happiness.

Modern Voices Challenges to the Linear Narrative in The Waves and The Idea of Order at Key West - Literature Essay Samples

For the modernists, the linear narrative was something of a constraint on the writer’s ability to express their ideas and perceptions of the world. To discard the linear narrative, therefore, seemed the most logical solution to this problem. As Virginia Woolf writes in her 1925 essay ‘Modern Fiction’: ‘[The modernists] attempt to come closer to life, and to preserve more sincerely and exactly what interests and moves them, even if to do so they must discard most of the conventions which are commonly observed by the novelist.’[1] In her novel The Waves, Woolf follows her own advice, abandoning linear narrative and the traditional use of authorial voice so as to provide a distinct and wholly unique vision of life. This discarding of linear narrative is something also done by the poet Wallace Stevens, who, in his poems ‘Thirteen Ways of Looking at a Blackbird’ and ‘The Idea of Order at Key West’, presents a form defined by multiple perspectives and dissonance. In The Waves Virginia Woolf utilizes the musical device of polyphony so as to disrupt linear narrative and provide a form of language that accurately portrays her interpretation of human consciousness and experience of the physical world. Polyphony, which is the layering of separate and independent melodies in music, arises at various points in the book to provide numerous experiences of the same moment in time. The novel’s form is intrinsically linked to polyphony, Woolf structuring the novel to be constructed of groups of soliloqieys from its six central characters: Bernard, Louis, Neville, Rhoda, Jinny and Susan, these sections separated by interludes in which a seaside setting is described in extensive detail. By placing numerous soliloquies in sequence with one another Woolf provides a multifaceted view of the world, presenting the reader with multiple perspectives of single events instantaneously. One example of polyphonic soliloquies is in the first section describing the lives of the main characters as children. Louis has hidden in a hedge and through a slit in the branches observes the rest of group as they play in a garden. He then says ‘Now something pink passes the eyehole [†¦] She has found me. I am struck on the nape of the neck. She has kissed me.’[2] This is paired with Jinny saying ‘What moved the leaves? [†¦] I dashed in here, seeing you green as a bush, like a branch, very still, Louis, [†¦] I thought, and kissed you’. At the same instance of time Susan also says ‘Through the chink in the hedge [†¦] I saw her kiss him.’ Within a linear narrative framework this series of events would be recounted in chronological and order solely in the past tense. Through a polyphonic collage and thus fractured non-linear narrative, however, Woolf lends the scene a sense of immediacy through the use of both past and presen t tense. By discarding linear narrative Woolf presents a more realistic representation of individual time, not a single line with a series of events placed upon it, but rather multiple timelines criss-crossing mutual points of experience. Woolf’s version of the modernist novel thus overtly rejects the narrative conventions of realism. As Jane Wheare notes, in ‘The Waves, largely through the novelty of her method, Woolf draws attention to the process of narration which one normally takes for granted in reading a â€Å"realist† novel.’[3] The layering of voices so as to disrupt linear narrative and thus reinvent the role of voice is something that it also important when considering Wallace Stevens’s poem ‘The Idea of Order at Key West’. In the poem the narrator presents to the reader his observations as he watches a woman sing by the ocean, the sound of her voice and the sound of the sea coming together to such a degree that the narrator finds it difficult to distinguish the two apart. In the poems first stanza Stevens makes note of three distinct sounds: the voice of the singer, the sound made by the flow of water and the sound caused by this flow interacting with its environment. Stevens writes that the sound of the ocean was a ‘mimic motion’[4] as it ‘Made constant cry, caused constantly a cry’. [Line 5] The use of constant and the adverb constantly creates a sense that the ocean noise is something of a control variable when perceiving the scene. While the singer Ã¢â‚¬Ë œsang beyond the genius of the sea’, [Line 1] the sea has been continually making noise. This places the singer’s voice atop the noise of the sea, like the fifth in a triadic chord. A triadic chord consists of three notes, and thus the two remaining sounds of the sea are left to complete it. As it can be assumed that something has to be made before it can cause something else in a chain reaction, the sound of the flow of water should become the chord’s root, while the sound caused by this flow becomes the third. It should not be read, however, that Stevens merges the sounds into one. In the same way that Woolf makes distinction between the voices of Louis, Jinny and Susan, Stevens shows the reader that the three sounds are still separate and individual, merely brought together by the sensory experience of the narrator. Stevens writes: ‘The song and water were not medleyed sound Even if what she sang was what she heard, Since what she sang was uttered word by word.’ [Lines 8-10] By not being ‘medleyed’ the song and the dual noises that the water produces remain individual, linked only by the imagination of both the narrator and the singer, the singer only being inspired by the sea as it ‘was what she heard’. Her song is a distinct and wholly separate sound as Stevens writers her song is projected through language ‘word by word’, while the noise of the sea is merely ‘The grinding of water and the gasping of the sea’, [Stevens, Line 13] ‘The heaving speech of air’. [Line 26] A triadic chord, though coming together to produce a single melody, is made of three wholly separate notes and this poem, the inspiration of which could be seen as a melody, recalls three distinct sounds. Stevens thus rejects a linear framework to observe that what we experience through our senses is not necessarily what is happening in reality. It could be argued that Stevens capitalizes upon musical devices to disrupt linea r narrative in ‘The Idea of Order†¦Ã¢â‚¬â„¢, using musical theory to present a particular view of reality. Anca Rosu argues that you could read ‘Stevens as a â€Å"musical† poet [†¦] by following the development of musical themes in his poetry’.[5] Stevens layers voice over sound, anthropomorphizing the water and creating a three tonal narrative, following suite with Woolf and rejecting linear narrative. It is notable, however, that there is a level of difficulty in separating individual voices in both The Waves and ‘The Idea of Order†¦Ã¢â‚¬â„¢, at times it seems more convincing that both Woolf and Stevens are presenting a single voice rather than multiple different ones speaking polyphonically at the same time. If this were true, then some level of linear narrative would be retained by Woolf and Stevens as tropes of realism would become noticeable within their work. It is in The Waves perhaps more so than in the poetry of Stevens that this problem becomes apparent. The soliloquies of the six main characters are written in the same prosaic language and often at times the reader can become disorientated, forgetting by whom the soliloquy is being given. There are also points where the novel itself becomes conscious of this problem. In the final soliloquy of the novel Bernard says ‘And now I ask, â€Å"Who am I?† I have been talking of Bernard, Neville, Jinny, Su san, Rhoda and Louis. Am I all of them? Am I one and distinct? I do not know.’ [pg. 222] This quotation brings into the question the validity of the novels narration. Has the novel simply been of one consciousness fractured into six voices each with its specific position and perspective: Jinny and elation, Neville and beauty, Rhoda and gloom for example, and thus some form of barely linear interior monologue. Are we, as Bernard asks, all of them? Or is the novel’s narrative what we have been lead to assume, six different characters leading six autonomous lives. I would argue that the novel follows the latter form of narrative. As the style of prose does not change throughout the novel, remaining the same in all the soliloquies as well as the interludes in which the seascape is depicted, the reader has to rely on specific symbols and cues that Woolf provides them to recognize the voice of each character. The most obvious of these signs and symbols are the introductions to the soliloquies, each one beginning with a two word phrasing stating which character is speaking, ‘—said’. In the first group of soliloquies this makes the text easy to read and assign names to speech, but only due to the short length of the soliloquies: ‘â€Å"I see a ring,† said Bernard, â€Å"hanging above me. It quivers and hangs in a loop of light.† â€Å"I see a slab of pale yellow,† said Susan, â€Å"spreading away until it meets a purple stripe.†Ã¢â‚¬â„¢ [pg. 5] Later on in the novel, however, when the soliloquies may run for several pages the reader can forget who is speaking and it is here that tropes specific to each character become important. Bernard, for example, can be recognized due to his obsession with language and the search for the perfect phrase, Louis often repeats versions of the phrase ‘My father is a banker in Brisbane and I speak with an Australian accent’, [pg. 13] and Rhoda is characterized by a feeling of unidentifiable unhappiness and lack of importance, her signature tone following that of ‘here I am nobody. I have no face.’ [pg. 23] Lorraine Sim writes that ‘it is only in rare moments that the separate characters or points of view represented [†¦] share a common experience or understanding of the world.’