Robert Browning’s “Soliloquy of the Spanish Cloister” Essay Example for Free

Robert Browning’s â€Å"Soliloquy of the Spanish Cloister† Essay Robert Browning’s â€Å"Soliloquy of the Spanish Cloister† is, as the title suggests, the soliloquy of an unnamed monk, complaining to himself against Brother Laurence, another monk whom he has to be cloistered with in the monastery. He accuses the other monk with numerous immoralities and values against their faith and chosen vocation. However, the very offenses that he accuses Brother Laurence with reveal his own violation of each one. The monk’s grumpy mood can be inferred from the non-verbal words in the poem like â€Å"Gr-r-r† (line 1) and â€Å"Whew! † (line 17) and the colloquial expressions of disgust like â€Å"Saint, forsooth! † (line 25). In spite the anger, the rhyme and rhythm are regular and restrained all throughout, in consistence with the formal and self-righteous personality of the speaker. He remains dignified externally, but seethes inside. Meanwhile, the stanzas enumerate the many accusations the monk levels against Brother Laurence, all of which expose his own hypocrisies. In the fourth stanza, the monk accuses the other of desiring Brown Dolores. At the same time, he describes her with details that are beyond a cursory description like his comment on her â€Å"Blue-black, lustrous steeping tresses†¦thick like horsehairs† (lines 28-29), revealing his own hidden desires for the woman. In the fifth stanza, he criticizes Brother Laurence’s table manners, how â€Å"when he finishes reflection/ Knife and fork he never lays/ Cross-wife† (lines 33-36) like the self-righteous speaker does after meals. Here he is guilty of thinking badly about his fellow and vanity for thinking he is better than the other man. He also plans to tempt the other monk with his own copy of a â€Å"scrofulous French novel† (line 57), exposing his own lustful preoccupation. The final hypocrisy is shown in the final lines where the monk intersperses his vesper prayers with a curse against Brother Laurence, implicating himself to heresy. Work Cited Browning, Robert. â€Å"Soliluquy of the Spanish Cloister. †

Free Blacks compared to Slaves :: History

Free Blacks compared to Slaves The next few paragraphs will compare blacks in the north to blacks in the south in the 1800’s. In either location blacks were thought of as incompetent and inferior. The next few paragraphs will explain each group’s lifestyle and manner of living. Up north all blacks were free. The population of blacks in the north was about 1% in 1860 after the American Revolution. The blacks up north had minimal rights. The blacks could not vote, because of stipulations or they were just told that they could not vote by laws of their area. The New York Convention created one stipulation that was created to exclude blacks from voting in 1821; the law stated that blacks could not vote if they did not own property. Most blacks were having a tough time getting jobs in the south. So if a black person could not generate income how were they supposed to buy a home? In the north the blacks only had menial jobs. Menial jobs were basically jobs that you needed no skill and received small pay. Jobs of skill were kept away from blacks. If blacks tried to get the skill jobs they were either turned away or beat up by workers. About 95% of blacks in the 1800’s were working menial jobs. The jobs that the blacks acquired were the jobs that whites would not take. Whites just thought of blacks as dumb and incapable people, they were only capable for menial jobs. Blacks in the north were separated from their white counterparts in everyway. Legislators were always creating laws to keep the races divided. Many states tried to impose laws that would segregate schools. The whites did not want black kids going to the same school because if blacks and whites mingled there could be inter marriage. Even the trains were segregated. Negroes had to sit on a certain part of the streetcars and whites on another. Blacks were not allowed to go to certain cities because people thought that they brought down the property value. Imagine people thought just the presence of blacks could bring down property value down. Blacks in the south were not free. Southern blacks were forced to work all day for no pay. As soon as the sunrise the slaves had to work until sunset. Blacks in the south had no choice to take a day off or not.

