The Role of Management in Entrepreneurship Assignment

The Role of Management in Entrepreneurship - Assignment Example The manager has to compare the input to the organizational goals and ensure that they can be attained using the resources in the organization. Planning ensures that the managers are prepared for the challenges that may affect the organization during its operations (Pride, Hughes & Kapoor, 2012). Assigning tasks to the departments in the organization is referred to as organizing. Organizing ensures that the plans made by the management translate into actions. The tasks assigned to the department should be consistent with the set goals. The success of individual departments contributes to the overall achievement of the organizational goal. Motivation is another managerial function in the organization. A manager should ensure that his workers are motivated to ensure that they work towards achieving organizational goals. The final managerial function is control. The manager has to control the use of resources to ensure that organizational goals are prioritized. The manager should evaluate the performance of the organization on previous and current projects. The manager has to ensure that the organization's performance improves through control of all ongoing processes in the organization. Management dates back to historic times with the term being used in industries, and control of manual laborers. The term has evolved with the improvement of technology in the modern world. Management theory is crucial to the organization as it improves the productivity of the workers. The organization whose staff understands management theory is competitive compared to other organization in the industry.

Strategies for Learning Mathematics

Strategies for Learning Mathematics Introduction: This essay focusses on assessing and monitoring the progress of learners using different strategies during the period of ten lessons focussing on two units of mathematics. School X has structured assessment for learning, every lesson is designed in a way that every student is assessed in different ways. The research is focussed on year 7 mathematics lesson. This class is set 2 mostly high ability students however few students should be achieving their targets. Gould and Roffey-Barentsen (2014) provide a useful definition of assessment as having a key role in the planning process as well as delivery of teaching. Assessment serves a number of important uses in that it helps consolidate and check learning as well as providing feedback to those who require it. My school expects me to use a vast number of assessments when teaching. We use many forms of assessment such as, initial, diagnostic, formative, and/or summative to be able to deliver inclusive teaching and learning. I have selected two units 1) surface area and volume of prisms and 2) Ratios and proportions. The purpose of unit 1 is to help students extend their knowledge of area, perimeter, and volume to include surface area. The major goals NCTM proposes are for students to understand quantifiable characteristics of objects and the units, systems, and procedures of measurement. The purpose of unit 2 is that the concepts of ratio and proportionate fundamental to mathematics and important in many other fields of knowledge. Many phenomena can be expressed as some proportional relationship between specific variables (Chaim,Keret,llany, 2012). Literature Review: Monitoring is the skill of effectively overviewing and analysing a learning situation (Headington, 2000). In schools context, professional monitoring systems (Tymms 1999) exist in parallel with the monitoring of learning in the classroom. Assessment is the closer examination of pupils learning (Headington, 2000). It is reporting as a central issue in teaching and learning throughout education as it lacks consistency primarily due to each teacher within the school has adapted a different method of assessment and this is what makes one teacher a good and another poor. In England, since 1988 Education reform act national testing has taken central stage in monitoring standards in schools (Capel, 2009). Assessment for learning is Any assessment for which the first priority is to serve the purpose of promoting students learning'(Black et al, 2003) . AFL aims to close the gap between a students present situation and where they want to be in their knowledge and attainment. Accomplished teach ers plan tasks which support learners to do achieve their targets. Since 2002 there has been an obvious inclination in some assessment strategy reports in the UK to study alternatives to using external exams for summative valuation of pupils performance. Several research studies have shown that the use of assessment to develop pupils future learning makes a substantial difference, not just to pupils attainment, but to their attitude to learning, their engagement with school subjects and their motivation to do well in these subjects (Black and Wiliam 1998). Formative Assessment A key literature investigation of over 250 sources on formative assessment (Black and Wiliam 1998) found that effective assessment practices can play a influential role in the learning experience, moving an average student, for instance, to the top third of the class but only if certain settings are satisfied. Student tasks required to be aligned, or