Evolution of Management Essay Example | Topics and Well Written Essays - 1000 words

Evolution of Management - Essay Example The principles of management have changed dramatically within the past century, shifting between a classical perspective, to a humanist perspective, to a scientific perspective that takes into account the various technological and globalizing principles occurring within the modern workforce. Regards, some elements of effective management have remained true throughout all of these changes, including the necessity of innovation and the importance of culture. By analyzing each of these elements in terms of one’s own work experiences, a student of management can develop both a complete picture of how management has evolved through the years and how seemingly outdated principles can serve as a useful guide toward driving success from one’s team. The formal study of management is relatively recent, despite the fact that individuals have been managing others within organizations since ancient times. The earliest studies of management principles began with the classical perspec tive, which emerged during the 19th and early 20th centuries. This was brought on by the factory system that appeared in the 1800s during the Industrial Revolution. During this time, work was increasingly centralized into one location, as opposed to the rural agricultural setting in which most of the world worked before that point. Another distinctive feature about the factory system was the organizational structure that needed to be enforced in order for effective and efficient work processes to start. In the absence of effective management principles, factories could not cope with training employees, scheduling complex manufacturing operations, and handling increases in labor dissatisfaction among workers. Accordingly, a better management system and a more efficient factory became the subject of an increasingly academic interest among intellectuals (Daft & Marcic, 2008, p. 24). In response to this problem, the number of professional managers increased nearly sevenfold between 1880 and 1920. These managers developed and tested solutions to the challenge of organizing, coordinating, and managing large groups of people and their productivity. At this point, modern management through the classical perspective became necessary for large businesses with many employees. Within the classical perspective, there are three different emphases or subfields: (1) scientific management, (2) bureaucratic organization, and (3) administrative principles (Daft & Marcic, 2008, p. 25). Scientific management refers to scientifically determined changes in management practices as the solution to improving labor productivity. This movement was carried through by Frederick Winslow Taylor, who believed that improving productivity meant that management should change accordingly and that the nature of this change should conform to scientific principles. This involved the application of science to estimate the productivity of each worker and the attempt to maximize that productivity by an alyzing situations that workers find themselves in. Another subfield, that of bureaucratic organizations, became popular in Europe following the late-19th century in the belief that a rational authority would lead to higher productivity. This theory was based on the observations of sociologist Max Weber, who thought that the depersonalization of the hierarchical workplace led to a more objective standard for success. A third subfield, that of administrative pr

Assessing Corporate Culture Essay Example for Free

Assessing Corporate Culture Essay 1. Scheins approach to assessing organizational culture a. Strengths of scheins approach to assessing organizational culture Schein defines and describes culture as any one of many elements of organizational culture. The culture of an organization can be viewed and treated like other structures within an organization. Certain organizations such as by-laws, committees, and chain of command flow charts, may serve to answer basic questions such as â€Å"how do we interact with the external environment?† and â€Å"how do we order ourselves internally?† As an organization responds to these questions, the responses become core assumptions. These core assumptions become the frames through which the organization interprets the world round it. In place of questionnaire or instrument that utilizes typologies, Schein prefers clinical research model of assessing organizational culture. In this model of organizational culture investigation, the researcher gets much more directly involved within the organization by acting as participant observer or ethnographer. He suggests that members of the organization will more openly respond to the researcher and the investigation because the members of the organization think they have something to gain by collaborating with the researcher. Schein believes that valid data on the culture of the organization will only be collected when the researcher is perceived as the consultant who is seeking to help the organization and has the best interest of the organization in mind. Schein admits that the clinical model of evaluating organizational culture assumes that the researcher intervenes in the culture of the organization. If the organization perceives that the researcher is helping to make changes that will benefit the organization, then the research will accurately yield the cultural dynamics of the organization. b. Weaknesses of Schein approach to assessing organizational culture The results gained from qualitative result are limited to specific cases under investigation. Direct comparison cannot be made between the results from other studies unless the research is specifically designed in that manner. Furthermore, results cannot be generalized to other settings and links to organization’s performance are rarely explored. One significant weakness to Schein’s approach (qualitative method) is the time needed for data collection and analysis which makes the research more costly and time consuming 2. Cameron and Quinn approach a. Strengths of Cameron and Quinn approach to assessing organizational culture Cameron and Quinn provide an evaluation tool called the organizational culture assessment inventory (OCAL). The OCAI is a survey instrument established on a theoretical model called the competing value framework. This framework is valuable for organizing and interpreting various phenomena within an organization. The competing values framework refers to whether an organization strives for flexibility and individuality or stability and control, whether or not an organization is focused externally or internally. The purpose of the OCAI is to discern the relative strengths of these culture types within a given organization. Used over time, the OCAI can measure culture changes within the organization. Cameron and Quinn observe many cases in the business world where culture change is the key to increasing organizational effectiveness. The four major culture types proposed by Cameron and Quinn embody these competing values: clan-internal/control; adhocracy-external/flexible; market-external/control; hierarchy-internal/control. In fact pure control (hierarchy), compete (market), collaborate (clan), or create (adhocracy) are extremely rare. Most of the company cultures that have been diagnosed using Cameron and Quinn’s organization culture instrument indeed have a strong secondary component. Cameron and Quinn identify the cultural and organizational competencies that give rise to value creation. It explains how cultural and leadership competencies can be profiled which, in turn, can lead to a diagnosis of culture gaps, cultural congruency and cultural strength. 3. London first united church Cameron and Quinn’s model is appropriate for this church. This approach is built around clan, adhocracy, market and hierarchy. These four maps themes were also used in the analysis of how organizational culture of London first united Methodist church chances with structural inventions. The church is both an organization and an organism. As such, the church has a lifecycle development built into it: birth, growth, reproduction, decline, and death. The church itself historically has through several changes. Change as renewal is a major aspect of the Methodist movement. Much of the rise and fall of the Methodism can be traced to how the church was willing, or not, to change. Oftentimes, organizations experience growth and/or renewal because of structural changes within the organization. The four maps themes therefore fit this church.

