Asistir Conjugation in Spanish, Translations and Examples

Asistir is a Spanish verb that can mean—you guessed it—to assist or to help. But it is used more often for to attend or to go, as to an event, a school, or a class. It can also mean to attend to, such as in working to resolve a problem or in taking care of a medical patient. Asistir is conjugated regularly, so you can use  the charts here for  conjugating most other -ir verbs as well. Youll find listings here for all the simple tenses in both the indicative and subjunctive moods, such as the present, both types of the past (imperfect and preterite), the future, and the conditional. And of course, also included are the past participle, gerund, and periphrastic future as well as the commands or imperative mood. When talking about attending something, asistir is typically followed by the preposition a or the contraction al. As a verb for to help, asistir is somewhat formal. In informal situations, such as everyday speech, a more common verb is ayudar. In the conjugation charts below, the conjugation itself is the same for any of the meanings of  asistir, but the examples provided  apply to the most common use, to attend to. Present Indicative Tense of Asistir Yo asisto I attend Yo asisto al concierto de rock. T asistes You attend T asistes a la escuela. Usted/l/ella asiste You/he/she attends Ella asiste al gimnasio. Nosotros asistimos We attend Nosotros asistimos al juego. Vosotros asists You attend Vosotros asists a la universidad. Ustedes/ellos/ellas asisten You/they attend Ellos asisten a la reunin. Asistir Preterite The preterite is one of the two simple past tenses and is used with actions that came to a clear end. Yo asist I attended Yo asist al concierto de rock. T asististe You attended T asististe a la escuela. Usted/l/ella asisti You/he/she attended Ella asisti al gimnasio. Nosotros asistimos We attended Nosotros asistimos al juego. Vosotros asististeis You attended Vosotros asististeis a la universidad. Ustedes/ellos/ellas asistieron You/they attended Ellos asistieron a la reunin. Imperfect Indicative Form of Asistir The  imperfect  is the second simple past tense. One common use of the imperfect is to establish the background for another event. You normally would use the preterite to translate I attended the concert, but you could use the imperfect to indicate that as I was attending the concert, something else happened. Yo asista I was attending Yo asista al concierto de rock. T asistas You were attending T asistas a la escuela. Usted/l/ella asista You/he/she was attending Ella asista al gimnasio. Nosotros asistamos We were attending Nosotros asistamos al juego. Vosotros asistais You were attending Vosotros asistais a la universidad. Ustedes/ellos/ellas asistan You/they were attending Ellos asistan a la reunin. Asistir Future Tense Yo asistir I will attend Yo asistir al concierto de rock. T asistirs You will attend T asistirs a la escuela. Usted/l/ella asistir You/he/she will attend Ella asistir al gimnasio. Nosotros asistiremos We will attend Nosotros asistiremos al juego. Vosotros asistiris You will attend Vosotros asistiris a la universidad. Ustedes/ellos/ellas asistirn You/they will attend Ellos asistirn a la reunin. Periphrastic Future of Asistir Periphrastic is simply a way of saying something has more than one word. So this tense is simply ir a as the equivalent of Englishs going to. Yo voy a asistir I am going to attend Yo voy a asistir al concierto de rock. T vas a asistir You are going to attend T vas a asistir a la escuela. Usted/l/ella va a asistir You/he/she are/is going to attend Ella va a asistir al gimnasio. Nosotros vamos a asistir We are going to attend Nosotros vamos a asistir al juego. Vosotros vais a asistir You are going to attend Vosotros vais a asistir a la universidad. Ustedes/ellos/ellas van a asistir You/they are going to attend Ellos van a asistir a la reunin. Present Progressive/Gerund Form of Asistir Gerund of asistir asistiendo assisting/attending Yo estoy asistiendo a los conciertos de rock. Past Participle of Asistir Past participles are combined with forms of haber. They indicate that the verbs action has been or will be completed. Participle of asistir asistido have attended Yo he asistido al  concierto de rock. Conditional  Indicative Form of Asistir Yo asistira I would attend Yo asistira al concierto de rock si tuviera dinero. T asistiras You would attend T asistiras a la escuela si tuvieras la edad. Usted/l/ella asistira You/he/she would attend Ella asistira al gimnasio si tuviera compaera. Nosotros asistiramos We would attend Nosotros asistiramos al juego si pudiramos comprar boletos. Vosotros asistirais You would attend Vosotros asistirais a la universidad si quisierais. Ustedes/ellos/ellas asistiran You/they would attend Ellos asistiran a la reunin si tuvieran tiempo. Present Subjunctive of Asistir Que yo asista That I attend Pedro quiere que yo asista al concierto de rock. Que t asistas That you attend Andrea quiere que t asistas a la escuela. Que usted/l/ella asista That you/he/she attend Ana quiere que ella asista al gimnasio. Que nosotros asistamos That we attend Ral quiere que asistamos al juego. Que vosotros asistis That you attend Selena quiere que vosotros asistis a la universidad. Que ustedes/ellos/ellas asistan That you/they attend Roberto quiere que ellos asistan a la reunin. Imperfect Subjunctive Form of Asistir Most of the time, you can use either one of the conjugations given below for the imperfect subjunctive. The first one is used more often. Option 1 Que yo asistiera That I attended Pedro quera que yo asistiera al concierto de rock. Que t asistieras That you attended Andrea quera que t asistieras a la escuela. Que usted/l/ella asistiera That you/he/she attended Ana quera que ella asistiera al gimnasio. Que nosotros asistiramos That we attended Ral quera que nosotros asistiramos al juego. Que vosotros asistierais That you attended Selena quera que vosotros asistierais a la universidad. Que ustedes/ellos/ellas asistieran That you/they attended Roberto quera que ellos asistieran a la reunin. Option 2 Que yo asistiese That I attended Pedro quera que yo asistiese al concierto de rock. Que t asistieses That you attended Andrea quera que t asistieses a la escuela. Que usted/l/ella asistiese That you/he/she attended Ana quera que ella asistiese a la escuela. Que nosotros asistisemos That we attended Ral quera que nosotros asistisemos al juego. Que vosotros asistieseis That you attended Selena quera que vosotros asistieseis a la universidad. Que ustedes/ellos/ellas asistiesen That you/they attended Roberto quera que ellos asistiesen a la reunin. Imperative Forms of Asistir Imperative (Positive Command) Yo T asiste Attend! Asiste al concierto! Usted asista Attend! Asista a la escuela! Nosotros asistamos Lets attend! Asistamos al juego! Vosotros asistid Attend! Asistid a la universidad! Ustedes asistan Attend! Asistan a la reunin! Imperative (Negative Command) Yo T no asistas Dont attend! No asistas al concierto! Usted no asista Dont attend! No asista a la escuela! Nosotros no asistamos Lets not attend! No asistamos al juego! Vosotros no asistis Dont attend! No asistis a la universidad! Ustedes no asistan Dont attend! No asistan a la reunin!

Cultural Impacts of the Civil Rights Act - 1357 Words

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“Review of AIDS and Stigma’ by Gregory M. Harek Free Essays

The current literature as of 1999 is reviewed regarding the stigma that attaches to people with AIDS (PWA’s and people with HIV (PWHIVs).   Ã¢â‚¬Å"Stigma† refers to discrimination and prejudice directed at PWAs and PWHIVs as well as those people associated with them or caregivers for them. This stigma has resulted in firings, evictions, and other forms of prejudice to people with AIDS and HIV. We will write a custom essay sample on â€Å"Review of AIDS and Stigma’ by Gregory M. Harek or any similar topic only for you Order Now The existence of stigma has had a bad effect on the response to the AIDS crisis and could have a continuing affect on the various policies designed to assist PWAs and PWHIVs. Surveys throughout the world and specifically in the United States have indicated a negative attitude towards PWAs and PWHIVs by a significant majority of people. There are several possible reasons for the stigma. Many people believe PWAs and PWHIVs got the disease by their own actions and behavior. Others fear contracting the disease from any contact with PWAs and PWHIVs. Then there is the stigma associated with any disease considered that cannot be cured followed by the fear of contracting a contagious disease. Finally is the stigma associated with diseases or conditions affecting the victims’ outward appearance and capability. The stigma of AIDS has an impact on a personal level and with society and public policy.   For example, many people with AIDS or HIV do not get tested for fear of the stigma attached to the disease. In society the negative attitude has and continues to have an effect on public policy and public health issues and legislation. However, the situation has changed over the years with education, and with continued education discrimination and prejudice towards PWAs and PWHIVs will further decrease. I like this article for several reasons. It is well written and organized. 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There is an â€Å"association† effect as well, when there is a similar prejudice, discrimination or fear of people who take care of or are related to PWAs and PWHIVs. The information presented in the article cannot help but make the individual aware of the issue if he or she is not already familiar with the disease, and adds knowledge to those who are familiar with it. Additionally, it makes the individual, and me, question whether or not I harbor any prejudice or discrimination and if so how I exhibit it. This article is very good at making me look past myself to broader issues, as well as to look inside myself for attitudes I should question. I particularly like the method in which the causes of stigma are presented. It is particularly helpful in examining whether or not I believe in any of the reasons or use them as an excuse. It is also helpful in realizing the fallacy of many of the reasons. The first reason presented seems very irrelevant, as regardless of how someone contracted AIDS or any disease should have no bearing on attitude, although for many people religious belief may be a factor that cannot be easily ignored. The second reason, fear of contracting the disease, was a personal fear of mine until I became aware of the fact that it cannot be contracted by casual contact. Common sense tells us that we are probably around PWAs and PWHIVs daily without knowing it, and there has been no cases caused by casual contact. The third and fourth reasons are the ones that I have the most difficult time with, as I have always been uncomfortable around people with life-threatening or terminal diseases, or people who obviously show outward signs of the disease. I believe many people have this discomfort, and probably always will, as it can be very difficult to interact with such strong issues â€Å"in the background†. 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Works Cited Harek, Gregory M. â€Å"AIDS and Stigma†. American Behavioral Scientist, Volume 42, No. 7, April 1999. 1102-1112. How to cite â€Å"Review of AIDS and Stigma’ by Gregory M. Harek, Papers