[6] By connecting characters to the narrative not through the reader necessarily following plot but rather by recognizing signs and signifiers, Woolf places a great importanc e upon the role of voice. Woolf presents a world where meaning is derived not by experience but by symbols of the individual’s character. The reader must truly know the voices of the six characters to follow the fractured plot of the novel and thus Woolf places character development, signs and symbols as more important than plot. Linear narrative is once again rejected for a form of narrative that allows Woolf to place greater emphasis on signs and symbols as key components of reality. The notion of symbols taking more significance than plot derived from a linear narrative structure is something that is important when reading Stevens’s poem ‘Thirteen Ways of Looking at a Blackbird’. This poem abandons linear narrative altogether, the poem consisting of thirteen totally separate stanzas only connected by the focus on the blackbird. Unlike in ‘The Idea of Order†¦Ã¢â‚¬â„¢, Stevens presents no train of thought, no argument, no setting or plot. The poem could be read as a poetic exorcise or experiment and perhaps an active investigation into ideas of form, structure and language. Thirteen different perspectives are given, suggesting that a single outlook on existence would be counterproductive while living life, Lee Margaret Jenkins writing that the poem ‘attests to the redundancy of any single â€Å"way of looking.†Ã¢â‚¬â„¢[7] It could be argued, furthermore, that ‘Thirteen Ways†¦Ã¢â‚¬â„¢ is a poem totally made of symbols as no meaning or plot can be easily if at all taken away. The central symbol is of course the blackbird which is the only thing to appear in all thirteen stanzas of the poem. What the blackbird symbolizes however changes from stanza to stanza. For example, in Stanza II: ‘The blackbird whirled in the autumn winds. / It was a small part of the pantomime’[8], the blackbird comes to symbolize the cyclical nature of the seasons, while in Stanza VI the blackbird symbolizes humanities fear of the unknown and misunderstood. Other symbols arise, such as a focus on the seasons: autumn in Stanza II, winter in Stanzas I and VI and spring in Stanza XII, ‘The river is moving. / The blackbird must be flying.’ [Lines 48-49] Shadows are repeatedly mentioned as symbols of a phenomenological perspective of life’s experiences, while phenomenology is once again mentioned in Stanza IX when considering our immediate environment: ‘When the blackbird flew out of sight, It marked the edge Of one of many circles.’ [Lines 35-37] Once again it appears that Stevens and Woolf follow a similar stylistic dictum; in literature multiple perspectives consisting of symbols are what define our existence rather than a linear narrative where meaning is largely derived from a single plot. Both Woolf, in The Waves, and Stevens, in ‘The Idea of Order at Key West’ and ‘Thirteen Ways of Looking at a Blackbird’, have clearly rejected all notions of linear narrative. In The Waves Woolf provides the reader with a form of novel with clearly abandons linear narrative, instead using polyphonic collages of voice to present a more realistic interpretation of time and replacing plot with a reliance on symbolic language. Stevens similarly layers voices, taking a far more directly musical approach than Woolf but follows suite when opting for symbolism over plot. By taking similar approaches to the narrative structures of their works, both Woolf and Stevens are able to show the limits of the linear narrative framework. For them both, linear narrative seems to have been abandoned due to its inability to accurately represent their nuanced and highly specific interpretations of human existence. The human experience is far too complex and variety of our experien ces is too great to be accurately represented in a simple linear narrative. Both Woolf and Wallace have thus found forms and structures of literature that suite their needs and fit their vision: ruptured, complex and full of ambiguity. Bibliography Jenkins, Lee M., Wallace Stevens: Rage of Order, [Brighton: Sussex Academic Press, 2000] Rosu, Anca, The Metaphysics of Sound in Wallace Stevens, [Tuscaloosa: University of Alabama Press, 1995] Sim, Lorraine, Virgina Woolf: The Patterns of Ordinary Experience, [Farnham: Ashgate Publishing Ltd, 2010] Stevens, Wallace, ‘The Idea of Order at Key West’, in Modernism: An Anthology, ed. by Lawrence Rainey [Oxford: Blackwell Publishing, 2005] Stevens, Wallace, ‘Thirteen Ways of Looking at a Blackbird’, Poetry Foundation, http://www.poetryfoundation.org/poem/174503, [accessed 17/12/14] Wheare, Jane, Virginia Woolf: Dramatic Novelist, [London: The Macmillan Press, 1989] Woolf, Virginia, ‘Modern Fiction’, in Modernism: An Anthology, ed. by Lawrence Rainey [Oxford: Blackwell Publishing, 2005] Woolf, Virginia, The Waves, [London: Penguin Classics. 2011]

Teaching Writing Balancing Process And Product Essay