Toni Morrison and bell hooks: Fighting for Truth Essay -- Biography Bi

Toni Morrison and bell hooks: Fighting for Truth In a society where harsh generalization and inaccurate stereotypes of African-Americans are present in everyday life, two authors have attempted to try and make a change in the way whites perceive blacks. In conversations with Toni Morrison and essays written by bell hooks, these authors help the American public realize the socially incorrect views our culture displays. In mainstream American culture and literature inaccurate representations of African-Americans has created false distortions within society. Black Death and blacks role in society has contributed to the negative portrayal of African-Americans in our culture. In bell hooks' essay "Sorrowful Black Death Is Not a Hot Ticket" she examines Hollywood's negative representation of African-Americans in films. Hooks argues that in movies, Hollywood minimizes the effect of black character deaths. The death of an African-American character evokes no sympathy from the audience. Hook's essay says, "dying that makes the audiences contemplative, sad, mindful of the transitory nature of human life has little appeal" (99). She claims that the sorrowful death of a black character in a film is of no interest to most audiences. Hook also remarks in her essay that in many Hollywood movies, Black Death is frequently very violent. The death of blacks is often downplayed and hooks remarks that " there can be no serious representation of death and dying when the character are African-Americans" (hooks 99). She argues that the value of black life is worth nothing to the audiences and the death of an African-American is similar to dead meat. Bla... ...t be taken lightly, because sexist/racist thinking can great damage a culture. In both essays, bell hooks and Toni Morrisons address the issue of racial inequality in their depiction of Hollywood's view towards African-Americans. The lack of emphasis of the portrayal African-American death can lead to cruel generalizations and stereotypes of an entire culture. White male scriptwriters for Hollywood must take a step back from the social norm and come to terms with reality. They must understand that violent Black Death might be a hot seller at the box office, however in turn it further shapes our inaccurate view of African-Americans. In Toni Morrison and bell hooks' work we see a common theme that has originated in American culture which portrays the lack of education we display towards the African-American population in our country.