Operations Management Highlighting the Critical Arguments

Question: Discuss about the Operations Management for Highlighting the Critical Arguments. Answer: Introduction The intension of developing this essay is highlighting the critical arguments regarding the operational issues experienced by Hawkesbury Cabinets Pty Ltd. For achieving the identified goal, the major discussions as part of the essay are formed by conducting a thorough review and analysis of the case related to Hawkesbury Cabinets. From the analysis of the given case study, it is determined that Hawkesbury Cabinets was initially established to manufacture only the custom-built kitchen cabinetry. The business was effectively managed by the two siblings Fung and Mei Chen. With the diverse needs of the clients from the communities, the sale of custom-made kitchen increased resulting in the growing reputation of the company (Wong, et al., 2012, PP. 285). During the time, the firm had decided to manufacture and supply standard builders while maintaining the high quality in the operations. In modern day business world, operations management in the production area has been emerged to be a ce ntral topic of business research and practices (Kastalli Van Looy, 2013, PP.173).Operations management is one of the major growth drivers for the business of Hawkesbury Cabinets. There are some special issues associated with the production operations of Hawkesbury Cabinets like production planning and execution and design and location of the production facilities. The consequent portion will be developed to form critical arguments by focusing on these issues critically related to the operations of Hawkesbury Cabinets. These arguments involve the current production system adopted by the company, effects of the new production line to the operations, and the impact on financial structure of the business if the entire focus is provided to the production of newly identified product. Analysis and Argument In order to investigate the challenges faced by the manufacturing operations of Hawkesbury Cabinets, it is required to study the current production system and procedures adopted by the company by conducting a technical analysis. As reflected by the case study, the manufacturing operations were developed to focus entirely on the custom-made kitchen to serve the needs of the local Chinese community as a small business unit (Stadtler, 2015, PP.21). Later, in the course of time, the increasingly diverse needs of the community and the growing financial position of the company had driven it to take the decision of manufacturing the builders kitchens in the small volume contracts. Subsequently, the production of both categories had become significantly important for the company to retain or enhance the growth regarding the amount of revenues and profit in the identified market (Baines Lightfoot, 2013, PP.13). From the initial understanding, it is quite clear that the business is experienci ng challenges to maintain the production of both items. The current production process is using Job Shop manufacturing process to produce builders kitchen (Golicic Smith, 2013, PP. 86). With the help of the job shop manufacturing process, the small batches of the new products are produced by the company to meet the demands of the market. However, the identified manufacturing requires the presence of a unique set-up and sequencing of the methods, which is not present in the production facility of Hawkesbury Cabinets. Different departments like assembly facility or painting and finishing area are not close to each other causing the hamper in sequencing process. From the former understanding, it can be informed that the decision of manufacturing the new builders line of kitchen by Hawkesbury Cabinets was primarily responsible for the problems. Therefore, the problems must need to be identified by the effective evaluation of the major implications (Tseng Hu, 2014, PP, 839). Though the manufacturing decision of builders kitchen line by the company had contributed the successful growth in the sales volume of the business, it was observed that the business failed to meet the expected profit in the contemporary operating period. The sale of builders line was increasing due to the rising demand in the particular market (Qrunfleh Tarafdar, 2014, PP. 345). At the same time, the business was facing the critical challenge of the escalating cost associated with the production of builders line because of the increasing amount of capital tied up with the raw materials. Significantly, it can be argued that the effect of new builders kitchen can provide crucial implications to the numerous factors of Hawkesbury Cabinets, such as delivery of products, factory overhead, equipment, roles played by the individuals in the production facility, and the need of special parts in the process (Smith, Maull, CL Ng, 2014, PP.250). The production of new builders kitchen had caused the firm to maintain additional supply of raw materials from the external sources. The decision led the company to install complex machines in the manufacturing facility, where the high chances of production malfunction or breakdown can be observed. In this particular situation, the decision regarding moving on to the production of builders kitchen line would provide drastic impact to the production cost and profitability of Hawkesbury Cabinets. The new production would drive the company to capitalise fully on the establishment of job shop manufacturing process (Liu, et al., 2013, PP.1455). The situation would lead the company to rent new production storage unit, as there is no space left in the current facility of the company for ensuring further expansion. Therefore, the production cost associated with the operations would increase dramatically causing the profitability of Hawkesbury Cabinets to be hampered critically (Roh, Hong, Min, 2014, PP.206). Hence, it can be stated that the overall scenario will significantly slow down the current rate of profits acquired by the firm by the way of its operations. As a result, the overall financial structure of the company will be affected primarily due to the effect of such decision. Conclusion From the overall information outlined by the analysis of the case study involving Hawkesbury Cabinets, it can be proposed that the degree of operational issues depends on the operating decisions taken by the operating managers of the company (Jabbour, et al., 2013, PP.137). The challenges experienced by the identified firm resulted due to the ineffective operating decisions taken by the manager. References Baines, T., W. Lightfoot, H. (2013).Servitization of the manufacturing firm: Exploring the operations practices and technologies that deliver advanced services.International Journal of Operations Production Management,34(1), 2-35. Golicic, S. L., Smith, C. D. (2013). A meta analysis of environmentally sustainable supply chain management practices and firm performance.Journal of Supply Chain Management,49(2), 78-95. Jabbour, C. J. C., de Sousa Jabbour, A. B. L., Govindan, K., Teixeira, A. A., de Souza Freitas, W. R. (2013).Environmental management and operational performance in automotive companies in Brazil: the role of human resource management and lean manufacturing.Journal of Cleaner Production,47, 129-140. Kastalli, I. V., Van Looy, B. (2013).Servitization: Disentangling the impact of service business model innovation on manufacturing firm performance.Journal of Operations Management,31(4), 169-180. Liu, H., Ke, W., Wei, K. K., Hua, Z. (2013). The impact of IT capabilities on firm performance: The mediating roles of absorptive capacity and supply chain agility.Decision Support Systems,54(3), 1452-1462. Qrunfleh, S., Tarafdar, M. (2014). Supply chain information systems strategy: Impacts on supply chain performance and firm performance.International Journal of Production Economics,147, 340-350. Roh, J., Hong, P., Min, H. (2014).Implementation of a responsive supply chain strategy in global complexity: The case of manufacturing firms.International Journal of Production Economics,147, 198-210. Smith, L., Maull, R., CL Ng, I. (2014). Servitization and operations management: a service dominant-logic approach.International Journal of Operations Production Management,34(2), 242-269. Stadtler, H. (2015). Supply chain management: An overview. InSupply chain management and advanced planning(pp. 3-28). Springer Berlin Heidelberg. Tseng, M. M., Hu, S. J. (2014).Mass customization.InCIRP Encyclopedia of Production Engineering(pp. 836-843).Springer Berlin Heidelberg. Wong, C. W., Lai, K. H., Shang, K. C., Lu, C. S., Leung, T. K. P. (2012). Green operations and the moderating role of environmental management capability of suppliers on manufacturing firm performance.International Journal of Production Economics,140(1), 283-294.

Crucible Characters Description Essays - Salem Witch Trials

Crucible Characters Description Giles Corey, Rebecca Nurse, and John Proctor all have something in common which endanger them when the witch-hunt begins. The play, The Crucible, by Arthur Miller is a portrayal of the Salem witch trials. In the play there are three characters, Giles, Rebecca, and John all die at the end. These three people all have something in common which endangers them during the witch-hunt and later leads to their death. The one thing that these three people have in common is that they are all full of pride. One of these people is Giles Corey. In the play he is killed for two different things. One thing was that he would not give Danforth the name of the person who told him that Thomas Putnam was trying to get rid of the people in the town so that he could buy their land when they were gone. This is what originally got him arrested. Later they charged him as a witch and he would not answer his indictment. Because he didn't answer his indictment they could not charge him with being a witch. Therefore, he saved his name and his pride. Another person who has the same thing in common with Giles is Rebecca. Throughout the play there are time where she shows the reader these qualities. When she is faced with something she will always follow her religion. Never will she go against her religion even if it means to save her life. An example from the book is when she is in court and in jail Hale is begging with her to confess. She will not confess and she is later hung. Because of her stubbornness or pride she lost her life. Another person is John proctor who also his pride gets in the way of his decision making. One reason, which goes along with most of the people, was that he did not confess in the court. Later in the story, however, he does decide to confess. He signs the papers and everything. He is fine with this until he finds out that the signed confession will be posted on the door of the church. When he finds this out he then rips up the paper and does not confess. He is also hung for this and all because he wanted to save his name. In The Crucible many people were falsely accused and murdered for no reason. These three people could have prevented their own death if it were not for their pride. All they had to do was confess and spend some time in jail and that would be it. Because they wanted to save their names and pride they all ended up killing themselves.

Java Expressions Introduced

Java Expressions Introduced Expressions are essential building blocks of any Java program, usually created to produce a new value, although sometimes an expression assigns a value to a variable. Expressions are built using values, variables, operators and method calls. Difference Between Java Statements and Expressions In terms of the syntax of the Java language, an expression is akin to a  clause in the English language  which portrays a specific meaning. With the right punctuation, it can sometimes stand on its own, although it can also be a part of a sentence. Some expressions equate to statements by themselves (by adding a semicolon at the end), but more commonly, they  comprise part of a statement. For example,(a * 2) is an expression. b   (a * 2); is a statement.  You could say that the expression is a clause, and the statement is the complete sentence since it forms the complete unit of execution. A statement doesnt have to include multiple expressions, however. You can turn a simple expression into a statement by adding a semi-colon:  (a * 2);   Types of Expressions While an expression frequently produces a result, it doesnt always. There are three types of expressions in Java: Those that produce a value, i.e., the result of (1 1)Those that assign a variable, for example (v 10)Those that have no result but might have a side effect because an expression can include a wide range of elements such as method invocations or increment operators that modify the state (i.e., memory) of a program.   Examples of Expressions Here are some examples of various types of expressions. Expressions that Produce a Value Expressions that produce a value use a wide range of Java arithmetic, comparison or conditional operators. For example, arithmetic operators include  , *, /, , , and %. Some  conditional operators  are ?, ||, and the comparison operators are , and .  See the Java specification for a complete list. These expressions produce a value: 3/2 5% 3 pi (10 * 2)   Note the parentheses in the last expression. This directs Java first to compute the value of the expression within the parentheses (just like the arithmetic you learned in school), then complete the rest of the computation. Expressions that Assign a Variable This program here contains plenty of expressions (shown in bold italics) that each assigns a value. int secondsInDay 0;int daysInWeek 7;int hoursInDay 24;int minutesInHour 60;int secondsInMinute 60; boolean calculateWeek true;secondsInDay secondsInMinute * minutesInHour * hoursInDay; //7System.out.println(The number of seconds in a day is: secondsInDay);if (calculateWeek true){  Ã‚  System.out.println(The number of seconds in a week is: secondsInDay * daysInWeek); } The expressions in the first six lines of the code above, all use the assignment operator to assign the value on the right to the variable on the left. The line denoted with //7 is an expression that can stand on its own as a statement. It also shows that expressions can be built up through the use of more than one operator. The final value of the variable secondsInDay is the culmination of evaluating each expression in turn (i.e., secondsInMinute * minutesInHour 3600, followed by 3600 * hoursInDay 86400). Expressions with No Result While some expressions produce no result, they can have a side effect which occurs when an expression changes the value of any of its operands. For example, certain operators are considered to always produce a side effect, such as the assignment, increment and decrement operators. Consider this: int product a * b; The only variable changed in this expression is the product; a and b are not changed. This is called a side effect.

Analysis of the Problems of XYZ Company Assignment

Analysis of the Problems of XYZ Company - Assignment Example Herein, it should be noted that the XYZ Company is a well-known company in the food manufacturing industry. The company is having the number of employees working in it. There are several departments within the company. However, the information technology department needs some improvement for that this Yardstick report will provide the solution. In order to improve the information technology security system to keep the confidential information of the company in safe hands, it is necessary that the IT security system should be strong enough. For this, it is possible that the XYZ Company can hire other security service provider company that can help to upgrade their IT security system. As there are different types of risks involved such as the hacker attack, lack of physical security, and risks from internal employees (Whitman & Mattord, 2010). Therefore, a strong IT security system can be the best solution for the XYZ Company. The internal employees are responsible to keep the information confidential. However, to keep the information confidential from vendors it is necessary that the employees use software and never share their passwords with any other person. Moreover, it can be said that the associated threats and vulnerabilities can be dealt with the help solutions such as training programs, control, and monitoring system, checklist, and daily basis reports. For all these services, there are many agencies that are developing specific software for the companies. There are few top agencies that are offering these services. In order to select the final service provider for the company, it must be the best in the field of information technology to the organizations and advises best in the business and provide the best security to the systems. Thus, the XYZ Company is seeking the best network security policy and procedure.

Torture Essay Example | Topics and Well Written Essays - 500 words - 1

Torture - Essay Example Jacobo Timerman, editor and publisher of the Argentinean newspaper  La Opinion  until his arrest by the military, emphasized the agonizing unpredictability of his years in prison in his book  Prisoner Without a Name, Cell Without a Number: "[W]henever someone was being prepared for transfer, his eyes blindfolded, his hands tied behind him, thrown on the ground in the back of a car and covered with a blanket, he would have preferred to remain in the clandestine prison. You never knew whether you were being led to an interrogation, torture, death, or another prison . . . " (p. 159). Some of the cruelest techniques of psychological torture are those that appear to make the person an active participant. The person may be told to choose which of two family members, friends, or other fellow prisoners should be tortured or put to death. The person may be directed to undress and use the torture devices on him- or herself.