The second chapter in Tompkins’ book, Teaching Writing: Balancing Process and Product, Tompkins talks about the different writing strategies that teachers can implement during the writing process. In my opinion, these writing strategies are especially important for young writers, due to the fact that the process in extremely important when beginning to write. Tompkins supports this belief what she writes, â€Å"Even the youngest writers can learn to apply writing strategies† (2012, p. 34). These strategies help writers monitor what they are doing in order to ensure that the final product has been completed to the writers’ best ability. At a first and second grade level, however, some strategies may be too complex and may confuse the students. The goal for teaching at this level should be to have the students generate ideas, organize the writing, and proofread and reread for errors in either grammar or in content. This being said, I do not mean that the other stra tegies cannot be introduced, but teachers should not spend an ample amount of time showing the students how to elaborate or format papers. To me, it is essential for young writers to evaluate their own progress and now when they have made errors so that they are not relying on teachers, this early on, to fix mistakes for them. Another part of the text that I feel is extremely important when teaching first and second grades is the way in which teachers should introduce these writing strategies. Teachers â€Å"think aloud toShow MoreRelated Acquiring Skills in a New Language Essay1510 Words   |  7 Pageslanguage is the ability to communicate messages in writing. For a teacher of English as a second language, nurturing students to develop sound writing skills is crucial to the success of the student both as a learner of the language, and their skills communication skills in reading, speaking and even listening in English. 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Racism Racism And Racism - 1181 Words

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Essay on Coming of Age and Moving to Massachusetts

Coming to age is not something that usually happens in one exact moment, it is a gradual experience. A person coming of age is very vital to how they develop their personal characteristics. The story of how I came to age isn’t a story I tell very often. Personally, I believe that what happens in the past should stay in the past. When I was nine years old, my parents, two siblings, and uncle decided that it was time for us to move from Missouri up to chilly Massachusetts. Both my uncle and father were construction workers. There were so many projects in Massachusetts, it was sensible for us to move. Financially, this was also the solution to our money problems. All around we were all very excited for this move, all except for myself.†¦show more content†¦I used to hate the nights my mother would work because of this. I came to learn that my father has bipolar depression and also suffers from alcoholism. The move to the north was very difficult for him. Having to take care of my siblings and I were too much for my father to handle. We just added to his stress level. This would cause him to spend every night drinking away the stress. It was around the age of eleven, I felt the need to step up and take control of the situation that my father couldn’t. It was during this time period, that I came of age. No one was looking out for me. I was playing the role of an adult taking care of my siblings at night. There were all these unsaid responsibilities that I took on without my mother knowing. I can remember feeling the pressure to keep everything under control. Every night, I’d stay awake until 2 a.m. for when my mother came home. The house just didn’t feel safe without an actual adult there to handle the situation. There was this fear of falling asleep because if something terrible happened, I would blame myself. There is one night I can vividly remember. Fall was coming to an end, the air was brisk and the ground felt frozen. It was a typical night in the Arwood household. My mom had left for work and my dad was already over the legal limit. Something had happened between my father and sister, Amber. They were fight like usual but this time the fight had turned physical. I cannotShow MoreRelatedIntroduction Of Homeland Security : Boston Marathon Bombing1459 Words   |  6 PagesIntroduction to Homeland Security Boston Marathon Bombing Usually a fun and exciting day, April 13, 2013 is literally a holiday in Boston, Massachusetts. This holiday is known as Patriot’s day. Many people from around the world come to Boston to put their bodies to the test and run in an iconic 26.2-mile marathon known as the Boston Marathon. On that day, many people would witness an act of terrorism on the people, which would leave a mark in history, killing three and injuring 260 people. The BostonRead MoreJamie Metcalfe. 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The Framework of Human Resource Management - 920 Words