on target, with learning goals, and students need to obtain meaningful and appropriate response on their performance, as well as targeted follow-up work. To adjust their learning effectually, students need to understand three things: (a) the measures on which they will be judged, (b) where they stand on these measures, and (c) how they can improve (Black and Wiliam 1998, p. 143). Formative assessment has been thought of as providing teachers with more frequent evidence of students mastery of standards to help teachers make useful instructional decisions. In this way, formative assessment is intended to enhance student learning. Research carried out by Balck and Wiliam, and also by projects such as Suffolk Advisory service (2001) into feedback and marking indicates that improving learning through formative learning depends on the following five key factors. These are: Modelling Quality: According to (Bourdillon and Storey, 2002) pupils are more successful when they know what they are learning. This means communicating clearly what the pupils will be learning and how they can recognise their success. Therefore, learning intentions can be shared with pupils through modelling and how learning objective is achieved. According to Lee (2006), objectives can be broken down into small steps called success criteria, therefore its easier for pupils to know what that need to achieve and they can measure it at the end of the lesson. Questioning and dialogue with pupils: Clarke(2005) gives a wide range of suggestions for varying the format of questions in classrooms as it is the quickest and easiest way to assess pupils. I have also developed skills in asking questions across the full range of Blooms taxonomy, from simple recall and comprehension to complex evaluative questioning. The key to success in developing fruitful channels of dialogue with pupils about their learning lies in creating a relaxed and trusting overall climate in the classroom, so that pupils are not afraid to answer, contribute to discussions and make public their thinking or volunteer their uncertainties to you and rest of the class (Clarke,2005). It is best to plan questioning strategy, for instant questions on prior learning to setup the major themes of the lesson, also to check learning and to reinforce learning that has taken place. It is also important to plan how questions will be asked, whether from the whole class, just one group or an individual. Sometimes teachers give no time to students to think and accepts answers from those who raise their hands, and some teachers use no hand policy and giving pupils thinking time (Brooks, Abbott, Bills, 2007). Mini white boards: Another formative assessment idea that engages the entire class and provides evidence of student learning is the white board. Teachers can quickly grasp student understanding and adjust how they move forward. According to Black and Wiliam (1998) teachers need to build in opportunities for pupils to express their understanding. Pupils benefit from opportunities of formal feedback through mini white boards, as this gives chance to pupils to express their knowledge and understanding and to articulate their thinking, and also misconceptions can be spotted straight away. The figure below shows how students learning can be assessed through mini white boards. Dialogue and effective feedback through marking According to the National Research Council report How People Learn (Bransford et al. 2000), timely feedback and revision, on activities congruent with learning goals, is extremely important for developing adaptive expertise, learning, transfer and development. Constructive feedback is vital in helping pupils to progress. Nevertheless, one review of the literature on feedback found that two out of every five feedback effects were negative (Black and Wiliam, 1998). According to Ofsted (1996) marking often fails to guide on how work can be improved, as the information about pupils performance received by the teacher is insufficiently used to inform subsequent work. Target settings can address these difficulties, by taking a defect and converting into a target, offering guidance on how to improve. It has been found to increase pupils motivation and sense of purpose and accelerates rate of progress (Black and Wiliam, 1998). I will be marking books every two weeks, giving pupils targets and showing them example questions to help throug positive feedback on the things they have done well. Marking is guidance to pupils so that they can react upon provided feedback and the aim is for the student to reà ¯Ã‚ ¬Ã¢â‚¬Å¡ect upon their mistakes and answer accurately so that adequate notes are made in their exercise books for revision, it must also include dialogue between the teacher and student so that informed feedback is provided which underlines pupils strengths. School x has a strict book checks every three weeks which focuses on timely and constructive dialogue between teachers and pupils. Self-assessment and understanding how to improve Formative assessment achieves its full potential when pupils become engaged with the process through self-assessment. Pupils who become skilled in self-assessment make impressive learning gains. According to one study, pupils were trained to make regular self-assessment over20-week period and that group made double the progress of the group