Animal Histology

Where do granular WBCs come from? Granulopoiesis – formation of granular leukocytes (WBCs) This process occurs in bone marrow along side erythropoiesis with each type (eosinophil, basophil, neutrophil) going through its own pathway. Two processes take place simultaneously: (1) nuclei condense to adult form (bi-lobed, multi-lobed, etc) and (2) the cell begins to synthesize and collect its specific granule population. I. Start with CFU-S WBC 1. Begin with: promyelocyte (big committed stem cell which commits right away to become either a neutrophilic myelocyte, basophilic myelocyte, or eosinophile myeocyte) a.Myelocytes have a begun nuclear changes, possessing a round nucleus or one that is flatten on one side. The cytoplasm shows a minimum of specific granules (eosinophilic or basophilic or azurophilic) 2. Metamyelocyte (MM) b. Metamyelocytes have begun nuclear indentation (horseshoe shaped to mature morphology) and an increase in specific granules 3. Stab Cells ***EXCLUSIVE ONL Y TO NEUTROPHILS*** c. Stab Cells or Band Metamyelocytes are unique to the neutrophil lineage. These cells, approximately the size of mature PMNs have a deep horseshoe or ring-like morphology to their nuclei . Adult Cells final nuclear morphology + specific granules – occur in bone marrow next to developing RBC II. Back in Circulation, last type of WBC: Agranular WBC A. Monocyte a. 2-8% WBC b. LANDMARK: largest circulating WBC 15-20 micron dm (3-4X RBC) c. Nucleus: irregular shaped or horseshoe shape BUT UNLIKE STAB CELLS monocytes are seen in circulation while stab cells are found only in bone marrow d. Precursor to LCT macrophages B. Lymphocyte e. 2nd most common WBC (after neutrophils) 30% WBC f. Dm: 8-10 micron (about a RBC) g.Nucleus fills cell, leaving a royal blue rim of cytoplasm h. Fxn: produce antibodies, secretory cell, has lost of rER, lots of ribosomes, therefore basophilic staining Components of the Circulatory System The circulatory system includes both the blo od vascular system and the lymph vascular system. The blood vascular system includes the heart, arteries, arterioles, capillaries, venules, and veins. A. Intro to the System a. Pump = heart; in reality 2 pumps sitting side by side: (1) the pulmonary circuit and (2) the systematic circuit i. ight half of the heart pumps blood into the pulmonary circuit via the pulmonary artery to the lungs and back to the heart via the pulmonary vein ii. left half of heart then pumps the oxygenated blood into the systematic circuit via the Aorta. In the systemic capillaries oxygen and nutrients leave the blood and waste materials (i. e. CO2) picked up and returned to the heart b. Arteries iii. Decrease in size to arterioles iv. Strong-walled tubes and are distribution system; decide who gets how much c. Arterioles terminate in capillaries v.Capillaries are organized in beds vi. Site of exchange between blood and tissue d. Return to heart via venules, then small veins, then veins, and finally the hear t vii. Pulmonary vein enters left heart, vena cava comes to right I. Arteries In general, three types of arteries are found in the body: (1) Elastic Arteries, (2) Muscular Arteries, and (3) Arterioles. All three types are composed of three coats or tunics: (1) tunica intima (inner most), (2) tunica media (middle), and (3) adventitia (outer most). A. Muscular Arteries a. Most common type of artery . Distributing system: where to send blood and controls Blood Pressure (use muscular layer to control lumen size) c. Composition: i. tunica intima: composed of an inner endothelial lining sitting on an elastic lamina ii. tunica media: the thickest layer, is composed of spiral smooth muscle cells held together by elastic fibers and an encircling elastic lamina iii. tunica adventitia: composed of fibroelastic connective tissue, with much of its elastic component contributing to the make up of the elastic lamina surrounding the media. 1.This layer can be as thick as to 2/3 of that of the media 2. Collagen plus biggest ccn of elastin in muscular arteries, gives recoil ability B. Elastic Artery d. Exit vessels of the heart (pulmonary artery and aorta) e. Gives diastolic number of BP f. Composition: iv. Intima: much thicker (20%) due to increased elastin v. Media: MAJOR DIFFERENCE increased amount of elastic fibers arranged in concentric laminae plus some smooth muscle vi. Adventitia: similar to the muscular artery, except being much thinner, less elastin and more collagen to restrict overexpansion C.Arteriole g. Pressure reducers, don’t want blood to come surging into capillaries h. Composition: contain the same three tunicas, but each is greatly reduced. The intima consist of an endothelium on a basement lamina; the media contains only three layers of smooth muscle cells; and the adventitia thin II. Capillaries in the Body Capillaries are the thinnest walled of all the blood vessels and represent the site of gas and nutrient exchange in the systemic circulatory sys tem. A capillary is composed of endothelial cells, surrounded by a basement membrane A. Continuous Cap (Rare) . Part of any time of blood barrier b. At places you don’t want leaks ex brain c. Sealed with zonula occludens (tight jxns) B. Fenestrated Cap (Most common) d. Riddled with pores to allow exchange e. Produces transudate- maintains osmotic homeostasis (composed of water and ions) f. Exudate: what you make when not normal (water, ions, proteins, cells) Note: Exudate = water + ions + proteins + cells = infections III. Venus System (Return to the heart System) A. Venules a. Capillaries plus extra layers of pericytes b. Collecting venule wrapped in CT (T. dventia) c. Pericytes turn to smooth muscle (T. media) B. Veins d. T. intimia: no elastin lamina thus NO RIBBON CANDY e. T media: thin layer of muscle f. T adventia: thickest layer g. Veins carry bad oxygen poor blood, the media and adventitia cells are supplied with a separate vascular system. These vessels are called th e vaso vasorum and are also found in the walls of large arteries (in T. adventia/T media) h. Veins have valves to prevent blood from backflowing i. Leaflet valves- infolding of the tunica intima ii. Abnormal: varicose veins