Introduction The essay will introduce the reader to the framework of Human Resource Management (HRM) practices that can help companies deal with sustainability, globalization and technology challenges. The essay is divided into 4 broad sections which are the four dimensions that form the framework of HRM practices. In each of the sections, there will be examples of HRM practices within each area. Managing the Human Resource Environment Noe et al (2010) mention that managing internal and external environment factors allow employees to make the greatest possible contribution to company productivity and competitiveness. This area of human resource management involves Strategic HRM Strategic HRM (SHRM) bridges business strategy and HRM†¦show more content†¦Recruiting and Selection Stone (2008) mention that recruitment is the process of seeking and attracting a pool of qualified candidates for job vacancy. According to Ulrich and Brockbank (2005), in order to expand the candidate pool, the company has to build an internet hiring strategy, target potential employees and use referral hiring. Training Training is a planned effort to facilitate learning of job-related knowledge, skills and behaviours needed to carry out their jobs with a present or near-future time-frame. Assessment and Development of Human Resources To ensure employees equips with the required skill to perform current and future work roles, an effective line manager have to be aware of issues involved in determining best methods. A good manager also needs to be able to motivates, providing performance feedback to employee as well as take action based on causes of poor performance. This area of human resource is Performance Management Performance Management operates on strategic and administrative function. 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Authentic Leadership on Employee Trust †Free Samples to Students

Question: Discuss about the Authentic Leadership on Employee Trust. Answer: Introduction: Trait theories defer from behavioral theories mainly in terms of the qualities of a leader (Derue et al. 2011: 12). Trait theories of leadership list some specific personality traits that a leader possesses. These traits distinguish leaders and non-leaders. The theories stress that leaders are not made but are born. In other words, the theories maintain that leadership in innate (the personality traits are inborn) and cannot be achieved through learning (Landis, Hill Harvey, 2014: 97). Behavioral theories of leadership, on the other hand, focus on the leader's specific and observable behaviors. Therefore, behavioral theorists pay their attention to the conduct or behaviors of leaders. The primary assumption of these theories is that leaders are made but not born and that the success of leadership is deeply rooted in the learnable and definable behaviors (Penney, Kelloway O'Keefe, 2015: 19) Different organizations have their strategies of selecting and developing effective leaders. However, some of the factors that determine the selection and development include assessment of core competencies and skills and clarification of roles and objectives (Zaccaro Klimoski, 2002: 17). The two primary leadership competencies are skills and behaviors. Skills, in this case, include interpersonal skills, technical and conceptual skills. An effective leader has the responsibly of assigning roles and defining objectives to the workers (Zaccaro Klimoski, 2002: 17). For instance, the role of a human resource manager in an organization would include assigning tasks, formulating action plans for completing tasks or projects and setting goals of performance. Employees' motivation is key to the growth and sustainability of any business. The UK and Europe to ranking companies which have also been cited as the best working places share some common factors that they employ to motivate staff. One of the factors includes employee engagement in the business's operations. Maximum engagement of employees gives them opportunities to not only grow but also shine (Malik, Butt Choi, 2015: 56). They are given opportunities to explore their strengths, grow in their roles as well as learn more. The respective companies and workplaces empower their employees thereby encouraging understanding and encouragement. As a result, the companies record high productivity and profits. Another form of motivation is awarded in terms of awards and other benefits. Other than the basic salary, employees working in these top and/or best companies receive other benefits such as allowances, sick leave, educational leaves, retirement benefits and promotions (Wang Hsieh, 2013: 616). Additionally, employees enjoy a high sense of empowerment. Employees are therefore given opportunities to make decisions that influence the respective companies. It is thus evident that these companies and workplaces encourage decision-making strategy that involves all the stakeholders. Such an approach according to Wang and Hsieh (2013: 616) ensures that the employees are satisfied hence work towards improving the companies' productivity while maximizing profits and meeting competitive advantage. One of the recent films I have watched is Jamie Uys' The Gods Must be Crazy. It is an African based film depicting the ancient life before the emergence of technology in the region. In my perspective, the film is a depiction of what Auguste Comte contended. That is, societies evolve from one stage to the other. The three stages are the theological stage, metaphysical stage, and the scientific stage. The film