who were not trained for self-assessment. However, Black and wiliam have concluded that self-assessment is too difficult for pupil, unless they are trained in self-assessment and can understand its main purpose and reflect on their learning effectively. Throughout my lessons self-assessment was vital at the end of each lesson, showing what went well and even better if. Summative assessment: Preparing pupils for external exams and assessment has been an increasingly important part of the secondary teachers role. The purpose behind national external assessments has been clearly formulated, to identify individual achievements, strengths and weaknesses in order to help them in next stages, to enable parents to put their childs attainment in context, to make available to public schools attainment and to help school evaluating their own teaching (Bourdillon and Storey, 2002) . Case study and students progress: My case study includes five students selected after observations and from discussions with my mentor, who I will assess. Their names are coded as Student E,F, G, H and I and in the table below I have mentioned why I would like to assess them during this course of study and check if by the end of the research they have achieved their targets. Table 1: Shows the description of students and their current and target grades I have monitored throughout the course of 10 lessons of the above students when the learning outcome does not meet the learning objective for the class or groups or individuals. Such monitoring when analysed, can provide an insight into the teaching and learning which is taking place. The subject monitoring sheet for maths lessons (Figure 2) shows an example of this. The learning of the five targeted students was monitored for a course of two units against learning objectives drawn from national numeracy strategy. The monitoring was coded as follows: Figure 2: Subject monitoring sheet for maths This data shows the results through the formative assessment I have collected. The research proves one of the best ways to check if pupils understanding is to ask questions. During my first few lessons, the typical response was same children continually have their hands up, and usually in order to elicit the right answers , teachers uses the right children, and I did the same in my first 2 lessons. From third lesson I changed my tactics and targeted students who were not participating in the class, or I used to wait for more hands up, and encouraged students to raise hands through E-praise. Student E is very shy, she was reluctant in the beginning to answer, but I encouraged and praised her to answer, since then I can see her raising hands for not all questions but some Students E, F and H has shown significant improvement during target questioning, they were more attentive and responsive. Setting a routine of target questioning resulted in pupils raising their hands up without asking. I cultivated the classroom atmosphere where more and more pupils are prepared to open up and share their thinking about their uncertainties. To accomplish this approach requires full sensitivity, knowledge of your pupils, first-rate interpersonal skills as well as perceptiveness in formulating adroitly posed questions. In my practice, I always start with open end questions to give students a chance to think and then I try to develop a structure in their mind through these questions and then moving on to close end questions to scaffold their understanding. Target questioning helped me to clear misconceptions throughout my lessons. Refereeing to all my lessons, I have used mini white boards instantly in each lesson, introduce a topic, show them at least two questions and then check their understanding on the mini white boards, I get instant feedback from every child. They arent broadcasting that they think they dont understand something, they give me an actual mathematical answer from which I judge the accuracy and target the misconceptions. It is more subtle than directly admitting you cant do something in front of your peers. They allow algebraic answers just as easily as numerical or wordy ones. You know which kids to differentiate for at both ends. For example student E and H along with some other students showed weakness understanding the concept of surface area of prisms, and picked it up their misconceptions through mini white board activity, it was mostly to do with area of a triangle. Therefore, The next lesson I did a revision lesson on same topic so that all misconceptions were cleared, and in lesson 3, both student E and H showed significant strengths. Similarly in lesson 8, student G showed weakness, which I assessed during white board activity and I made sure that student G understands it properly, as I probed targeted questions throughout lesson. This data also helped me to mark students work, so that I can compare the assessment I performed during class through mini white boards and questioning is correct or not. I marked students work and homework. Homework in school x is given twice a week to each year group. According to Ofsted, marking reinforces underachievement and under expectation be being too generous or unfocused. Therefore, I marked with feedback on each mistake as shown in the example below. I modelled the incorrect questions step by step and asked them to do it again. I also made