Belbin s Team Role Model Applications Essay

University of the Basque Country; University of Hull; Highfield House Consultancy abstract This paper brings together research into and using the team role model developed by Belbin (1981, 1993a) in an attempt to provide an exhaustive assessment of construct validity in light of the conflicting evidence so far produced. Role theory is used to contextualize the origins of the model. The psychometric properties of the Team Role Self-Perception Inventory used to assess a person’s likely behaviour in a team are examined along with 43 empirical studies that have tested theoretical associations between team roles and other cognitive or behavioural traits. While the evidence is mixed, we conclude that, on balance, the model and its accompanying Inventory have adequate convergent validity. However, strong associations between some team roles are observed, indicating weak discriminant validity among some scales in the Inventory. Through its coverage of important areas of teamworking, the paper contributes to the practitioner and research communities by providing fresh insights into aspects of teamworking and by suggesting new research agendas. INTRODUCTION Effective teamworking has become a basic concern for most organizations. While many factors influence a team’s performance, considerable attention has been given to the influence of team member diversity in terms of roles played in a team. The team role model made popular by Meredith Belbin in relation to management teams (Belbin, 1981, 1993a) and available commercially through Belbin Associates (1988) is widely used in practice and has featured extensively in research on teams at work. The model is used by many organizations including FTSE-100 companies, multinational agencies, government bodies and consultants and has been translated into 16 languages. This paper therefore reviews the published research and assesses to what extent the model is supported by the available evidence. Through its coverage of important areas of teamworking (conflict management, personality traits, team performance, control and power) the paper contributes to the practitioner and research communities by providing fresh insights into aspects of teamworking and by suggesting new research agendas. We first consider the theoretical context for the team role model. Second, all substantive studies that provide psychometric evidence, relationships to personality factors and evidence for predictive validity are summarized, evaluated and contrasted. Finally, we discuss the validity of the model and consider the wider implications of our findings. ROLE THEORIES Prior to the development of Belbin’s team role model (1981, 1993a) other role  theories had been put forward (Benne and Sheats, 1948; Graen, 1976; Graen and Scandura, 1987; Holland, 1985) although the model’s links to these and other role classifications (e.g. Davis et al., 1992; Margerison and McCann, 1990; Parker, 1990; Spencer and Pruss, 1992; Woodcock, 1989) are unclear. While a comprehensive theoretical examination of the many alternative role theories and models is beyond the scope of this paper, it is important to establish a theoretical context for the team role model. The role concept can be viewed from two different perspectives. From an anthropological-sociological perspective it can be defined as a combination of values, attitudes and behaviour assigned to an individual who occupies a social position (a location in a social network) associated with a specific social status (the functions assigned to that person). From this perspective, a role can be defined as the behaviour that a person displays in relation to his/her social position and social status (Linton, 1945). Secondly, from a psychosocial perspective, a role can be defined as the behaviour expected from an individual occupying a specific position (Biddle, 1979) such that the cognition and expected behaviour associated with the position are fundamentally important to success in the role (Katz and Kahn, 1978). This psychosocial perspective is adopted for the purposes of this review. Since Lewin created the Research Centre for Group Dynamics in 1944, two types of groups have been studied: groups created to solve problems and groups preoccupied with individual development. This duality has brought about a distinction between so-called ‘task roles’ and ‘socio-emotional roles’. In this light, Bales and Slater (1955) studied laboratory groups and concluded that there were significant differences between individuals concerned with solving tasks and individuals concerned with the social and emotional needs of group members. People concerned with solving tasks were called ‘task leaders’ whereas those concerned with emotional needs were called ‘maintenance or socio-emotional leaders’. Similarly, Benne and Sheats (1948) proposed a role behaviour classification describing 12 task roles and seven maintenance roles. Task-centred roles were concerned with the coordination of group problem solving activities, whereas   maintenance roles were concerned with promoting group-centred