Filipino Mode of Thinking Essay

We, Filipinos, are considered hospitable and merry. It has been an attitude the majority enriches or embraces. For instance, looking into our hospitality, when a guest is present in our home, a treatment of respect and comfort will be provided for the person as if the guest is a member of the family. Whereas for being merry, when a problem emerges, a joke or two about the problem will be the response to make the atmosphere be calmer. All these qualities root from are â€Å"communal relationships†. Again we are known from these qualities. All of which are embedded in our culture that originated since pre-colonial times that we still carry today. A lot of things can still be considered to show our identity and uniqueness. It could either be present only in some areas or in the general public but all of these points to our Filipino mode of thinking. Our Filipino mode of thinking is considered as â€Å"oriental, non-dualistic, holistic and has unity between the subject and the object†. It is true on so many ways. Just observing the way our people act and build their houses are fitting cases. A Filipino identity is present even if one goes abroad; a habit that every Filipino will carry whenever he goes – the Filipino mode of thinking. A mode of thinking is a desirable element to have a rich culture and country; every country might as well have it but differs in their own notions or form. It may not apply to everyone due to the globalization, but a hint or two would still pass if there are people with that mode of thinking around that person. To give out examples of this Filipino mode of thinking, a lot can be stated. Two eminent cases are the tattooing art in the country and our â€Å"kamay-kamayan† eating or the buddlefeast. PhilippineTattoo Philippine tattooing has been an art since pre-colonial times which spreads to the three main islands of the country. The word â€Å"Pintados† (Painted Ones) was even dubbed for the Bisayans by the Spaniards. Tattooing is a phenomenon in the whole world nowadays that evolves since the early times. The so-called Pintados of the island of Visayas, Manobo of Mindanao and Kalinga of Luzon are the front runners of tattoo tradition and culture in the country. However, this tradition and art in the country has been partially diminishing in some of the tribes or areas. The few organizations and institutions are at times the only hope in trying to save this continuing crisis. PHILTAG, Mark of Four Waves Tribe and many others are the organizations that are reviving the tribal designs of our traditional tattooing tribes. These people advocate the start of a new revolution in Philippine Tattooing. It has been doing greatly for the past few years. At present, a lot of Filipinos here and abroad, and even those who are not Filipino, are having our tribal designs tattooed on them. Diversities and similarities are present for each country in terms of tattooing but it could still be identified through the processes or the designs themselves. Designs that depicts animals and nature which is one with the people that shows our mode of thinking is non-dualistic. Kamay-kamayan Filipinos are really fond in eating; it is seen in our fiestas, birthdays, wedding or just any party on that matter. These practices can also be the way one could show it hospitality and cheerfulness; for there are times when hosts give out carry-outs or take-outs for the guests or cases when even people the host does not know are invited or welcome. Eating has been essential to show one that he/she is high cultured using proper etiquette like the use of table knives, spoons and forks in different manners or activities. However, some Filipinos don’t practice such customs from time to time for they use their own hands to eat. It may look unhygienic or improper to others but it has been a practice that has been ongoing since before in our history; â€Å"Kamay-kamayan† or â€Å"kamayan† as they called it. I myself tried such a practice and discovered it is quite gratifying; and fitting for eating certain foods. It might as well be our bond to our ancestors which did not have those spoons and forks. It is still abundant in the country even in the urban areas. There are even restaurants that suggest people to eat with their bare hands. Also, â€Å"buddle feasts† are being a trend nowadays. It’s all about eating together, with a small or big number of people, having all the food on a same long tables sharing all these to everyone; another special thing about it is eating with your hands as well. This just shows that we live as a community and shows unity like that of the buddle feasts happening in the Philippine Military Academy and the annual event in Taguig that promotes unity and bonding. The sakop mentality and holistic concept also comes into play in this kind of practices. Eating with your hands may have its pros and cons but a culture correctly done will always be right and rich. Conclusion The Filipino mode of thinking is â€Å"oriental, non-dualistic, holistic and has unity between the subject and the object† as stated in first paragraph. The examples given show all these qualities. The Filipinos should also preserve and enrich these practices for the sake of the country’s culture. The country since before the coming of the Spaniards has a culture to be proud of. It is unique and shows the Filipino in its own way for â€Å"without culture, and the relative freedom it implies, society, even when perfect, is but a jungle. This is why any authentic creation is a gift to the future.†