homework spreadsheet, which showed me exactly how many questions students attempted were correct as shown in table below. Table 3: Shows the percentage of correct answers students did in each homework. This table helped me to understand pupils misconceptions and therefore, I gave questions as starter which I saw were most difficult. I also followed students homework by rechecking if they have corrected the mistakes in the following lesson, as the list provided me clear instructions which students book I have to check. By following this routine, Student G made remarkable change in providing her homework with full potential. The class slowly developed the routine of teacher and student dialogue, by making students aware that if I have made any comments, its students responsibility to check it and comment on it, and if the comment is about redoing the questions than it has to be done again. It can be noticed from the table that students homework percentage got better each week. Year 7s were not aware of self-assessment, therefore I briefed them with three key points with: During my first three lessons I used the slide given below, by giving them examples of how they can think and evaluate their learning. Students were questioned to summarize the learning objectives and success criteria before they embark on the task. From lesson four, when people were confident I used the slide below to make them think themselves without giving the example. Students F, H and I books showed clear evidence that they were honest about their reflection and were trying in the next lesson to make their learning better. Figure 6 and 7 shows some examples of pupils reflection Summative assessment was done by unit test after each unit. Before each unit test, a revision lesson was run to clear the misconceptions as the books were marked before the revision to check students understanding, their homeworks and self-assessment. After each unit test, teacher marked the test and made two comments on what students did well at, and two comments what they need to improve on. As shown in the picture 9 below. Students evaluated their performance in the yellow sheets provided by teacher, on their strengths and on action points. A spreadsheet was also created for each question, which helped me to create green pen questions for students and to check which part of unit test students found most difficult, as shown below in table 7. Green pen questions were prepared by teacher, and were allocated to each student according to the action points as illustrated in the figures below of student E and H. These action questions helps them again to reflect on their mistakes and improve their mistakes. The summative assessment results after two unit test I performed with year 7s are shown below which has shown significant improvement in their grades from previous grades, that they have moved a grade higher from their previous targets. Analysis: Analysing the sequence of lessons and assessments methods used during the period of 10 lessons, assessing through questioning and mini white board activity showed very good results as , it showed me clearly students misconceptions and cultivated the culture of engaging and thinking before answering, but when I marked their books, I saw some very obvious mistakes repeated which I pointed during mini white board activity. There is a potential risk of students copy the answers from peers just of the fear of getting pointed for mistakes and they are hesitant to ask questions. Therefore, mini white board activity is a very effective way to assess students understanding and it has shown a tremendous effectivity during all my lessons as it enables to test the depth of students understanding but it is not 100 percent accurate as students sometimes tend to copy from their peers, if they were targeted and the answer was wrong, they potentially can copy answer of next question from their peers to avoid embracement. It is the same case in questioning, mostly gifted students answer questions. Targeted questions help to encourage students to answer questions, as through diagnostic assessments and marking books, teachers knows which student to target. But if the culture of questioning and use of mini white boards remain there, it will help students to try harder and remain attentive throughout lessons. Assessing through marking books gives a very clear idea that how much progress student has made in the class and by doing their homework. Spread sheet of homework helped me and I asked some students to come during break time to clear their misconceptions, I also ran revision lessons where I cleared those concepts and did target questions from less progressing pupils through marking books. During marking books I started a dialogue with students, for example how this question can be made better and by giving them model answers, as soon as pupils got their books back they had to comment on their mistakes, which helped in building an environment of students teachers dialogue. Similarly self-reflection helped students to start thinking about their strengths and weaknesses and it consolidates their learning more. In each lesson they commented about something to improve and what they did well at, it improved the sequence of learning and each lesson showed evident improvement. Since year 7s started to reflect on their learning during