behaviour. Both role types were thought necessary for a team to perform well. These theoretical antecedents formed the pillars of the development of the team role model (Belbin, 1981) as its general framework and the names of some team roles connect to these and other theories (Fisher et al., 2001a). Among theoretical models explaining how roles are acquired, a two-part classification can be made (Ilgen and Hollenbeck, 1991). First, there are ‘role taking’ models that consider individuals as passive acceptors of the roles assigned to them by others (Graen, 1976). An example is the ‘role episode model’ (Katz and Kahn, 1978) where the role is defined by an interaction process between two people; the person performing the role (the focal person) and another who holds a set of beliefs that constitute the role (the role sender). The role sender communicates a set of beliefs and the focal person assumes them. The second classification of role models sees subjects actively participating in the definition and development of their role. These models assume that individuals are much more active and motivated to possess roles that they can perform successfully. They are called ‘role making’ models because the focal person actively attempts to influence the role sender as they try to build a role that will be acceptable to both of them. Graen and Scandura (1987) proposed the ‘theory of dyadic organizing’ which integrated and extended Graen’s first proposal (1976). This theory describes how members of a team coordinate their activities to accomplish tasks that are not prescribed in their positions but fundamental for the effective functioning of the team. When a job role involves very predictable tasks, assigning individuals to roles is relatively easy. However, as work becomes more complex then so do the abilities required by individuals. The question is no longer about the abilities and knowledge a person should have for a specific job but is about predicting how a person will behave in the work unit where the work will be  performed. In this sense, Holland (1985) proposed one of the first models that accounted for this individual context adjustment, suggesting that individuals and job environments can be classified into six different types: ‘realistic’, ‘conventional’, ‘entrepreneur’, ‘social’, ‘artistic’ and ‘intellectual’. Each type is associated with specific activities and abilities possessed by individuals. A set of adjectives characterizes each type. For example, the intellectual type is described as analytical, cautious, critical, inquisitive, independent, pessimistic and reserved. For individuals to be successful and satisfied in a job, their personal abilities, interests and personality traits should adjust with the requirements, rewards and interpersonal relations offered by the job consistent with individual job adjustment theory. Holland (1985) proposed that an individual may display attributes of more than one type and also that there are compatible and incompatible types; for example, ‘intellectual’ and ‘artistic’ types are more compatible than ‘artistic’ and ‘conventional’ types. Belbin’s team role model can be linked to these role theories and role classifications. We now turn to review the literature on the team role model, drawing upon studies using the Team Role Self Perception Inventory (TRSPI) through which it is operationalized. We also review team role assessment using personality questionnaires and empirical studies that have explored the theoretical network of team role constructs in an attempt to better understand how individual team role preference is related to the behavioural definition of team roles as well as to other areas of teamwork behaviour. As with most role theories, Belbin’s model is not preoccupied with the roles (behavioural patterns) per se but with the ways in which the roles develop, change and interact with other patterns of behaviour over time. The model  was proposed after a nine-year study of team building and team effectiveness with management teams taking part in an executive management exercise (Lawrence, 1974). Prior to participating in the exercise, individuals completed Cattell’s 16PF personality questionnaire and Watson Glaser’s Critical Thinking Appraisal. For each management team an observer recorded group processes based upon Bales’ (1950) interactive process analysis and reported their observations. Successful and less successful teams were analysed in terms of their members’ personalities and in terms of their critical thinking abilities. Analyses were then crossreferenced with observers’ reports and, as a result, eight team roles were proposed. The initial categorization of team roles was therefore based on assessments of team members’ personalities, critical thinking abilities and a behavioural checklist. The only empirical evidence of the early analysis showed a positive correlation between performance predictions based on team role composition and actual performance across 22 teams (Belbin et al., 1976, p. 26). The eight role model was introduced (Belbin, 1981) and a team role was defined as a pattern of behaviour characteristic of the way in which one team member interacts with another in order to facilitate the progress of the team as a whole. Names and descriptive adjectives for each of the eight team roles were also included. In 1993 some team roles were renamed and a ninth role added. Descriptions of each role are given in Appendix 1. In this model a role is defined by six factors: personality, mental ability, current values and motivation, field constraints, experience, and role learning. However, Belbin did not show how much of the variance in a team role is explained by each factor. In keeping with others (Benne and Sheats, 1948; Torrington et al., 1985), Belbin defends the idea that high performing teams need to have a balanced representation of all team roles. The team role balance hypothesis assumes that if all team roles are present in a team then it will perform better than other teams without the balance. Belbin also considers that the team role concept (a preference to behave in a particular way with other team members while performing tasks) should be distinguished from the concept of functional role which refers to the technical skills and operational knowledge relevant to the job. Consequently, several people may  have the same functional role but vary greatly in their natural team role(s). Belbin also stresses the link between the stages of a team’s development and the need for different team roles to dominate at different stages. Six different stages of development are proposed: (1) identifying needs; (2) finding ideas; (3) formulating plans; (4) making ideas; (5) establishing team organization; and (6) following through. In the early stages team roles like Shaper and Co-ordinator will be most needed, whereas in the later stages Completer-Finishers and Implementers make higher contributions. Operationalizing the Model The team role model is ideally operationalized through a self-perception inventory and through observers’ assessments to give a rounded assessment of a person’s team role. The   original Team Role Self Perception Inventory (TRSPI-8R) was hand-scored such that respondents computed their own profile. This version was later modified to embody the nine role model (TRSPI-9R) and for this version respondents’ profiles are generated by the Interplace computer package. Since it was never intended that the TRSPI should be the only input to exploring a person’s team role, an Observer Assessment Sheet (OAS) was also designed to be used by work colleagues who could make an informed judgement based on their knowledge of the person. The OAS should be used alongside the TRSPI although in many situations only the inventory is used. Details of the scoring procedures for these instruments are given in Appendix 2. The second way of assessing team roles is derived from personality questionnaires; equations to derive team roles have been developed in conjunction with personality questionnaire publishers. In particular, Cattell’s Sixteen Personality Factor Questionnaire (16PF; Cattell et al., 1970) and the Occupational Personality Questionnaire (OPQ; Saville et al.,  1992) have been used (see Dulewicz, 1995). Reviewing the Evidence This review draws upon 43 substantive studies of the team role model using the TRSPI, OAS and personality inventories. A table showing the purpose of each study, its aims, instruments and sample used along with the key findings is available from the first author. Psychometric evidence. Eight studies have analysed the psychometric properties of the TRSPI and two have reported results from the OAS. Initial evaluations were critical (Furnham et al., 1993a, 1993b; Broucek and Randell, 1996) and one study arrived at mixed conclusions (Beck et al., 1999). Recent studies have been more supportive of the TRSPI’s reliability and structure (Swailes and McIntyre-Bhatty, 2002, 2003). Since the first criticism of the TRSPI (Furnham et al., 1993a), other researchers have raised concerns about the statistical properties of the original inventories as well as their theoretical basis (Broucek and Randell, 1996). An important issue affecting psychometric evaluation of the TRSPI stems from its i psative nature which is outlined in Appendix 2. Evidence for the TRSPI. Furnham et al. (1993a) reported low reliability values for three different versions of the TRSPI. Correlations between team roles were different for a normatively scored (Likert scale) version (M = 0.36) and the original ipsative version (M = -0.29). Factor structures were also different for normative values (two well-defined task and socioemotional factors) and for ipsative scoring (four bipolar factors). Both Senior (1998) and Beck et al. (1999), in their respective exploratory factor analyses, also reported an underlying four factor structure for the ipsative version of the TRSPI. However, the ipsative design of the TRSPI was deliberate and any comparison of forms should recognize that transforming the ipsative structure of the instrument may alter its nature. (See Belbin (1993b) for a rebuke of the normative version.) In the ipsative form the