buy custom Common Errors and Misconceptions essay

buy custom Common Errors and Misconceptions essay Key Stage 1 in the maintained schools is the legal term for the two academic years of schooling in the United Kingdom and Wales. Previously it was known as year 1 and year 2, this is when the children are between the age of 5 and 7. The key stage mostly covers pupils in their infant schools but also in some cases it might cover part of primary or first school. Mathematics is the study of space, shape, quantity and change, these is one of the subjects that poses a lot of difficulty to this infant learners. Mathematics formulates patterns, resolve the falsity or truth of conjectures through mathematical proofs. Education act defines the term as the duration which begins with the normal school and starts at the age of six and end at the same time as the time as the school year where a larger number of students attain the age of seven. The purpose of this term is to define the group of students who must follow the National Academic Curriculums programmes. All students in this Key stage must follow a special programme which has ten statutory areas of study; these areas are always set out in the National Curriculum website. They include: Mathematics, English, Science, design and communication Technology, Music, History, Art and design, Geography, and physical education. Religious education is also statutory, non statutory frame work set out in the same web site is not necessarily followed. After this stage, pupils in UK aged 7 in their second year are assessed using a programme of assessment commonly known at the SATs. They cover only Science, Mathematics and English (Spooner, 2002). Mathematics and shapes Set of numbers and functions in many mathematical objects produce different internal structures as a consequence of relations and operations that are defined on the set. Mathematics is then applied to study the properties of those individual sets and later expressed in form of structures. This is the reason why laying a good foundation in mathematics is always important as it paves way to the later complex solution which are solved using the basis laid in the introduction of the subject to the individual. This calls for a detailed analysis on how to deal with the inefficiencies which may lead the pupils from not getting the targeted information. We are going to look at the mathematical errors and misconceptions in reference to shapes in mathematics for the pupils in Key stage 1 ear 2 (Doreen, 2010). Mathematical errors and misconceptions This report deeply examines the recent research done on the teaching approaches aiming to minimise the common mathematical misconceptions and errors made by Key stage 1 year 2 (primary- aged children). It targets whether applying teaching techniques which seek to root misconception as well as common errors is likely to be fruitful. Different teaching approaches are looked into based on dialogue, discussion and challenges existing among childrens mathematical constructions. Changes and choices in mathematics teaching techniques carry with them strategies which not only aim at the teaching practise but also a continues review of the teaching role within the foundation stages ( key stage 1 and 2) to have a firm setting (Spooner, 2002). Its Importance This analysis is ideal for primary trainees as it practically guides them in handling childrens misconceptions and common errors. It main aim is making them gain a deeper understanding on the challenges encountered when a good foundation is not laid at the early development of the concerned children. When this happens the individual child encounters difficulties throughout his or her cause (Doreen, 2010). Difference between mathematical misconceptions and errors The teachers response in handling errors in mathematics requires diagnostic terms: various responses will be suitable depending with the frequency of the error observed. An error may result as a result of many reasons; misrepresentation of text or symbol, carelessness, lack of relevant knowledge or experience related to that concept/ learning objective/mathematical topic, inability or lack of awareness in looking at the answer given or as a result of misconception. Different mathematicians consider view of mathematical error or knowledge to be principally generated from the surface of knowledge: a good example is the pupils response to a task procedural and the only way to correct errors is by through the teacher providing alternative corrections (Scribd, 2011). In addition, the nature of the task chosen by the relevant teacher should not be definite for children making errors. Considerations must be to the technicality or complexity of the task, that is; it should be sufficiently challenging but not too challenging. The nature of the task in reference to task translation should also be considered (Scribd, 2011). Causes of mathematical misconceptions and errors Carelessness In this case, the children lack the importance of being keen in what they are doing thus the mind becomes reluctant, leading to poor judgement. This can be rectified by changing the mode of teaching; also the teachers should create awareness to the pupils of the importance of mathematical elements such as shapes, as they also help in evaluating the level of thinking of individual pupils (Hodson, 2008). Lack of relevant knowledge Teachers should work harder in equipping the children with all the basic knowledge, by so doing the children will gradually are in a position to handle more complex shapes as knowledge piles up. This will lay a good foundation in the decision making of the child as far as mathematical concepts are concerned because he or she has the knowledge and what is required of him/her is to understand the task (Hodson, 2008). Problem in interpreting or reading These challenges result from the incapability of a child to understand. Problems related to interpretation can only be handled through teachers effort to expose the children to different shapes and by so doing confidence is created within them. Having in mind that these are young children, repetition is the only key to meet this challenge (Hasen, 2011). Misapplication of mathematical rule This arises from lack of enough knowledge or exposure. When impacting a certain skill in the mind of little children, the teacher should put all effort in making sure that the concept is understood. It can by met through practise, frequent evaluation and emphasis (Hodson, 2008). Error and misconceptions in reference to shape The first mathematical aspect that young pupils explore is shape. This is to enhance them interact with the three dimensional world and later begin to understand its content. It also hence them to learn and understand their position in space and how hey are related to other objects. After they have learnt of the basics of shape they can later learn of the two dimensional position of their world and this helps in spatial reasoning development (Alice Hansen, 2011). Early Years Foundation Stages Statutory Framework (DCSF, 2007) mainly aims at developing childrens ability to name and recreate patterns with shapes. Space and shape as well as measures, together forms Objective Target 3 of Englands National Curriculum. It aims at understanding properties of different shapes, applying and using shape and understanding properties of movement and position. Key stage 1 pupils aim at developing the language of space and shape while those in Key stage two aim at evaluating two and three dimensional shapes and their characteristics (Scribd, 2011). Although this is among the first topics that children meet in the early encounters with mathematics, teachers should take it serious as it a complex subject. This awareness should be made to teachers (complexity of the subject) in order to help the children in identifying the challenges related to shapes. From their tender age, they begin to draw, this slowly brings sense to their 3 dimensional world through a two dimensional representation. That kind of representation is a form of language which is more convectional than the written or spoken language (Alice Hansen, 2011). Conclusion By being able to identify, analyse and later discuss different errors and misconception with the children, these opportunities will be easily used as they portray themselves through an excellent assessment. It makes it easy to evaluate the performance of the children as they levelled; they all have equal knowledge on the subject matter. Teachers at this level should ensure that this level ground is met to avoid laying down a poor foundation. Shapes are critical in development of mathematics as they down the foundation of the next more complex level. This calls for more time and emphasis to make sure that adequate time the pupils grasp all that is required for them to avoid difficulties in understanding more complex tasks. Also the teaching modes should be looked at to ensure that the technique used best suits the subject, this aims at optimising the level of comprehending as well as interpreting. Buy custom Common Errors and Misconceptions essay