my teaching, it is still very confusing for some students what to write but I still encourage them to summarize their learning objective and think before writing. Finally the summative assessment triangulates the research, Students E,F,G,H and I have made tremendous effort through these weeks and shown that through these assessments they have already reached their targets. References Headington, Rita. (2000). Monitoring, assessment, recording, reporting and accountability. London: David Fulton, 8,9 Last name, First initial. (Year published). Title. Edition. (Only include the edition if it is not the first edition) City published: Publisher, Page(s). Gould, Jimm. And Roffey, Jodi. (2014). Achieving your Diploma in Education and Training. Sage publications ltd. Chaim, Keret, IIany, David, Yaffa, Bat-Sheva. (2012).  Ratio and proportion. Rotterdam: Sense Publishers, 1. Cambridge-Community. Getting started with assessment for learning. [online] Available at: URL [http://www.cambridge-community.org.uk/professional-development/gswafl/index.html] Black, P. and Wiliam, D. (1998). Inside the black box: Raising standards through classroom assessment, Phi Delta Kappan 80(2), 139-148. Bransford, J.D., Brown, A.L. and Cocking (2000). The Design of Learning Environments: Assessment-Centered Environments. How People Learn: Brain, Mind, Experience, and School. Washington, DC, National Academy Press, pp. 131-154. Wilson, M. Scalise, K. 2006, Assessment to Improve Learning in Higher Education: The BEAR Assessment System, Higher Education, vol. 52, no. 4, pp. 635-663. Stiggins, R. 2005, From Formative Assessment to Assessment for Learning: A Path to Success in Standards-Based Schools, The Phi Delta Kappan, vol. 87, no. 4, pp. 324-328

The American Dream in F. Scott Fitzgerald’s Novel The Great Gatsby :: Essays Papers

The American Dream in F. Scott Fitzgerald’s Novel The Great Gatsby Since July 4, 1776 Americans have had the opportunity to pursue whatever they can think of. This has given the people the opportunity to become whatever they want. A person who works hard can become successful; this is what the American Dream is centered around. A person who is a hard worker and persistent can reach any goal he strives for. The American Dream changed as America did. People became more and more infatuated with possessions. The characters in F. Scott Fitzgerald’s novel The Great Gatsby each work for their own American Dream. Jay Gatsby, the central character of the novel, has worked from nothing to become a very successful man. Jay is successful in the meaning that he is very rich and has everything most of the people in the novel would want. This is not what Jay is striving for though. Jay doesn’t care about the money, cars, and enormous house he has. Love is Jay’s goal, he worked for all the wealth and popularity to get to the love of his life, Daisy. Daisy is a woman that Jay had a love affair with when he was younger, but he could never have her because he was not in her social class. Jay then began to do anything to get the money that it would take to get in her class, even illegal activities. Once he reached this level of wealth, he moved close to Daisy to try to get her. â€Å"Gatsby bought that house so that Daisy would be just across the bay†(83). The only thing that really mattered to Jay was Daisy. To try to meet Daisy, Jay threw enormous parties. He finally re unites with Daisy and he begins to show off how rich he is to try to impress her. Jay is convinced that Daisy is now in love with him, and is willing to do anything for her. Even after she kills a woman with his car, he says he will said he take the blame. In pursuit of his dream, Jay ends up being killed. Jay’s American Dream may seem to be one filled with riches and possessions, but it really isn’t. He works for all the things for his one true dream, Daisy, a goal that he never could have possessed.

Cavleta Dining Services, Inc: A Recipe for Growth? Essay

What role (if any) have Calveta’s values played in the organization’s success? Calveta’s values played a significant role in the business’ success. He motivates and empowers the members of the staff. Antonio ensured that staff members viewed themselves as valued members of the organization and understands that their job is to take care of their clients, respectfully. The same approach was used with the clients ensuring them that the goal of the organization was to fully take care of their needs 2.Does Calveta’s operating approach offer a sustainable competitive advantage? Calveta’s current operating approach offers a sustainable competitive advantage. Calveta empowered employees to achieve their fullest potential. It was stated that in concept that the employees are the most important capital in the company and in order to uphold that concept the company invested in their employees and offered growth potential. Promote from within culture was evident at Calveta. 3.Why haven’t other food service providers copied Calveta’s approach? Antonio Calveta’s approach is the base for his organization. He worked hard to maintain the mission of the company. As a result of this, it would be difficult to duplicate his approach. The goal of the majority of companies is to make a high profit and that’s all that they would work towards. However, Calveta’s promise to deliver fresh products and provide great service creates a good profit margin without it being their focus. Calveta’s approach is costly to them but it works and produces a profit. Most other companies would not utilize such methods for fear of losing their profits. 