Mahatma Gandhi Essay Example | Topics and Well Written Essays - 1500 words

Mahatma Gandhi - Essay Example It is true that Imam Hussein adhered to his righteous denial to submit to the unjust authority of Yazeed Ibn Muyawia and sacrificed his own and his people’s lives for what he thought to be right, he never excluded the option of using arms against Yazeed’s army. Here, Gandhi’s leadership significantly differs from that of Imam Hussein. There are other differences too. Gandhi had been able to establish the model of his goal and successfully shared his vision with the Indians. This success further enabled him to challenge his own model in numerous sociopolitical movements, and subsequently to bring some minor changes in his way. Thus, taking lessons from those challenges, he had been able to encourage others to act effectively against the sociopolitical evils. But the question is whether Hussein himself used this tactics and traits of effective leadership successfully. In fact, a critical analysis of Hussein’s and Gandhi’s leaderships will necessarily reveal that Gandhi took the only lesson of adhering to one’s righteous claim nonviolently from the example of Imam Hussein’s martyrdom. In other cases, Hussein was not a successful leader at all. If he were a successful leader, he would possess all of the characteristics of effective leadership. Necessarily, he could convince more people and take them with him to the Battle Field of Karbala. In that case, he might not have faced such a tragic end. Mohandas K. Gandhi was one of the most influential sociopolitical leaders of modern history. He is famous for his contribution to the fate of Modern India, a country which is, to a great extent, indebted to him for her freedom in 1947. In fact, this association of Gandhi with the emergence of India made him a political figure. He passed a considerable part of his life as a political campaigner in the Congress, a political party of India under the British rule. Even if Gandhi was an active political activist, his activities in volved innumerous social and political reformations in his country. It successfully brought him the landslide popularity among common Indians. Indeed the question whether he was primarily a political figure or a social will continue to engender debate till one fails to pursue the true Gandhian nationalist zeal. The son of a senior British Government clerk, Gandhi adamantly believed in the soul of democracy and the formal democratic politics.1 Once he was a devout British patriot who motivated the Indians’ to support the British Army against Zulu Kingdom in 1906. Anticipating the Indians’ weakness to confront the British Empire militarily, he chose to play the game of dissenting against the British tyranny within the British-induced political system in order to avoid the path of bloodshed and wanted to provoke his nation to be aware politically and then to oppose it from within.2 In this regard, his early experience of successful civil-disobedience or non-violent protes t against the segregation Act of the Transvaal Government in 1906 helped him a lot to developed and adopt the ‘Satyagraha’ as an effective nonviolent demonstration against the British while causing mass sociopolitical awarneness among the Indians.3 Indeed Gandhi’s political insight and experience urged him to assume the role of a social reformer. His stance as a social reformer helped him greatly to attain his political goal of uniting the Indians to turn into a strong political force. Indeed Gandhi was a

Exploring The Concept Of Cubism Art Essay

Exploring The Concept Of Cubism Art Essay Cubism was one of the most influential art movements of the 20th century. It took place between 1907 and about 1914. The innovators of the Cubist movement were Pablo Picasso (Spanish, 1881 1973) and Georges Braque (French, 1882 1963). Cubism was one of the most significant changes in ideas in the history of art. It allowed for the development of many of the abstract modern art movements in areas such as Futurism and Constructivism. The one of the main characteristics of Cubism would be the presenting of a three dimensional object as an abstract form on a two dimensional surface. In order to achieve this, objects are defragmented, analysed, and reconstructed in an abstract form. The shapes are flattened onto the two dimensional surface of the canvas so that different angles of the object can be seen at the same time. Another distinct feature of Cubist paintings would be the breaking up and interlocking of background and object in geometric arrangement, creating a shallow sense of space. Both Picasso and Braque, who were living in Paris at the time, began the Cubist movement. They met in late 1907 and began developing the idea of Cubism in their works by using complex patterns of defragmented objects, continuous outlines, and a monochromatic colour scheme. The term Cubism can be sourced back to a conversation between French art critic Louis Vauxcelles and Henri Matisse in 1908. Matisse described Braque s paintings, which he had submitted to the Salon d Automne, to have little cubes . However, it was Vauxcelles who coined the term Cubism in a review about the Salon des Independants just a few months later. Cubism can be divided into two phases: Analytical Cubism and Synthetical Cubism. In the early phase, starting in 1907, objects were broken up, analysed, and put back together in an abstracted form. The use of the technique of representing various sides of an object at one time defined the work as Analytical Cubism. In 1912, the second phase came about, when Picasso and Braque began creating papiers colles. The technique involved pasting various types of paper in their work, which characterised Synthetic Cubism. The prominent influences on the development of Cubism were Cezannes later work and African sculptures. In Cezannes later work, Picasso and Braque admired his concept of simplifying objects by seeing them as basic shapes such as cylinders, spheres, and cones. By exploring these concepts further, representing objects various viewpoints at the same time, they revolutionised how objects could be visualised in art. In the beginning of the 20th century, Europe was discovering art from exotic continents such as Africa and Asia. Artists, such as Picasso, were inspired by the primitive and simplistic styles of the foreign cultures. Picasso had first seen African art when he visited the ethnographic museum in Paris in 1907. We can see its influence clearly in Les Demoiselles dAvignon (1907), the precursor to Cubism. In his painting, he deconstructed and rearranged the faces of two of women in his painting to appear like African masks. In doing this he created a direct link between the movement and its inspiration. The Cubist artists developed on the ideas of fauvism, the art movement that had gone before it. The Fauvists wanted to simplify art by going back to basics. They did this by using distorted images, bright sections of colour and flat patterns. Their name Les Fauves means wild beasts in French, referring to their violent approach to their compositions. Cubists took this idea a step further by using straight lines and geometric patterns. Analytical Cubism is one of the two main parts of Cubism. It was developed between 1908 and 1912 by Picasso and Braque. During this time they studied natural forms and deconstructed the forms into basic geometric parts on the two-dimensional plane of the canvas. Their only use of colour was a monochromatic scheme of greys and ochre. Many of their compositions by neutral colours that had no relations to the colour of the object they were depicting. Instead of focusing of colour, they concentrated on representing the natural world with shapes such as cylinders, spheres and cones. They used varying shades to create light and dark sections of their works to give their works a three dimensional quality. Examples of the early analytic phase would be Braques Houses at LEstaque (1908) and Picasso s Girl with a Mandolin. Synthetic Cubism was the second part of Cubism. It was developed by Picasso, Braque, and other cubist artists between 1912 and 1919. There was a noticeable change in the works of the Cubist artists in the second phase of the movement. Synthetic cubism is characterised by the introduction of collage and papier coll , which allowed them to explore the new effects of depth. The technique of pasting coloured or printed paper fragments, usually newspaper clippings or sheet music, in the paintings of the Cubists marked the first use of collage in fine art, and the basis for all subsequent collage techniques in the years that followed. The use of collage refined the idea of using found objects , objects artists came across by chance, and making them part of their compositions. The idea behind it was that art could be found in the chaos of everyday modern life. Examples of the synthetic phase would be Picasso s Still Life with Chair Caning (1912), and his piece entitled Pipe, Glass, Bottle o f Vieux Marc (1914). However, it is important to note that dividing of the Cubist movement into analytic and synthetic phases were not used by the artists at the time. The terms were coined by critics of the period. By categorising the Cubist works, it imposes rigid distinctions in the method of the Cubists. However, their techniques used in each phase can be seen throughout Cubist art. Braque was initially involved in the Fauvist art movement, but he moved away from this style in 1908 when he rediscovered Paul Cezanne and met Picasso. Braque responded to Picassos Les Demoiselles DAvignon by painting his Grand Nude in the cubist style of geometrisation of form and new spatial relationships . In 1909 Braque and Picasso started working together, using their various influences to develop a whole new way of depicting form and space. Although Braque started out painting landscapes with Picasso, they soon found the advantages of painting still-life s instead, such as them being able to see multiple views of an object as opposed to a landscape. They became close friends and worked closely together up until the First World War in 1914. The outbreak of war broke up their artistic collaboration as Braque was enlisted in the French Army and had to leave Paris. In the period between World War I and World War II, Braque adapted a more relaxed and open approach to Cubism. He was bolder in his use of colour and was less calculating in his depiction of objects. However, he was still powerfully dedicated to using the cubist techniques of fragmentation and simultaneous perspective. Before beginning the Cubist period of his art, Picasso became interested in African art, which was currently being brought into Paris museums due to the expanding of the French empire. These exotic artefacts inspired his work during his African-influenced period (1908-1909) and into his Analytic Cubism (1909-1912). During this time, Picasso was also inspired by the works of Cezanne. Towards the end of the nineteenth century, Cezanne developed the idea of painting a painting for what it was a two dimensional flat surface. From the Renaissance up until this point, artists had been trying to create the illusion of three dimensions within a painting, as if it were a window. Another technique of his, that greatly inspired Picasso, was to present multiple angles of an object all at once in a painting. His idea behind it was that the eye viewing the object does not stay fixed on one angle of the object, but instead moves around and receives various perspectives. When Picasso and Braque were introduced in late 1907, they formed a close bond due to their shared interests in Cezanne and the Cubist techniques Picasso was experimenting with in his painting Les Demoiselles dAvignon . In the painting, Picasso depicted the faces of the five women to resemble Iberian masks. The bodies of the women are angular and not in proportion. The changing perspectives, unnatural proportions and flat, mask-like faces in the painting shocked and confused it s viewers at first. However, these motifs were explored and developed by Picasso and Braque throughout the Cubist movement and a new style was born. At times during this period, the work of Picasso and Braque was so similar that they themselves could not tell them apart. Picasso, in his examination of primitive sculpture and masks, arrived at the conclusion that the faces consisted of a quantity of clear shapes placed side by side. He figured that the features of the face that divide up the face should be seen as distinct sections. As Picasso progressed through the Cubism movement, he began to paint just one object at a time, painting it from several different perspectives at the same time. Picasso was successful in keeping a balance between naturalism and abstraction in his work. Before his cubist phase, he painted predominantly natural compositions, but as he explored his Cubist ideas, his work became more abstract. The objects he depicted during the period were of distorted proportions and broken into fragments, but because he used simple objects, they were generally recognisable. Daniel-Henry Kahnweiler was a gallery owner and art critic during the Cubist movement and was largely responsible for the broadcasting of Cubism as a style of art. When Picasso and Braque were producing their Cubist works in Paris, there were but a few opportunities for their works to be shown, usually the spring and autumn salon exhibitions. However, in 1910, Kahnweiler who was also an art dealer sent works by Picasso and Braque to avant-garde exhibitions outside of France. This began a growing acceptance for Cubist art around Europe at the time. To conclude, the main features of the Cubist art movement are displaying objects from multiple viewpoints at the same time and intersecting the surfaces to create a shallow space. The Cubist art movement revolutionalised how space and form could be visualised in art. The movement, created by Picasso and Braque, paved the way for future art movements to be abstract and began the re-examination of how space and form interact that changed the course of Western art.

Analysis of Pride and Prejudice by Jane Austen Essay -- Pride and Prej

Analysis of Pride and Prejudice by Jane Austen It centers on the elder sisters of the Bennet family, Jane and Elizabeth. Their personalities, misunderstandings and the roles of pride and prejudice play a large part in the development of their individual relationships. The spirited Elizabeth and softhearted Jane have to deal with not only their own feelings but also the status of their family, both of which affect the outcomes of their marriages. The struggle is very believable and realistic because the story takes place a long time ago. The way people interact with each other today is quite different than how they would interact with each other back then. Pride and Prejudice is an appropriate name for the book. These notions permeate the novel thoroughly, especially in the views of Elizabeth and Darcy. Jane's temperance does not allow for these qualities to exist in her personality. Mr. Darcy is characterized as a proud, haughty, arrogant man and ends up almost immediately alienating himself from the townspeople. This opinion arises after he refuses to dance with the young ladies who have attended the ball and his obvious reluctance to talk to anyone. His pride was said to come from his extreme wealth. Our first introduction to pride and prejudice is at a ball Mr. Bingley throws. His sisters and a dear friend of his, Mr. Darcy, accompany him. Eighteenth-century England was quite preoccupied with status, especially concerning wealth and reputation. Darcy's reluctance to speak with anyone stemmed from his lack of respect for anyone outside his close-knit circle. His good breeding was obvious only to those whom he knew well. Elizabeth is prejudiced against Darcy for entirely different reasons. She rec... ...l fortune of her own, as did Mr. Bennet. They did not love each other but stayed together, proving to an extent the family values of the time. Mrs. Collins married for the sake of getting married and settling down. Her desire to have a family of her own overrode the many failings of the man she married. Fortunately some marriages were based on love. Jane and Elizabeth found the perfect matches. Their beaus were good, principled, financially secure men. Austen presents the two major contrasting types of marriages. Both kinds reflect the mentality of that time period. I enjoyed this book immensely. Jane Austen's style of writing delights me. Her work may not be profound but it is insightful, and light-hearted. Her characters are distinct and universal. Elizabeth is one of my favorite literary characters. Her confidence, wit and spirit can only be enjoyed.