goddesses in the odyssey essays

goddesses in the odyssey essays The appearance of many goddesses in The Odyssey by Homer exemplifies the fact that they are essential to Odysseus journey. They each play a different role, helping Odysseus in one way or the other, corresponding with his needs at that point in the voyage. Goddesses have been a constant in Greek literature and art, assisting in the essence of Greek culture. The Odyssey mentions many gods and goddesses, all of whom are involved with Odysseus journey. The Odyssey begins with a meeting of the gods and goddesses who are trying to decide upon the fate of Odysseus. From this we can infer the importance the divine play on mortal lives, namely he protagonist himself. Some, however, are more involved in the journey than others. The three most prominent goddesses are Circe, Calypso, and Athena. These three change Odysseus in ways he could never expect, weaving his fate into the epic that is The Odyssey. Calypso is one of Odysseus lovers. She falls in love with him and holds him captive on her island, Ogygia, for seven of the ten years of his journey home, while at the same time protecting him from Poseidons fury. At the beginning of Book 5, Calypso speaks at Hermes about the double standard regarding goddesses and mortals. Hard-hearted you are, you gods! You unrivaled lords of jealousyscandalized when goddesses sleep with mortals, openly, even when one has made the man her husband.# This criticism can be applied to the Greek culture itself, where Odysseus can take on a lover and Penelope is reprimanded for allowing the suitors to stay in her house. The name Calypso can mean eclipse,# which is appropriate in this case as she eclipsed his life. She became a distraction to Odysseus, devoted and consuming, seductive: someone to fear and desire both. Calypso took Odysseus away from the very things he defined himself with; the desire to return home was for him something dista...