4.Given Calveta’s communication and internal organizational challenges, how important will training and development be to maintaining growth and culture? Training and professional development are key to the maintenance of any company’s growth and culture. Leaders of any strong company should realize that improving skill set, increasing knowledge, and employees’ job satisfaction are important to the positive growth of the company. Providing training and development provides opportunities for workers to gain managerial skills and gain managerial skills and gain upward mobility in the company. 5.Calveta’s fifth goal is profitable growth. Goals one through four are more ethical in nature. Is goal five inconsistent with the first four? I believe that the fifth goal is consistent with the first set of goals. Goals one through four focuses on the clients and the employees, which are aligned to the company’s vision and mission. Once goals one through four are achieved, then goal five will automatically be attained because with increased clients, comes increased profits. 6.How, if at all, should Calveta’s organizational structure be changed to resolve communication issues, preserve the company’s culture, and support future growth? An internal survey usually is a useful tool to gauge employees’ dissatisfaction. From the collection of data, an action plan needs to be put in place to address the levels of dissatisfaction. In order to safeguard the company’s culture and support future growth, Calveta must achieve an acceptable level of communication among its units and departments’ heads. Restructuring will be an advantageous way of maintaining the Antonio’s way of culture. Effective cross-boundary work and collaboration required for dealing with complexity and change is required. Increasing engagement within the top leadership team and employees will help the company grow. 7.Should Frank Calveta move forward with an expansion into the hospital sector? With the proposed acquisition? Due to the current financial situation with the company the expansion into the hospital sector should be put on hold at this time. The expansion into the hospital industry should be proposal for a goal for future growth possibility. The proposed acqusitions advantages are ripe for expanding however, Calveta needs to clear up its financial and business issues before expanding with GSD.

Shakespeare Sonnet 116

William Shakespeare’s Sonnet 116 found on page 1182 of The Norton Anthology of English Literature: Volume1B: The Sixteenth Century, The Early Seventeenth Centry, 2nd edition(New York: W. W. Nortion, 2000) is one of his most famous sonnets to conquer the subject of love. While there is much debate concerning the tone of this sonnet, Shakespeare’s words speak of transcendent love not very commonly considered in popular poetry at the time. He used the Petrarchan sonnet style in Old English popular around the time but certainly added a new twist of his own genius.In theme Shakespeare had unique perceptions and experiences in his portrayal of love. The introduction of a young boy as the object of his affections and subject of sonnets 1-126 was perhaps not a common subject for other poets. Sonnet 116 falls into the section of sonnets of the boy, yet it does not quite fit the mold of the rest of his sonnets. In the sequence the surrounding, the sonnets highlight loves’ more deceptive qualities such as unfaithfulness and betrayal. The fallibility and physical matters pertaining to love are no longer considered in Sonnet 116, and a truer sort of transcendent and unconditional love emerges.Unlike the popularized Petrarchan form of an octet followed by a sestet, Shakespeare’s 14 line sonnets are divided into three Sicilian quatrains and a couplet. The quatrains develop the metaphor and a couplet at the end that becomes a commentary. The masculine rhyme scheme follows the pattern ababcdcdefefgg and the meter is in the traditional iambic pentameter (10 syllables per line). The ideas flow and create a sense of urgency in this piece as phrasing does no clearly begin and end with each line.The idea in first line that flows right into the next and there is a fluttering of accents. This creates a rapid delivery of words carried by the iambic feet. There is repetition in the alliteration with words such as â€Å"alters† and â€Å"alterationâ₠¬  or â€Å"remover† and â€Å"remove†. This also adds to the poems sense of flow and purposefulness. Each quatrain begins a new metaphor and the images are also strengthened in the following quatrains. The more dramatic volta of the sonnet begins with the final two lines with commentary that in this case does bring us to an ultimate conclusion.Much is said in this sonnet using somewhat simple rather than flattering diction and most of the words are monosyllables. The sonnet opens speaking of true love between two people. The Imagery begins with the marriage alter itself. This creates a very Christian vision of man and wife. The love spoken of is â€Å"of true minds† and therefore a spiritual partnership rather than physical union. In the second line with â€Å"admit impediments† he calls to mind the