shows a sophisticated culture which is later disintegrated by conflict and the emergence of technology. The society in question has strict beliefs and values and knows nothing about education. They believe in supernatural powers. Generally, I found the movie interesting and all-involving. Conversely, a friend who watched the same film said that the movie was unattractive. According to her, the actions, events, culture, and characters show how human beings can be barbaric at times. She also contended that the film could be fictional because she could not understand how rational hu man beings could lead a normal life in a desert. Essentially, our perceptions about the film were very different. While I perceived that the unfolding events in the film were salient in any society with no experience of technology and exposure, my friend maintained that such kind of life is abnormal and the film events are just mere makings and imaginations. If I were Samantha, I would ensure the following factors before delegating any project or part of the project to any member of the staff. I would first consider whether I have suitable personnel who can handle the task effectively. The right person to handle the project must possess all the necessary abilities to handle the requirements of the project. In order to ensure that the workers do not feel that Samantha's oversight and authority are too much or she is over controlling, it is necessary to delegate projects while incorporating discussion and participation. She should invite questions and also allow suggestions. The approach is effective in understanding how the workers perceive the task, how they accept it and even become committed. Executives do not require controlling all the projects as a way of maintaining authority. Other than controlling all the projects, executives can alternatively express authority through ensuring that there is trust between them and the employees (Binns, Smith, Tushman, 2011: 72). Again, they can also do so through employees' motivation. Additionally, executives have all rights to have control over projects because it is one of their core responsibilities. However, their manner of control is influenced by the decisions made. They have to be made aware of the decisions made. Some of the tasks that a top executive cannot delegate include; core responsibilities, talent nurturing and team building, crisis management, and achievement of the mission, vision and the company culture. According to Hackman, a successful teamwork should be small in size with consistent membership (Hackman, 2009: 98). It should have skilled, highly motivated and committed members. Also, a successful teamwork should have defined roles and responsibilities. The team leaders should be courageous, assertive and capable of imposing authority. These qualities are important in ensuring effective group performance. Other essential conditions improve the efficiency of teams. Firstly, effective teams focus on cooperation among the team members (Hackman, 2009: 100). In this case, there is the need for the team members to work together to achieve certain goals. Effective teams should also exhibit flexibility. That is, teams should be able to deal with any changes. Dealing with changes calls for the team members to consider different views from every member and can even choose to compromise. One of the things I would do to ensure that the new team is effective is to lay down the ground work. Secondly, I would assess the skills and expertise of every team member. This would help in classifying the members with complementary skills. It would be necessary to divide the overall goal into smaller tasks. The breakdown promotes individual performance and responsibility thereby enhancing accountability towards achieving the overall goal. References Binns, A., Smith, W. K., Tushman, M. L. (2011). The ambidextrous CEO. Harvard Business Review, 89(6), 74-80. Derue, D. S., Nahrgang, J. D., Wellman, N. E. D., Humphrey, S. E. (2011). Trait and behavioral theories of leadership: An integration and meta?analytic test of their relative validity. Personnel psychology, 64(1), 7-52. Hackman, J. R. (2009). Why teams don't work. Interview by Diane Coutu. Harvard Business Review, 87(5), 98-105. Landis, E. A., Hill, D., Harvey, M. R. (2014). A synthesis of leadership theories and styles. Journal of Management Policy and Practice, 15(2), 97. Malik, M. A. R., Butt, A. N., Choi, J. N. (2015). Rewards and employee creative performance: Moderating effects of creative self?efficacy, reward importance, and locus of control. Journal of Organizational Behavior, 36(1), 59-74. Penney, S. A., Kelloway, E. K., OKeefe, D. (2015). Trait theories of leadership. Leadership in Sport, 19. Wang, D. S., Hsieh, C. C. (2013). The effect of authentic leadership on employee trust and employee engagement. Social Behavior and Personality: an international journal, 41(4), 613-624. Zaccaro, S. J., Klimoski, R. J. (Eds.). (2002). The nature of organizational leadership: Understanding the performance imperatives confronting today's leaders (Vol. 12). John Wiley Sons.