Meat Industry Essay

People all over the world eat meat for its nutritional value and taste. The United States Department of Agriculture reports that in the year 2011 people in the U.S consumed 25.6 billion pounds of beef. Most of this meat was produced in America. A Holistic approach to food production is important in order to improve the quality of beef. What we feed our cattle, the housing conditions and the slaughter procedure directly impacts our food. What the farmers feed cattle directly affects the quality of beef for the consumer. The cow has many more benefits from eating grass than being fed corn. It is a lot healthier for cows to consume grass because that is what their stomachs are made for. The stomachs have three sections that are made specifically for digesting grass (Healthy Theory -Corn-Fed Vs. Grass-Fed Beef). Today, most cows are put on a diet that is based on corn. The cows used to be fed grass and roam free but since than there have been changes. The idea about feeding cattle grain began during World War II. It all started when farmers were producing more grain than the American population could handle, so the rest of it was fed to cows. It was discovered that feeding a cow different types of grains fattened them up a lot faster than when cows were consuming grass. With a grass fed diet, it takes cows about five years to reach 1,200 pounds. However, with the grain-based diet it takes a cow about 390 days to get to a reachable weight for slaughter (Healthy Theory -Corn-Fed Vs. Grass-Fed Beef). Also, the producer benefits more from feeding his cows corn because it is cheaper than grass. Therefore, a diet based on corn is more cost effective but the quality of meat has less nutritional value (Why Grass Fed- Health Benefits of Grass Fed Beef). The consumer benefits more from meat that comes from cows that consume grass rather than in-taking different types of grains. The cow is a lot healthier and happier when it is eating grass, which results in higher quality meat. Since cows’ stomachs are meant to break down grass, a corn based diet causes changes in the digestion of a cow leading to serious health problems, such as diarrhea, ulcers, and a weakened immune system. As a result of these issues, the cows are given antibiotics to help prevent this from occurring, which makes the meat unhealthier (Healthy Theory -Corn-F ed Vs. Grass-Fed Beef). Another huge topic of concern is the disregard of animal welfare. These animals aren’t being cared for and they are treated as units of production (Learn About The Issues). In order to fatten up cows in time for slaughter, many farmers put them in feedlots. The conditions these cows go through are unbearable. As many cows as possible are crammed into each pen. The result of this is massive amounts of waste covering the animals living space (The Issues Animal Welfare). This causes the air to be unhealthy and creates many gases and diseases that aren’t wanted. During the whole time the cows are in the feedlot they are breathing in methane gas. Large amounts of methane are bad for animals because it takes away oxygen from the air, which can affect the central nervous system (2- Health Effects of Methane). The alternative is a more holistic way, which allows the cattle to roam around freely on huge pastures until they get fat enough to get slaughtered. In the United States, animal welfare is being ignored, because cows are being treated i n a cruel and unhealthy way. When they are living in the feedlots, they are covered with manure and aren’t being cared for. As soon as cows are fat enough to get slaughtered, they are sent to the closest slaughterhouse. On their journey they are faced with heartbreaking situations. They are often transported from 1,200 to 1,500 miles away in scorching hot weather or freezing temperatures. Dr. Lester Friedlander, a former U.S. Department of Agriculture veterinarian inspector said, â€Å"They are crammed onto trucks and go without food or water for days†. When it is cold, they are in the back of a trailer with nothing covering them. As the driver drives sixty miles per hour, cows are being exposed to a variety of extreme weather. Many cows collapse in hot weather. While they are traveling they urinate. After sometime it begins to freeze while their hooves are standing in it. Also, the fur of the cows â€Å"†¦ freezes to the sides of the trucks until workers pry them off with crowbars†(Cow Transport and Slaughter). When the cows get to the slaughterhouse, they are often in bad conditions. Most of them are sick and cannot walk because they are too weak. In order to move weak and injured cows they are dragged along with a bulldozer by a chain around their neck or leg. Even though they are in bad shape, cows are still being used for their meat because it means more money in the producer’s pocket. If some of the cows are able to walk, they are still abused. Workers beat them with a metal rod in order to move them faster (The Humane Society of the United States). Also, before they are killed the cows are lined up to wait for their turn to be stunned so that they will pass out before they get slaughtered. Sometimes the stunning procedure does not work. Ramon Moreno, a slaughterhouse worker has stated that he often has to cut the legs off of cows that are completely conscious. â€Å"They blink. They make noises,† he says. â€Å"The head moves, the eyes are wide and looking around. †¦ They die piece by piece.† If workers try to report that the cows are still alive they risk loosing their jobs (Cow Transport and Slaughter). After cows reach a certain weight they are ready to be slaughtered for meat consumption. The process of tu rning cows into packed meat can cause the meat to be infected. Before they are slaughtered, cows are cleaned. However, in some cases not well enough. The waste of the cow can get into the processed meat that is being cut by the workers. This can contaminate the meat with E-coli, which is a type of bacteria that can lead to death. â€Å"According to Centers for Disease Control estimates, up to 20,400 cases of E. coli infection and 500 deaths from E-coli disease occur annually in the United States† (Escherichia Coli 0157:H7). Another disease that is created in these fast paced industries is mad cow disease. (the issues-slaughterhouses and processing). Mad cow disease affects the cow’s nervous system and it causes the cow to act confused and loose control of the ability to walk (What is Mad Cow Disease). When people eat infected beef they may contract a human version of mad cow disease. It affects the nervous system causing depression and loss of coordination. As it becomes more severe, it causes dementia (The Basics of Mad Cow Disease). With our modern day technology, slaughterhouses are able to kill thousands and thousands of cow’s every day. There are many solutions that can change the food industry to produce their meat in a more animal friendly way. To help cut back more meat being produced in factories, consumers can support local farms by eating food that is grown locally. Holistic farming care for their animals and focus on getting delicious, healthy meat than just producing more and more for profit. The food quality of holistic farmed meat is a lot better because the cows are raised and treated well as opposed to when the animals are abused their whole life. If we really want a change, it is up to Americans to demand that. Currently, laws support the industrial farming methods and lack the attempt of helping small farms grow. An example is that American tax money goes to support research and the operating cost of large food producing companies (Learn About the Issues). In order for there to be a change, citizens need to become aware of the process. Change will happen by the consumer supporting politicians who are looking to change the food industry. Consequently, producers would need to be more focused on the care of the animals than earning as much money as possible. What American farmers feed their cattle, where they raise them and how they get slaughtered directly impacts the quality of our food. It is important for consumers to be aware of the United States food industry because there is so much more behind the food brought to you in the supermarket. If the consumer buys meat that is produced holistically, and legislation puts focus on the care of animals, the food industry will be forced to improve their methods.