average interscale correlation will be negative (Meade, 2004) whereas in a normative form scales are allowed to correlate freely. In this context, Furnham et al. (1993a) raised concerns about the theoretical basis of the inventory and a lack of evidence for its psychometric properties, noting that the test was ‘neither theoretically nor empirically derived as Belbin developed his team role typology based on observatory and inductive,   rather than theoretically deductive means’ (p. 247) with a limited sample of 78 managers. Similarly, Broucek and Randell (1996) raised concerns about the internal consistency and discriminant validity of the TRSPI and the OAS. They also noted that both tests could not be considered as parallel forms of the same construct. The average correlation between team roles was 0.27 for ipsative scoring and 0.42 for normative scoring; higher correlations were expected from the self-reported data collected by both tests. Similarly, Senior and Swailes (1998) also reported that both TRSPI and OAS did not show high convergent validity as only five team roles showed significant correlations with an average of 0.27. Broucek and Randell (1996) also reported that different correlations were found between the normative and ipsative versions of the TRSPI and the NEO-PI-(R) personality scale although 8 out of 19 predictions for the ipsative version and 14 out of 19 for the normative version were correctly hypothesized. Different correlation values were taken as ‘dramatic evidence of the type of distortion which use of an ipsative instrument produces’ (p. 401). Similarly, Fisher et al. (1996) looked at the correspondence between the TRSPI and 16PF and found low correlation values on the validity diagonal. Broucek and Randell also tested the discriminant validity of the OAS against the NEO-PI (R) Big Five personality factors, although Fisher et al. (2001a, pp. 125–6) noted that such analysis was dependent on the orthogonality of the personality factors and, as far as the factors have been found to be oblique (Costa and McCrae, 1992), any conclusion regarding the discriminant validity of the OAS should be taken cautiously.

Online Writing vs Formal English - 749 Words

We have come full circle in forms of communication. From â€Å"cave man† grunts, body and hand gestures, and pictographic wall paintings, to â€Å"cubicle man† lols (laugh-out-loud), ttyls (talk-to-you-later), and smiley face emoticons, we are regressing to an earlier form of interactions. The expressive and communicative richness of writing is slowly becoming the archeological relics of an electronic modern society. I am no stranger to this failing. I started high school with a loose grasp of the tools of writing; I left high school with a, slightly, better grasp of those tools. Now, as my high school years fall farther behind me, and the academic language of writing erodes, the loose grasp of writing skills I had is becoming far looser. My writing†¦show more content†¦Texting for me is an all-day experience. I communicate when or where I will be, or check up on what people are doing. I use digital shorthand here more than anywhere. Most words are not spelled out in full, â€Å"cumn ovr nw† (Coming over now.), and â€Å"wht r u doin† (What are you doing?). Even the accepted cyber vernacular is ignored in favor of my own gibberish. Mostly I write to a specific audience not an unknown reader, and take liberties with my words. My major failing when I try to assimilate my techno-text with a scholastic essay is, I am not used to communicating in a formal manner to a potentially critical and voluntary reader. With the ambiguous, sometimes incoherent cyber darts of communiquà ©; my message is set adrift with little care about how it is received. It is more a self-centered tap on someone’s electronic shoulder saying, â€Å"I’m here†, and with no thought whether they want to read what I write. When my complete thoughts are expressed, they are often ambiguous. I write easily discarded words. I cannot use this form for my English class. In the essays required for school, I have to write carefully and in an engaging way. One pitfall I find with essay writing is I sometimes fall into a style that is the complete opposite of my text style. I use large words with a meandering train of thought, and start to show off instead of communicate. When I start to write, either I try to be clever with abs tract and offShow MoreRelatedPhilosophy of Education Essays1644 Words   |  7 Pagesa successful life. Personally, I believe education shapes us into the people we become, as well what leads us to the successes and failures all people meet; education is the foundation of life. Personally, I believe in the value of a high school English and literature class. Education is to be seen as a lifelong pursuit, rather than a stopping point, or a stepping stone. Knowledge gives us the power we need to survive in a modern-day society. Without education, we would lack the development and abilityRead Moreuna‚Äà ²ÃƒÅ Ãƒ ²ÃƒËœ1561 Words   |  7 PagesWelcome to EAC 150! 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