words used in the Marriage ceremony from The Book of Common Prayer.The mention of the word â€Å"alter† twice in the second line strengthens this ima ge as well. The â€Å"marriage of true minds† becomes the subject which can be interpreted in differing ways leaving us with a somewhat vague impression. True love itself becomes without â€Å"impediments† and is free and clear of the need for any â€Å"alterations†. This idea of love’s constancy and reliability is continued in the following quatrain with the images of love as a lighthouse, â€Å"ever-fixed mark† and guiding â€Å"star to every wandring bark†.The images of time, death and the compass speak of a constancy and reliability that love shall outlast. Shakespeare’s frequent references to time in his sonnets tend to bring careful consideration death and the threat of time itself. In Sonnet 116 however love is not threatened by any such thing, as it â€Å"bears it out, even to the edge of doom† in line 14 just before the Volta. In the final quatrain imagery connected with time and death’s† bending sickleâ⠂¬ , which calculates as well with â€Å"his brief hours and weeks† though time still is not bound by such restraints.There is some irony in the mention of the possibility of the poem not existing with the open ended commentary â€Å"I have never writ† In the final couplet the existence of the poetry itself is called into question although the poet’s certainty of the truth of his words becomes evident creating a sense of irony and an open ended conclusion. Love itself is the subject of the metaphor in this quintessential sonnet, in particular unconditional eternal love. The emotional union of marriage and the love of God are in comparison here. Frequently in Sonnet 116 true love appears as what it can outlast and simply what it is not.The common trope of love as a guiding lighthouse or star is included in the second quatrain. We see a ship lost at sea, challenged by a tempest that it outlasts, as a metaphor for this undying and resilient love. Its image as an à ¢â‚¬Å"ever fixed mark† marks the common them of love’s reliability. This also is an account of love’s incalculable worth who’s â€Å"worth’s unknown although its’ height be taken†. Throughout the sonnet , images of calculations of things such as time space distance and worth are mentioned, yet love transcends all calculation. Love’s transcendent qualities rise above the metaphor’s hemselves making this a very powerful sonnet. The unconventional love spoken of can perhaps lend itself the subversive tone in Sonnet 116. Opening with â€Å" Let me not to the marriage of true minds† could take on a very different meaning without immediate continuation to the next line â€Å"admit impediments. † It could perhaps also mean â€Å" let me not† to this Christian ideal of marriage . This possibility creates a questionable tone. Which makes sense, when we consider how the love Shakespeare was speaking of, did not fit into the Elizabethan concept of what was acceptable.The use of â€Å"Oh no! † in line 3 as an exclamation, following the mention of admitting â€Å"impediments† suggest his forcefulness in defending his ideas of love of, perhaps as well as his love of the boy which would itself be an impediment. The rejection of this type of love in Elizabethan times gives the poet the chance to speak of the nature of love itself as transcendent and eternal. The love that extends itself beyond these sorts of physical matters is not without its challenges. This gloomy tone expressed the sometimes cold language.The feelings evoked by the threats of â€Å"tempests† and â€Å"the edge of doom† (judgment day) and all the â€Å"alterations† of time does not allow the idea of desperation to totally subside. A somewhat distant and unpleasant tone comes even from the comparison of love to a star. It becomes a remote image, somewhat self-contained who’s true â₠¬Å"worth’s unknown†. The fact that love cannot be comprehended however does not diminish its powers. There is irony in the final commentary as well. The improbability of error in Shakespeare’s poetry is proven by the existence of the poetry itself. Yet this is still left up to question.The possibility also exists that â€Å"no man ever loved† in the this way as well. In this way the poem becomes a subject of metaphor just as love itself. The somewhat subversive tone is carried out through conclusion. Sonnet 116 goes beyond the Petrarchan dilemma of unrequited passionate love and considers the possibility of true loves eternal nature. It also goes beyond conventional as a poem concerning the sacrament of marriage and the love of god while being directed to a young man. Although it utilizes common tropes and simple language his unique passion and cleverness developed a fresh perspective.His use of phrasing an punctuation creates a dramatic tone of voice. His concern with what love is not becomes definition by restraint. Irony is layered throughout. The images and metaphors weave a tight tapestry and fluttering accents and alliteration and run-ons create a lyrical expressiveness. Shakespeare quite flawlessly recreates this revolutionary idea of love in the form of a sonnet. Its wide popularity may be a testament to nature of its form. Sources The Norton Anthology of English Literature: Volume1B: The Sixteenth Century, The Early Seventeenth Centry, 2nd edition(New York: W. W. Nortion, 2000)