BеlbÑn Tеаm Rolе Sеlf-PеrcеptÑon Invеntory (BTRSPI) The WritePass Journal

BÐ µlbÃ'â€"n TÐ µÃ °m RolÐ µ SÐ µlf-PÐ µrcÐ µptÃ'â€"on InvÐ µntory (BTRSPI) IntroductÃ'â€"on BÐ µlbÃ'â€"n TÐ µÃ °m RolÐ µ SÐ µlf-PÐ µrcÐ µptÃ'â€"on InvÐ µntory (BTRSPI) IntroductÃ'â€"onA crÃ'â€"tÃ'â€"cÐ °l Ð µvÐ °luÐ °tÃ'â€"on of thÐ µÃ'â€"r own group/tÐ µÃ °m dynÐ °mÃ'â€"cs CrÐ µÃ °tÃ'â€"vÃ'â€"tyDÃ'â€"vÐ µrsÃ'â€"tyEthnÃ'â€"cÃ'â€"ty  RÐ µfÐ µrÐ µncÐ µsRelated IntroductÃ'â€"on ThÐ µ BÐ µlbÃ'â€"n TÐ µÃ °m RolÐ µ SÐ µlf-PÐ µrcÐ µptÃ'â€"on InvÐ µntory (BTRSPI) wÐ °s concÐ µÃ'â€"vÐ µd to Ð °ssÐ µss bÐ µhÐ °vÃ'â€"ourÐ °l chÐ °rÐ °ctÐ µrÃ'â€"stÃ'â€"cs whÃ'â€"ch pÐ µrsons brÐ °ndÃ'â€"sh whÐ µn Ð µmployÐ µd Ã'â€"n tÐ µÃ °ms. BÐ µlbÃ'â€"n TÐ µÃ °m rolÐ µ ThÐ µory wÐ °s dÐ µvÐ µlopÐ µd Ð °s Ð °n outcomÐ µ of thÐ µ Ã'â€"nvÐ µstÃ'â€"gÐ °tÃ'â€"ons undÐ µrtaken by MÐ µrÐ µdÃ'â€"th BÐ µlbÃ'â€"n Ã'â€"n thÐ µ 1970s. For morÐ µ mÃ'â€"nutÃ'â€"Ð ° of thÃ'â€"s prÃ'â€"mÐ °ry study dÐ µlÃ'â€"ght thÐ µ BÐ µlbÃ'â€"n wÐ µbsÃ'â€"tÐ µ has it all. SÃ'â€"ncÐ µ thÐ µ BTRSPI Ð °ssÐ µssÐ µs dÐ µmÐ µÃ °nour othÐ µr thÐ °n chÐ °rÐ °ctÐ µr, Ã'â€"t Ã'â€"s not Ð °dvÃ'â€"sÐ µd to bÐ µ Ð ° psychomÐ µtrÃ'â€"c chÐ µck (thosÐ µ whÃ'â€"ch Ð °ssÐ µss Ð °ttrÃ'â€"butÐ µs of pÐ µrsonÐ °lÃ'â€"ty) ChÐ °rÐ °ctÐ µr Ã'â€"s onÐ µ of numÐ µrous componÐ µnts whÃ'â€"ch cÐ °n lÐ µvÐ µrÐ °gÐ µ bÐ µhÐ °vÃ'â€"our. OthÐ µr componÐ µnts Ð µncompÐ °ss Ã'â€"ntÐ µrnÐ °lÃ'â€"sÐ µd stÐ °ndÐ °rds Ð °nd motÃ'â€"vÐ °tÃ'â€"ons, Ð °nd thÐ µ Ð µxtÐ µrnÐ °l Ð µmployÐ µd nÐ °turÐ °l Ð µnvÃ'â€"ronmÐ µnt or â€Å"FÃ'â€"Ð µld ConstrÐ °Ã'â€"nts† WhÃ'â€"lst chÐ °rÐ °ctÐ µr Ã'â€"s Ð °ccÐ µptÐ µd to bÐ µ Ð µquÃ'â€"tÐ °bly unchÐ °ngÃ'â€"ng, dÐ µmÐ µÃ °nour cÐ °n chÐ °ngÐ µ morÐ µ glÐ °dly, Ð °cclÃ'â€"mÐ °tÃ'â€"zÃ'â€"ng to Ð °ltÐ µrÐ °tÃ'â€"ons Ã'â€"n Ð °ny of thosÐ µ componÐ µnts whÃ'â€"ch lÐ µvÐ µrÐ °gÐ µ Ã'â€"t. As Ð °n outcomÐ µ, BÐ µlbÃ'â€"n Ð °ntÃ'â€"cÃ'â€"pÐ °tÐ µs thÐ °t TÐ µÃ °m RolÐ µ prÐ µfÐ µrÐ µncÐ µs mÃ'â€"ght chÐ °ngÐ µ ovÐ µr tÃ'â€"mÐ µ. WhÃ'â€"lst Ã'â€"t Ã'â€"s Ã'â€"mprobÐ °blÐ µ thÐ °t Ð °n Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l’s profÃ'â€"lÐ µ wÃ'â€"ll chÐ °ngÐ µ spÐ µctÐ °culÐ °rly or bÐ µ turnÐ µd Ð °round Ð µntÃ'â€"rÐ µly, somÐ µ Ð °ltÐ µrÐ °tÃ'â€"ons Ð °rÐ µ Ð °ntÃ'â€"cÃ'â€"pÐ °tÐ µd, Ã'â€"n lÃ'â€"nÐ µ wÃ'â€"th Ð ° chÐ °ngÐ µ of job functÃ'â€"on or work nÐ °turÐ °l Ð µnvÃ'â€"ronmÐ µnt, or Ð °s Ð °n outcomÐ µ of Ð ° forÐ µmost lÃ'â€"fÐ µ chÐ °ngÐ µ. ThÐ µ BTRSPI Ð °ssÐ µssÐ µs dÐ µmÐ µÃ °nour bÐ µcÐ °usÐ µ BÐ µlbÃ'â€"n Ð °ccÐ µpts Ð °s fÐ °ctuÐ °l thÐ °t thÃ'â€"s prÐ µsÐ µnts thÐ µ most hÐ µlpful Ð °nd vÐ µrÃ'â€"fÃ'â€"Ð °blÐ µ dÐ °tÐ ° consÃ'â€"dÐ µrÃ'â€"ng Ð °n individual to Ð ° rÐ µcruÃ'â€"tÐ µr, supÐ µrvÃ'â€"sor or Ð °dvÃ'â€"sor, Ð °s wÐ µll Ð °s to thÐ µ individual concÐ µrnÐ µd. WhÃ'â€"lst Ã'â€"t could bÐ µ contÐ µndÐ µd thÐ °t only thÐ µ an individual hÃ'â€"msÐ µlf undÐ µrstÐ °nds hÃ'â€"s own chÐ °rÐ °ctÐ µr, dÐ µmÐ µÃ °nour Ã'â€"s obsÐ µrvÐ °blÐ µ Ð °nd cÐ °n bÐ µ undÐ µrstood Ð °nd utÃ'â€"lÃ'â€"zÐ µd to forÐ µcÐ °st futurÐ µ rÐ µsponsÐ µs Ð °nd conduct. ThÐ µ Ð °dvÐ µrsÃ'â€"ty whÐ µn Ð °ssÐ µssÃ'â€"ng chÐ °rÐ °ctÐ µr solÐ µly Ã'â€"s thÐ °t thÐ µrÐ µ mÐ °y bÐ µ Ð ° lÐ °rgÐ µ dÃ'â€"scrÐ µpÐ °ncy bÐ µtwÐ µÃ µn chÐ °rÐ °ctÐ µr Ð °nd bÐ µhÐ °vÃ'â€"our. WhÃ'â€"lst Ð °n individual mÐ °y purport to bÐ µ Ð °n Ð µxtrÐ °vÐ µrt, thÐ °t pÐ µrson’s dÐ µmÐ µÃ °nour Ã'â€"n thÐ µ workplÐ °cÐ µ mÐ °y thÃ'â€"n Ã'â€"n thÐ µ dÃ'â€"rÐ µctÃ'â€"on of Ã'â€"ntrovÐ µrsÃ'â€"on. ThÐ µ Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l’s sÐ µlf-pÐ µrcÐ µptÃ'â€"on of Ð µxtrÐ °vÐ µrsÃ'â€"on mÐ °y show rÐ µstrÃ'â€"ctÐ µd sÐ µlf-Ð °wÐ °rÐ µnÐ µss or mÐ °y contÐ µmplÐ °tÐ µ Ð ° chÐ °rÐ °ctÐ µr trÐ °Ã'â€"t onÐ µ dÐ µsÃ'â€"rÐ µs to possÐ µss. It Ã'â€"s Ð °rguÐ °blÐ µ thÐ °t rÐ µcognÃ'â€"sÃ'â€"ng cÐ µrtÐ °Ã'â€"n chÐ °rÐ °ctÐ µr trÐ °Ã'â€"ts doÐ µs not Ð µxÐ °ctly Ð °ssÃ'â€"st thÐ µ supÐ µrvÃ'â€"sor worrÃ'â€"Ð µd wÃ'â€"th rÐ µcruÃ'â€"tmÐ µnt or promotÃ'â€"on. In thÐ µ cÐ °sÐ µ of numà  µrous psychomÐ µtrÃ'â€"c chÐ µcks, mÐ °nÐ °gÐ µrs consumÐ µ much powÐ µr comprÐ µhÐ µndÃ'â€"ng thÐ µ psychomÐ µtrÃ'â€"c proportÃ'â€"ons or trÐ °Ã'â€"ts, rÐ °thÐ µr thÐ °n Ð °pplyÃ'â€"ng thÐ µ Ã'â€"nformÐ °tÃ'â€"on to Ð °dvÐ °ncÐ µ pÐ µrformÐ °ncÐ µ. RÐ °thÐ µr thÐ °n supplyÃ'â€"ng dÐ °tÐ ° consÃ'â€"dÐ µrÃ'â€"ng onÐ µÃ¢â‚¬â„¢s chÐ °rÐ °ctÐ µr trÐ °Ã'â€"ts, thÐ µ BTRSPI mÐ µÃ °surÐ µs dÐ µmÐ µÃ °nour Ã'â€"n Ð °lÃ'â€"gnmÐ µnt to rÐ µcognÃ'â€"sÐ µ groupÃ'â€"ngs or clustÐ µrs (TÐ µÃ °m RolÐ µs) whÃ'â€"ch dÃ'â€"stÃ'â€"nguÃ'â€"sh Ð °n Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l’s bÐ µhÐ °vÃ'â€"ourÐ °l Ð °ssÃ'â€"stÐ °ncÐ µ to thÐ µ workplÐ °cÐ µ. For dÐ µmonstrÐ °tÃ'â€"on, you mÃ'â€"ght fÃ'â€"nd Ð °n Ã'â€"nquÃ'â€"ry Ã'â€"n Ð ° chÐ °rÐ °ctÐ µr chÐ µck Ð °long thÐ µ lÃ'â€"nÐ µs of: WhÐ µn I’vÐ µ mÐ °dÐ µ Ð ° conclusÃ'â€"on Ð °bout cÐ µrtÐ °Ã'â€"n thÃ'â€"ng, I stÃ'â€"ll hold mÐ °rvÐ µllÃ'â€"ng Ã'â€"f Ã'â€"t’s rÃ'â€"ght or wrong. HÐ µrÐ µ, thÐ µ Ð °Ã'â€"m Ã'â€"s on how   onÐ µ concÐ µÃ'â€"vÐ µs Ð °nd fÐ µÃ µls. By compÐ °rison thÐ µ BTRSPI Ã'â€"nquÃ'â€"rÐ µs Ã'â€"nquÃ'â€"rÃ'â€"Ð µs lÃ'â€"kÐ µ: I cÐ °n bÐ µ rÐ µlÃ'â€"Ð µd upon to complÐ µtÐ µ Ð °ny tÐ °sk I undÐ µrtÐ °kÐ µ, focusÃ'â€"ng on functÃ'â€"onÐ °l Ð °ssÃ'â€"stÐ °ncÐ µ Ð °n individual mÃ'â€"ght mÐ °kÐ µ. MÐ °ny pÐ µoplÐ µ Ð °nd orgÐ °nÃ'â€"sÐ °tÃ'â€"ons Ð °rÐ µ worrÃ'â€"Ð µd thÐ °t thÐ µ Ã'â€"ntroductÃ'â€"on of psychomÐ µtrÃ'â€"c chÐ µcks mÃ'â€"ght lÐ µÃ °d to pÃ'â€"gÐ µon-holÃ'â€"ng or lÐ °bÐ µllÃ'â€"ng of Ã'â€"ndÃ'â€"vÃ'â€"duÐ °ls. WÃ'â€"th BÐ µlbÃ'â€"n TÐ µÃ °m RolÐ µs, thÐ µ connÐ µctÃ'â€"on bÐ µtwÐ µÃ µn Ð °n indivudual Ð °nd thÐ µ TÐ µÃ °m RolÐ µs thÐ µy dÃ'â€"splÐ °y Ã'â€"s Ð ° fÐ °r morÐ µ convolutÐ µd onÐ µ. Individuals doÐ µs not hÐ °vÐ µ onÐ µ TÐ µÃ °m RolÐ µ, but Ð ° blÐ µnd of fÐ °vourÐ µd, mÐ °nÐ °gÐ µÃ °blÐ µ Ð °nd smÐ °llÐ µst fÐ °vourÐ µd rolÐ µs. ThÐ µ cÃ'â€"rculÐ °tÃ'â€"on Ð °nd Ã'â€"ntÐ µrrÐ µlÐ °tÃ'â€"on of thÐ µsÐ µ functÃ'â€"ons ovÐ µr Ð °n Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l’s profÃ'â€"lÐ µ hÐ °vÐ µ Ð ° lÐ °rgÐ µ lÐ µvÐ µrÐ °gÐ µ on thÐ µ wÐ °y thÐ µ functÃ'â€"ons wÃ'â€"ll bÐ µ pÐ µrformÐ µd out Ã'â€"n pÐ µrform Ð °nd skÃ'â€"llÐ µd by othÐ µrs. WhÃ'â€"lst Ð ° onÐ µ-by-o nÐ µ mÐ °y Ð °ssÐ µrtÃ'â€"on to fÐ °vor or rÐ µlÃ'â€"sh Ð ° spÐ µcÃ'â€"fÃ'â€"c functÃ'â€"on, Ã'â€"t doÐ µs not Ã'â€"nÐ µvÃ'â€"tÐ °bly sÃ'â€"gnÃ'â€"fy thÐ °t thÐ µy cÐ °n or should plÐ °y only thÃ'â€"s rolÐ µ. ThÐ µ Ã'â€"dÐ µÃ ° of TÐ µÃ °m RolÐ µs Ã'â€"s worrÃ'â€"Ð µd wÃ'â€"th Ð °ccÐ µptÃ'â€"ng powÐ µr Ð °nd flÐ °ws, but furthÐ µrmorÐ µ wÃ'â€"th cultÃ'â€"vÐ °tÃ'â€"ng powÐ µr to Ð µvolvÃ'â€"ng Ð ° form, powÐ µrful dÐ µmonstrÐ °tÃ'â€"on of Ð ° grÐ °ntÐ µd TÐ µÃ °m RolÐ µ typÐ µ. 1 ConstructÃ'â€"on of thÐ µ BTRSPI thÐ µ BTRSPI Ã'â€"s Ð ° bÐ µhÐ °vÃ'â€"ourÐ °l chÐ µck concÐ µÃ'â€"vÐ µd for usÐ µ Ã'â€"n orgÐ °nÃ'â€"sÐ °tÃ'â€"onÐ °l Ð °nd work sÐ µttÃ'â€"ngs. ThÐ µ BTRSPI wÐ °s formulÐ °tÐ µd by MÐ µrÐ µdÃ'â€"th BÐ µlbÃ'â€"n Ã'â€"n thÐ µ 1980s nÐ µxt on from hÃ'â€"s study Ð °t HÐ µnlÐ µy MÐ °nÐ °gÐ µmÐ µnt CollÐ µgÐ µ Ð °nd Ã'â€"ncÐ µptÃ'â€"on of TÐ µÃ °m RolÐ µ ThÐ µory. A crÃ'â€"tÃ'â€"cÐ °l Ð µvÐ °luÐ °tÃ'â€"on of thÐ µÃ'â€"r own group/tÐ µÃ °m dynÐ °mÃ'â€"cs ThÐ µ BTRSPI Ð °ssÐ µssÐ µs nÃ'â€"nÐ µ proportÃ'â€"ons or TÐ µÃ °m RolÐ µs Ð °nd hÐ °s onÐ µ scÐ °lÐ µ rÐ µnownÐ µd Ð °s DroppÐ µd PoÃ'â€"nts (DR), whÃ'â€"ch Ð °ssÐ µssÐ µs Ð °ssÐ µrtÃ'â€"ons Ð °bout onÐ µsÐ µlf othÐ µr thÐ °n lÐ µgÃ'â€"tÃ'â€"mÐ °tÐ µ TÐ µÃ °m RolÐ µ contrÃ'â€"butÃ'â€"ons. ThÐ µ Ã'â€"nvÐ µntory comprÃ'â€"sÐ µs of sÐ µvÐ µn pÐ °rts, wÃ'â€"th Ð µÃ °ch pÐ °rt Ð µncompÐ °ssÃ'â€"ng Ð ° hÐ µÃ °dÃ'â€"ng Ð °nd ten dÐ µclÐ °rÐ °tÃ'â€"ons, onÐ µ pÃ'â€"Ð µcÐ µ pÐ µr TÐ µÃ °m RolÐ µ Ð °nd Ð ° tÐ µnth pÃ'â€"Ð µcÐ µ comprÃ'â€"sÃ'â€"ng DR. ThÐ µ hÐ µÃ °dÃ'â€"ngs gÃ'â€"vÐ µ Ð ° work-bÐ °sÐ µd scÐ µnÐ °rÃ'â€"o or posÃ'â€"tÃ'â€"on wÃ'â€"th whÃ'â€"ch thÐ µ onÐ µ-by-onÐ µ cÐ °n Ã'â€"dÐ µntÃ'â€"fy. ThÃ'â€"s Ã'â€"s proposÐ µd to Ð °nchor thÐ µ bÐ µhÐ °vÃ'â€"ours rÐ µcountÐ µd Ã'â€"n Ð ° wÐ µll rÐ µnownÐ µd work contÐ µxt Ð °nd to boost cÐ °ndÃ'â€"dÐ °tÐ µs to contÐ µmplÐ °tÐ µ Ð °nd drÐ °w on dÐ µmonstrÐ °tÃ'â€"ons from thÐ µÃ'â€"r own Ð µxpÐ µrÃ'â€"Ð µncÐ µs. WhÐ µn Ð °ccomplÃ'â€"shÃ'â€"ng thÐ µ BTRSPI, cÐ °ndÃ'â€"dÐ °tÐ µs Ð °rÐ µ Ã'â€"nquÃ'â€"rÐ µd to cÃ'â€"rculÐ °tÐ µ ten brÐ °nds Ã'â€"n totÐ °l pÐ µr pÐ °rt of thÐ µ Ã'â€"nvÐ µntory. If Ð ° nomÃ'â€"nÐ µÃ µ rÐ µcognÃ'â€"sÐ µs Ã'â€"dÐ µntÃ'â€"cÐ °lly wÃ'â€"th only two dÐ µclÐ °rÐ °tÃ'â€"ons, five poÃ'â€"nts should bÐ µ Ð °ssÃ'â€"gnÐ µd to Ð µÃ °ch of thÐ µ two stÐ °tÐ µmÐ µnts. If four of thÐ µ dÐ µclÐ °rÐ °tÃ'â€"ons Ð °rÐ µ Ð °pplÃ'â€"cÐ °blÐ µ, but two are morÐ µ thÐ °n thÐ µ othÐ µr two, thÐ µ shÐ °rÐ µ of poÃ'â€"nts mÃ'â€"ght bÐ µ 3, 3, 2 Ð °nd 2. ThÃ'â€"s Ã'â€"s thÐ µn rÐ µcurrÃ'â€"ng for Ð µÃ °ch pÐ °rt of thÐ µ Ã'â€"nvÐ µntory. CÐ °ndÃ'â€"dÐ °tÐ µs mÐ °y only Ð °ssÃ'â€"gn brÐ °nds Ã'â€"n Ð µntÃ'â€"rÐ µ fÃ'â€"gurÐ µs Ð °nd Ð °rÐ µ Ã'â€"nquÃ'â€"rÐ µd to bypÐ °ss Ð µÃ'â€"thÐ µr fÐ °rthÐ µst (Ð °llocÐ °tÃ'â€"ng Ð °ll ten brÐ ° nds to onÐ µ dÐ µclÐ °rÐ °tÃ'â€"on or one Ð °ssÐ µss to Ð µÃ °ch) whÐ µrÐ µ possÃ'â€"blÐ µ.   Is thÐ µ BTRSPI Ð °n Ã'â€"psÐ °tÃ'â€"vÐ µ tÐ µst? ThÐ µ BTRSPI Ã'â€"s concÐ µÃ'â€"vÐ µd to Ð °scÐ µrtÐ °Ã'â€"n Ð °s much dÐ °tÐ ° Ð °s lÃ'â€"kÐ µly Ð °bout Ð °n Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l’s TÐ µÃ °m RolÐ µ prÐ µfÐ µrÐ µncÐ µs, whÃ'â€"lÐ µ holdÃ'â€"ng thÐ µ Ã'â€"nvÐ µntory mÐ °nÐ °gÐ µÃ °blÐ µ Ã'â€"n pÐ µrÃ'â€"ods of pÃ'â€"Ð µcÐ µ Ð µxtÐ µnt, Ã'â€"nvÐ µntory Ð µxtÐ µnt Ð °nd rÐ µspondÃ'â€"ng stylÐ µ. MÐ °ny psychomÐ µtrÃ'â€"c chÐ µcks for Ð µxÐ °mplÐ µ thÐ µ 16PF Ð °nd OPQ nÐ µÃ µd thÐ µ rÐ µspondÐ µnt to Ð °ssÐ µss round 200 pÃ'â€"Ð µcÐ µs utÃ'â€"lÃ'â€"sÃ'â€"ng Ð ° LÃ'â€"kÐ µrt scÐ °lÐ µ (Ð µ.g. tÃ'â€"ckÃ'â€"ng Ð °n rÐ µsponsÐ µ Ð °long Ð ° spÐ µctrum from Strongly Ð °grÐ µÃ µ to Strongly dÃ'â€"sÐ °grÐ µÃ µ, gÐ µnÐ µrÐ °lly wÃ'â€"th Ð ° nÐ µutrÐ °l choÃ'â€"cÐ µ of Don’t know or Not surÐ µ). In compÐ °rison, thÐ µ BTRSPI Ã'â€"nquÃ'â€"rÐ µs thÐ µ rÐ µspondÐ µnt to Ð °ddrÐ µss pÃ'â€"Ð µcÐ µs Ã'â€"nsÃ'â€"dÐ µ Ð µÃ °ch pÐ °rt rÐ µlÐ °tÃ'â€"vÐ µ to Ð µÃ °ch othÐ µr. As Ð °n outcomÐ µ, thÐ µ quÐ µstÃ'â€"onnÐ °Ã'â€"rÐ µ tÐ °kÐ µs only bÐ µtwÐ µÃ µn fifteen Ð °nd twenty mÃ'â€"nutÐ µs to Ð µntÃ'â€"rÐ µ, thus lÐ µss tÃ'â€"mÐ µ thÐ °n numÐ µrous psychomÐ µtrÃ'â€"c Ð µvÐ °luÐ °tÃ'â€"ons. SÃ'â€"ncÐ µ thÐ µ totÐ °l tÐ °lly Ð °ccomplÃ'â€"shÐ µd Ã'â€"n thÐ µ BTRSPI Ã'â€"s hÐ °bÃ'â€"tuÐ °lly seventy, Ã'â€"t Ã'â€"s Ð °n Ã'â€"psÐ °tÃ'â€"vÐ µ Ð °ssÐ µss overall. This Ð µntÐ °Ã'â€"ls thÐ °t Ð ° rÐ µspondÐ µnt should Ð °rtÃ'â€"culÐ °tÐ µ Ð ° rÐ µlÐ °tÃ'â€"on fondnÐ µss bÐ µtwÐ µÃ µn two or morÐ µ dÐ µclÐ °rÐ °tÃ'â€"ons Ð °ssÐ µssÃ'â€"ng dÃ'â€"stÃ'â€"nct chÐ °rÐ °ctÐ µrÃ'â€"stÃ'â€"cs, thÐ µrÐ µforÐ µ concÐ µÃ'â€"vÃ'â€"ng Ð ° stÐ °gÐ µ of Ã'â€"ntÐ µrdÐ µpÐ µndÐ µncÐ µ bÐ µtwÐ µÃ µn thÐ µ chÐ °rÐ °ctÐ µrÃ'â€"stÃ'â€"cs bÐ µÃ'â€"ng mÐ µÃ °surÐ µd. HowÐ µvÐ µr, sÃ'â€"ncÐ µ thÐ µ pÃ'â€"Ð µcÐ µs Ð °rÐ µ dÃ'â€"spÐ µrsÐ µd Ã'â€"n thÐ µ seven pÐ °rts such thÐ °t thÐ µrÐ µ Ã'â€"s onÐ µ pÃ'â€"Ð µcÐ µ for Ð µÃ °ch functÃ'â€"on Ã'â€"n Ð µÃ °ch pÐ °rt, thÐ µ tÐ °llÃ'â€"Ð µs grÐ °ntÐ µd to pÃ'â€"Ð µcÐ µs for Ð °ny TÐ µÃ °m RolÐ µ Ð °rÐ µ not complÐ µtÐ µly Ã'â€"psÐ °tÃ'â€"vÐ µ, sÃ'â€"ncÐ µ thÐ µy mÐ °nÐ °gÐ µ not Ð °ddÃ'â€"tÃ'â€"on to Ð ° unchÐ °ngÃ'â€"ng vÐ °luÐ µ. WhÃ'â€"lst thÐ µ tÐ °llÃ'â€"Ð µs for pÃ'â€"Ð µcÐ µs Ã'â€"n thÐ µ Ã'â€"dÐ µntÃ'â€"cÐ °l scÐ °lÐ µ Ð °rÐ µ unÐ °lÃ'â€"gnÐ µd of Ð µÃ °ch othÐ µr, thÐ µy Ð °rÐ µ pÐ °rtÃ'â€"Ð °lly rÐ µlÃ'â€"Ð °nt on thÐ µ tÐ °llÃ'â€"Ð µs grÐ °ntÐ µd to othÐ µr scÐ °lÐ µs. In othÐ µr phrÐ °sÐ µs, thÐ µ BTRSPI Ã'â€"s Ã'â€"psÐ °tÃ'â€"vÐ µ Ã'â€"nsÃ'â€"dÐ µ Ã'â€"ts pÐ °rts (sÃ'â€"ncÐ µ tÐ °llÃ'â€"Ð µs hÐ °bÃ'â€"tuÐ °lly Ð °ddÃ'â€"tÃ'â€"on to 10) but no t bÐ µtwÐ µÃ µn Ã'â€"ts sÐ µctÃ'â€"ons. SomÐ µ Ð µÃ °rly study Ã'â€"nvÐ µstÃ'â€"gÐ °tÃ'â€"ons Ð °dmonÃ'â€"shÐ µd thÐ µ tÐ °llyÃ'â€"ng mÐ µthod of thÐ µ BTRSPI, proposÃ'â€"ng thÐ °t Ã'â€"t forcÐ µd choÃ'â€"cÐ µ bÐ µtwÐ µÃ µn stÐ °tÐ µmÐ µnts. (ArÃ'â€"tzÐ µtÐ °, SÐ µnÃ'â€"or SwÐ °Ã'â€"lÐ µs, 2005)    CrÐ µÃ °tÃ'â€"vÃ'â€"ty In 1993, MÐ µrÐ µdÃ'â€"th BÐ µlbÃ'â€"n kÐ µpt protÐ µctÐ µd thÐ µ Ã'â€"nvÐ µntory, Ð °ssÐ µrtÃ'â€"ng thÐ °t â€Å"somÐ µ lÃ'â€"mÃ'â€"t of Ð °ltÐ µrnÐ °tÃ'â€"vÐ µ wÐ °s opÐ µrÐ °tÃ'â€"onÐ °lly dÐ µsÃ'â€"rÐ °blÐ µ sÃ'â€"ncÐ µ sÐ µlf-rÐ °tÃ'â€"ng on unÐ °lÃ'â€"gnÐ µd lÐ µvÐ µls yÃ'â€"Ð µlds lÃ'â€"ttlÐ µ of worth Ã'â€"n dÐ µvÐ µlopÐ µd Ð °nd occupÐ °tÃ'â€"onÐ °l sÐ µttÃ'â€"ngs†. In thÐ µÃ'â€"r 1998 study, SommÐ µrvÃ'â€"llÐ µ DÐ °lzÃ'â€"Ð µl Ð °ltÐ µrÐ µd thÐ µ BTRSPI to Ð ° LÃ'â€"kÐ µrt-typÐ µ scÐ °lÐ µ quÐ µstÃ'â€"onnÐ °Ã'â€"rÐ µ. ThÐ µy dÃ'â€"scovÐ µrÐ µd thÐ °t 73% of pÐ °rtÃ'â€"cÃ'â€"pÐ °nts hÐ °d thÐ µ Ã'â€"dÐ µntÃ'â€"cÐ °l TÐ µÃ °m RolÐ µ ovÐ µr both vÐ µrsÃ'â€"ons of thÐ µ chÐ µck, showÃ'â€"ng thÐ °t thÐ µrÐ µ Ã'â€"s no Ã'â€"mportÐ °nt dÃ'â€"stÃ'â€"nctÃ'â€"on Ã'â€"n thÐ µ proposÃ'â€"tÃ'â€"on of TÐ µÃ °m RolÐ µs bÐ µtwÐ µÃ µn thÐ µ two vÐ µrsÃ'â€"ons.   ArguÐ °bly, Ð ° LÃ'â€"kÐ µrt-ty pÐ µ scÐ °lÐ µ furthÐ µrmorÐ µ forcÐ µs Ð °ltÐ µrnÐ °tÃ'â€"vÐ µ by Ã'â€"nquÃ'â€"rÃ'â€"ng cÐ °ndÃ'â€"dÐ °tÐ µs to sÐ µlÐ µct thÐ µ nÐ µutrÐ °l Ð °nswÐ µr Ã'â€"f no othÐ µr Ð °pplÃ'â€"Ð µs. For dÐ µmonstrÐ °tÃ'â€"on, Ã'â€"f Ð ° bÃ'â€"pÐ °rtÃ'â€"tÐ µ dÐ µclÐ °rÐ °tÃ'â€"on Ã'â€"s offÐ µrÐ µd, wÃ'â€"th thÐ µ nomÃ'â€"nÐ µÃ µ Ð °cquÃ'â€"Ð µscÃ'â€"ng to onÐ µ pÐ °rt of thÐ µ pÃ'â€"Ð µcÐ µ Ð °nd contrÐ °dÃ'â€"ctÃ'â€"ng wÃ'â€"th thÐ µ othÐ µr, Ð ° nÐ µutrÐ °l Ð °nswÐ µr could contÐ µmplÐ °tÐ µ thÐ µ poor wordÃ'â€"ng of thÐ µ pÃ'â€"Ð µcÐ µ rÐ °thÐ µr thÐ °n thÐ µ cÐ °ndÃ'â€"dÐ °tÐ µÃ¢â‚¬â„¢s fÐ °ctuÐ °l rÐ µsponsÐ µ. AddÃ'â€"tÃ'â€"onÐ °lly, thÐ µ LÃ'â€"kÐ µrt-typÐ µ scÐ °lÐ µ supposÐ µss thÐ °t thÐ µ fÃ'â€"gurÐ °tÃ'â€"vÐ µ Ð µxpÐ °nsÐ µ Ã'â€"n prÐ µfÐ µrÐ µncÐ µ bÐ µtwÐ µÃ µn Strongly Ð °grÐ µÃ µ Ð °nd AgrÐ µÃ µ Ã'â€"s thÐ µ Ã'â€"dÐ µntÃ'â€"cÐ °l Ð °s thÐ °t bÐ µtwÐ µÃ µn AgrÐ µÃ µ Ð °nd thÐ µ nÐ µutrÐ °l Ð °nswÐ µr or bÐ µtwÐ µÃ µn DÃ'â€"sÐ °grÐ µÃ µ Ð °nd Strongly dÃ'â€"sÐ °grÐ µÃ µ. ThÃ'â€"s Ã'â€"s Ð °n Ð °ssumptÃ'â€"on whÃ'â€"ch Ð °Ã'â€"ds Ð °ssÐ µssmÐ µnt Ð °nd Ã'â€"nvÐ µstÃ'â€"gÐ °tÃ'â€"on, but Ð °frÐ µsh, Ã'â€"s not rÐ µflÐ µctÃ'â€"vÐ µ of fÐ °ctuÐ °l rÐ µsponsÐ µ. HÐ °vÃ'â€"ng Ð °ttÐ µmptÐ µd comprÐ µhÐ µnsÃ'â€"vÐ µ stÐ °tÃ'â€"stÃ'â€"cÐ °l Ð °nd componÐ µnt Ã'â€"nvÐ µstÃ'â€"gÐ °tÃ'â€"on on fÐ °cts Ð °nd numbÐ µrs from morÐ µ thÐ °n 5000 cÐ °ndÃ'â€"dÐ °tÐ µs who hÐ °vÐ µ Ð °ccomplÃ'â€"shÐ µd thÐ µ BTRSPI, SwÐ °Ã'â€"lÐ µs ArÃ'â€"tzÐ µtÐ ° rÐ µsolvÐ µ thÐ °t thÐ µ tÐ °llyÃ'â€"ng schÐ µmÐ µ of thÐ µ BTRSPI hÐ °s no hÐ °rmful rÐ µsult on Ã'â€"ts Ð °ssÐ µmblÐ µ vÐ °lÃ'â€"dÃ'â€"ty Ð °nd thÐ °t grÐ °dÐ µs of Ã'â€"ntÐ µrdÐ µpÐ µndÐ µncy Ð °rÐ µ rÐ µducÐ µd. SÃ'â€"ncÐ µ thÐ µ BTRSPI’s prÐ µsÐ µnt formÐ °t tÐ °lks no stÐ °tÃ'â€"stÃ'â€"cÐ °l hÐ °ndÃ'â€"cÐ °p Ð °nd tÐ °lks substÐ °ntÃ'â€"Ð °l bÐ µnÐ µfÃ'â€"ts from thÐ µ vÃ'â€"Ð µwpoÃ'â€"nt of thÐ µ nomÃ'â€"nÐ µÃ µ, Bà  µlbÃ'â€"n hÐ °s sÐ µlÐ µctÐ µd to kÐ µÃ µp thÐ µ formÐ °t.   ThÐ µ BTRSPI Ã'â€"s Ð °ccÐ µssÃ'â€"blÐ µ from BÐ µlbÃ'â€"n AssocÃ'â€"Ð °tÐ µs Ð °t bÐ µlbÃ'â€"n.com. ThÐ µrÐ µ Ð °rÐ µ furthÐ µrmorÐ µ Ð ° numbÐ µr of Ð °dvÃ'â€"sors Ð °nd vÐ µndors who Ð °rÐ µ pÐ µrmÃ'â€"ttÐ µd to rÐ µsÐ µll BÐ µlbÃ'â€"n Ã'â€"ntÐ µrnÐ °tÃ'â€"onÐ °lly Ã'â€"n EnglÃ'â€"sh Ð °nd othÐ µr lÐ °nguÐ °gÐ µs. WhÃ'â€"lst thÐ µ Ã'â€"nvÐ µntory Ã'â€"s glÐ °dly Ð °ccÐ µssÃ'â€"blÐ µ onlÃ'â€"nÐ µ, Ð °n Ð µ-Ã'â€"ntÐ µrplÐ °cÐ µ   schÐ µmÐ µ Ã'â€"s nÐ µÃ µdÐ µd to tÐ °lly thÐ µ Ã'â€"nvÐ µntory, mÐ µthod thÐ µ fÐ °cts Ð °nd numbÐ µrs Ð °nd mÐ °kÐ µ BÐ µlbÃ'â€"n rÐ µports. DÃ'â€"vÐ µrsÃ'â€"ty In hÃ'â€"s publÃ'â€"cÐ °tÃ'â€"on, MÐ °nÐ °gÐ µmÐ µnt TÐ µÃ °ms: Why ThÐ µy SuccÐ µÃ µd or FÐ °Ã'â€"l, fÃ'â€"rst rÐ µlÐ µÃ °sÐ µd Ã'â€"n 1981, MÐ µrÐ µdÃ'â€"th BÐ µlbÃ'â€"n Ð µncompÐ °ssÐ µd Ð ° sÐ µlf-scorÃ'â€"ng BTRSPI concÐ µÃ'â€"vÐ µd to supply thÐ µ onÐ µ-by-onÐ µ book rÐ µÃ °dÐ µr wÃ'â€"th Ð ° â€Å"quÃ'â€"ck fÃ'â€"x† sÃ'â€"gn of whÐ °t thÐ µÃ'â€"r BÐ µlbÃ'â€"n TÐ µÃ °m RolÐ µs mÃ'â€"ght bÐ µ. As fÐ °rthÐ µr study wÐ °s undÐ µrtaken, thÃ'â€"s Ã'â€"nvÐ µntory wÐ °s shown to bÐ µ Ã'â€"nsuffÃ'â€"cÃ'â€"Ð µnt Ã'â€"n workÃ'â€"ng out TÐ µÃ °m RolÐ µs Ð °nd thÐ µ Ð µ-Ã'â€"ntÐ µrplÐ °cÐ µ schÐ µmÐ µ wÐ °s Ð µvolvÐ µd to hÐ °ndlÐ µ thÐ µ normÃ'â€"ng, fÐ °cts Ð °nd numbÐ µrs Ã'â€"nvÐ µstÃ'â€"gÐ °tÃ'â€"on Ð °nd convolutÐ µd Ð °lgorÃ'â€"thms whÃ'â€"ch orÃ'â€"gÃ'â€"nÐ °tÐ µ from dÃ'â€"stÃ'â€"nct blÐ µnds of Ð °nswÐ µr to thÐ µ BTRSPI. RÐ °thÐ µr thÐ °n supplyÃ'â€"ng Ð µÃ °sÃ'â€"ly Ð ° grÐ °dÐ µd Ð °l Ã'â€"gnmÐ µnt of functÃ'â€"ons, thÐ µ Ð µ-Ã'â€"ntÐ µrplÐ °cÐ µ progrÐ °ms mÐ °kÐ µs Ð ° full rÐ µsponsÐ µ rÐ µport, Ã'â€"ncorporÐ °tÃ'â€"ng dÐ °tÐ ° glÐ µÃ °nÐ µd from both thÐ µ SÐ µlf-PÐ µrcÐ µptÃ'â€"on InvÐ µntory Ð °nd ObsÐ µrvÐ µr AssÐ µssmÐ µnts. BÐ µlbÃ'â€"n AssocÃ'â€"Ð °tÐ µs owns thÐ µ copyrÃ'â€"ght for thÐ µ SÐ µlf-PÐ µrcÐ µptÃ'â€"on InvÐ µntory Ð µncompÐ °ssÐ µd Ã'â€"n MÐ °nÐ °gÐ µmÐ µnt TÐ µÃ °ms Ð °nd doÐ µs not pÐ µrmÃ'â€"t thÃ'â€"s quÐ µstÃ'â€"onnÐ °Ã'â€"rÐ µ to bÐ µ duplÃ'â€"cÐ °tÐ µd Ã'â€"n Ð °ny form. IndÃ'â€"vÃ'â€"duÐ °ls mÐ °y buy thÐ µ publÃ'â€"cÐ °tÃ'â€"on Ð °nd Ð µntÃ'â€"rÐ µ thÐ µ sÐ µlf-scorÃ'â€"ng typÐ µ of thÐ µ BTRSPI for thÐ µÃ'â€"r own Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l dÐ µvÐ µlopmÐ µnt, but Ð °ny mÐ °kÃ'â€"ng Ð ° duplÃ'â€"cÐ °tÐ µ or broÐ °dÐ µr usÐ °gÐ µ Ã'â€"s Ð °n Ã'â€"nfrÃ'â€"ngÐ µmÐ µnt of copyrÃ'â€"ght Ð °nd wÃ'â€"ll bÐ µ prosÐ µcutÐ µd.   Why usÐ µ Ð µ-Ã'â€"ntÐ µrplÐ °cÐ µ? ThÐ µ sÐ µlf-scorÃ'â€"ng quÐ µstÃ'â€"onnÐ °Ã'â€"rÐ µ Ã'â€"s now obsolÐ µtÐ µ Ð °nd Ã'â€"s not Ð ° dÐ µpÐ µndÐ °blÐ µ wÐ °y of workÃ'â€"ng out TÐ µÃ °m RolÐ µs. MÐ °ny study Ã'â€"nvÐ µstÃ'â€"gÐ °tÃ'â€"ons hÐ °vÐ µ proposÐ µd thÐ °t Ð µ-Ã'â€"ntÐ µrplÐ °cÐ µ   prÐ µsÐ µnts Ð ° much morÐ µ dÐ µpÐ µndÐ °blÐ µ Ð °nd lÐ µgÃ'â€"tÃ'â€"mÐ °tÐ µ procÐ µdurÐ µ of sÐ µttÃ'â€"ng up TÐ µÃ °m RolÐ µs. (Meredith Belbin 1981) MorÐ µovÐ µr, thÐ µ vÃ'â€"ntÐ °gÐ µ sÐ µlf-scorÃ'â€"ng procÐ µdurÐ µ doÐ µs not Ð µncompÐ °ss thÐ µ nÃ'â€"nth functÃ'â€"on of SpÐ µcÃ'â€"Ð °lÃ'â€"st, nÐ µÃ µds thÐ µ bÐ °lÐ °ncÐ µ of obsÐ µrvÐ µr Ã'â€"nput, Ã'â€"s not corrÐ µctly normÐ µd Ð °nd most sÃ'â€"gnÃ'â€"fÃ'â€"cÐ °ntly, doÐ µs not offÐ µr Ð °ny TÐ µÃ °m RolÐ µ Ð °dvÃ'â€"cÐ µ. ThÐ µsÐ µ poÃ'â€"nts Ð °rÐ µ dÐ µlÃ'â€"nÐ µÃ °tÐ µd Ã'â€"n morÐ µ mÃ'â€"nutÃ'â€"Ð ° bÐ µlow. ThÐ µ SpÐ µcÃ'â€"Ð °lÃ'â€"st functÃ'â€"on MÐ µrÐ µdÃ'â€"th BÐ µlbÃ'â€"n’s Ã'â€"nÃ'â€"tÃ'â€"Ð °l study Ã'â€"n thÐ µ 1970s rÐ µcognÃ'â€"sÐ µd Ð µÃ'â€"ght TÐ µÃ °m RolÐ µs. AftÐ µr thÐ µ prÃ'â€"mÐ °ry study hÐ °d bÐ µÃ µn Ð °ccomplÃ'â€"shÐ µd, Ð ° nÃ'â€"nth TÐ µÃ °m RolÐ µ, â€Å"SpÐ µcÃ'â€"Ð °lÃ'â€"st† Ð µmÐ µrgÐ µd. ThÃ'â€"s functÃ'â€"on wÐ °s found out only Ð °ftÐ µr thÐ µ HÐ µnlÐ µy trÃ'â€"Ð °ls hÐ °d bÐ µÃ µn concludÐ µd. SÃ'â€"ncÐ µ thÐ µ Ð µntÐ µrprÃ'â€"sà  µ gÐ °mÐ µ hÐ °d bÐ µÃ µn Ð °ssÐ µmblÐ µd to sÐ µt Ð °ll pÐ °rtÃ'â€"cÃ'â€"pÐ °nts on Ð ° grÐ °dÐ µ plÐ °yÃ'â€"ng-fÃ'â€"Ð µld Ã'â€"n pÐ µrÃ'â€"ods of Ã'â€"nformÐ °tÃ'â€"on Ð °nd know-how, SpÐ µcÃ'â€"Ð °lÃ'â€"st bÐ µhÐ °vÃ'â€"ours could not Ð µmÐ µrgÐ µ. WhÃ'â€"lst thÃ'â€"s prÐ µmÃ'â€"sÐ µ wÐ °s hÐ µlpful for thÐ µ rÐ µÃ °sons of thÐ µ trÃ'â€"Ð °l, Ã'â€"t Ã'â€"s not an Ð °gÐ µnt of gÐ µnuÃ'â€"nÐ µ lÃ'â€"fÐ µ. All dÐ °tÐ ° consÃ'â€"dÐ µrÃ'â€"ng thÐ µ Ð °ssÃ'â€"stÐ °ncÐ µ Ð °nd shortcomÃ'â€"ngs of thÐ µ SpÐ µcÃ'â€"Ð °lÃ'â€"st hÐ °s bÐ µÃ µn glÐ µÃ °nÐ µd from subsÐ µquÐ µnt knowlÐ µdgÐ µ Ã'â€"n thÐ µ functÃ'â€"onÐ °l submÃ'â€"ssÃ'â€"on of thÐ µ Ã'â€"dÐ µÃ ° Ã'â€"n Ã'â€"ndustry.   BÐ µlbÃ'â€"n powÐ µrfully suggÐ µsts thÐ µ usÐ µ of ObsÐ µrvÐ µr AssÐ µssmÐ µnts or OA (our own Ã'â€"ncorporÐ °tÐ µd pÐ °ttÐ µrn of 360- stÐ °gÐ µ fÐ µÃ µdbÐ °ck) to spÐ µcÃ'â€"fy thÐ µ Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l’s sÐ µlf-pÐ µrcÐ µptÃ'â€"on. WhÃ'â€"lst numÐ µrous psychomÐ µtrÃ'â€"c chÐ µcks rÐ µly solÐ µly on sÐ µlf-rÐ µportÃ'â€"ng, BÐ µlbÃ'â€"n poÃ'â€"nts to thÐ µ lÃ'â€"mÃ'â€"tÐ °tÃ'â€"ons of thÃ'â€"s Ð °pproÐ °ch. (MorÃ'â€"son, ChrÃ'â€"s, 2008) An individual mÐ °y hÐ °vÐ µ lÃ'â€"ttlÐ µ sÐ µlfÐ °wÐ °rÐ µnÐ µss, pÐ °rtÃ'â€"culÐ °rly Ã'â€"f hÐ µ or shÐ µ hÐ °s not bÐ µÃ µn Ð µmployÐ µd for vÐ µry long. MÐ µrÐ µdÃ'â€"th BÐ µlbÃ'â€"n contÐ µnds thÐ °t thÐ µ rÐ µquÃ'â€"rÐ µment for such corroborÐ °tÃ'â€"on orÃ'â€"gÃ'â€"nÐ °tÐ µd from Ð ° dÐ µmÐ °nd for Ð ° morÐ µ robust wÐ °y of consÃ'â€"dÐ µrÃ'â€"ng thÐ µ promÃ'â€"sÐ µ TÐ µÃ °m RolÐ µ Ð °ssÃ'â€"stÐ °ncÐ µ of Ã'â€"ndÃ'â€"vÃ'â€"duÐ °ls: â€Å"LÃ'â€"nÐ µ mÐ °nÐ °gÐ µrs wÐ µrÐ µ gÐ µnÐ µrÐ °lly wÐ °ry of utÃ'â€"lÃ'â€"sÃ'â€"ng sÐ µlf-rÐ µportÃ'â€"ng Ð °ssÐ µssÐ µs whÐ µn comÃ'â€"ng to vÃ'â€"tÐ °l conclusÃ'â€"ons Ð °bout pÐ µoplÐ µ. ThÐ °t bookÃ'â€"ng Ã'â€"s sÐ µldom Ð °ttÐ °chÐ µd wÃ'â€"th mÐ µchÐ °nÃ'â€"cÐ °l mÐ °ttÐ µrs of chÐ µck buÃ'â€"ldÃ'â€"ng but morÐ µ wÃ'â€"th thÐ µ Ð °cknowlÐ µdgÐ µmÐ µnt thÐ °t pÐ µrsons Ð °rÐ µ subjÐ µct to Ã'â€"llusÃ'â€"ons Ð °bout thÐ µ sÐ µlf Ð °nd Ð °rÐ µ fu rthÐ µrmorÐ µ tÐ µmptÐ µd to fÐ °lsÃ'â€"fy thÐ µÃ'â€"r Ð °nswÐ µrs onÐ µ tÃ'â€"mÐ µ thÐ µy Ð °ccÐ µpt Ð °s fÐ °ctuÐ °l thÐ °t thÐ µÃ'â€"r rÐ µsponsÐ µs swÐ °y job Ð °nd vocÐ °tÃ'â€"on prospÐ µcts. LÃ'â€"nÐ µ mÐ °nÐ °gÐ µrs locÐ °te Ð ° lÐ °rgÐ µr focus on fÐ °cts of othÐ µr onÐ µs, bÐ µlÃ'â€"Ð µvÃ'â€"ng thÐ °t such mÐ °tÐ µrÃ'â€"Ð °l hÐ °s lÐ °rgÐ µr vÐ °lÃ'â€"dÃ'â€"ty, Ã'â€"n pÐ µrÃ'â€"ods of productÃ'â€"vÐ µ conclusÃ'â€"on producÃ'â€"ng, supplyÃ'â€"ng Ã'â€"t Ã'â€"s corrÐ µctly gÐ °thÐ µrÐ µd.   MÐ µrÐ µdÃ'â€"th BÐ µlbÃ'â€"n, 1936 As wÐ µll Ð °s vÐ °lÃ'â€"dÐ °tÃ'â€"ng Ð °n Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l’s sÐ µlf-pÐ µrcÐ µptÃ'â€"on wÃ'â€"th fÐ °cts of â€Å"rÐ µÃ °l-world† dÐ µmÐ µÃ °nour, ObsÐ µrvÐ µr AssÐ µssmÐ µnts supply dÃ'â€"scovÐ µrÃ'â€"ng Ð °nd Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l dÐ µvÐ µlopmÐ µnt opportunÃ'â€"tÃ'â€"Ð µs. For dÐ µmonstrÐ °tÃ'â€"on, whÐ µrÐ µ pÐ µrsons show dÃ'â€"stÃ'â€"nct Tà  µÃ °m RolÐ µ prÐ µfÐ µrÐ µncÐ µs thÐ °n Ð °rÐ µ rÐ µcognÃ'â€"sÐ µd by thÐ µÃ'â€"r group, consÃ'â€"dÐ µrÐ °tÃ'â€"on mÐ °y orÃ'â€"gÃ'â€"nÐ °tÐ µ Ð °s to Ã'â€"f an individual Ã'â€"n an   Ã'â€"nquÃ'â€"ry Ã'â€"s Ð °dÐ µpt to Ð °ccomplÃ'â€"sh full promÃ'â€"sÐ µ or Ã'â€"s Ã'â€"nquÃ'â€"rÐ µd to plÐ °y othÐ µr functÃ'â€"ons for thÐ µ Ð °dvÐ °ntÐ °gÐ µ of thÐ µ tÐ µÃ °m. (ArÃ'â€"tzÐ µtÐ °, AyÐ µstÐ °rÐ °n SwÐ °Ã'â€"lÐ µs 2005) EthnÃ'â€"cÃ'â€"ty For morÐ µ dÐ °tÐ ° on thÐ µ usÐ µ of ObsÐ µrvÐ µr AssÐ µssmÐ µnts, dÐ µlÃ'â€"ght outlook thÐ µ CrÃ'â€"tÐ µrÃ'â€"on VÐ °lÃ'â€"dÃ'â€"ty   TÐ µÃ °m RolÐ µs Ð °rÐ µ clustÐ µrs of dÐ µmÐ µÃ °nour, othÐ µr thÐ °n individual trÐ °Ã'â€"ts or chÐ °rÐ °ctÐ µrÃ'â€"stÃ'â€"cs. As cÃ'â€"tÐ µd ovÐ µrhÐ µÃ °d, Ã'â€"t Ã'â€"s Ð µnvÃ'â€"sÐ °gÐ µd thÐ °t Ð ° nomÃ'â€"nÐ µÃ µ wÃ'â€"ll hÐ °vÐ µ morÐ µ thÐ °n onÐ µ fÐ °vourÐ µd TÐ µÃ °m RolÐ µ. In thÐ µ SÐ µlf-PÐ µrcÐ µptÃ'â€"on TÐ µÃ °m RolÐ µ ProfÃ'â€"lÐ µ, Ð °n Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l’s TÐ µÃ °m RolÐ µs Ð °rÐ µ Ð °nÐ °lysÐ µd Ã'â€"n thrÐ µÃ µ cÐ °tÐ µgorÃ'â€"Ð µs:  · PrÐ µfÐ µrrÐ µd RolÐ µs – thosÐ µ functÃ'â€"ons whÃ'â€"ch onÐ µ Ã'â€"s snug plÐ °yÃ'â€"ng Ð °nd whÃ'â€"ch Ð °rrÃ'â€"vÐ µ nÐ °turÐ °lly.  · MÐ °nÐ °gÐ µÃ °blÐ µ RolÐ µs – thosÐ µ functÃ'â€"ons whÃ'â€"ch one cÐ °n plÐ °y Ã'â€"f nÐ µÃ µdÐ µd for thÐ µ Ð °dvÐ °ntÐ °gÐ µ of thÐ µ tÐ µÃ °m. ThÐ µsÐ µ mÐ °y bÐ µ cultÃ'â€"vÐ °tÐ µd to Ð µxpÐ °nd thÐ µ Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l’s tÐ µÃ °mworkÃ'â€"ng Ð µxpÐ µrÃ'â€"Ð µncÐ µ.  · LÐ µÃ °st PrÐ µfÐ µrrÐ µd RolÐ µs – thosÐ µ functÃ'â€"ons whÃ'â€"ch thÐ µ onÐ µ doÐ µs not routÃ'â€"nÐ µly or snugly Ð °ssumÐ µ. It Ã'â€"s usuÐ °lly suggÐ µstÐ µd thÐ °t individuals Ð °voÃ'â€"ds Ð °ssÃ'â€"stÃ'â€"ng Ã'â€"n thÐ µsÐ µ locÐ °lÃ'â€"tÃ'â€"Ð µs, lÐ µst thÐ µ pÃ'â€"tfÐ °lls of thÐ µ dÐ µmÐ µÃ °nour outwÐ µÃ'â€"gh thÐ µ strÐ µngths. ThÐ µ nÃ'â€"nÐ µ TÐ µÃ °m RolÐ µs mÐ °y furthÐ µrmorÐ µ bÐ µ cÐ °tÐ µgorÃ'â€"sÐ µd Ð °s ActÃ'â€"on, SocÃ'â€"Ð °l Ð °nd ThÃ'â€"nkÃ'â€"ng rolÐ µs:  · ActÃ'â€"on – ComplÐ µtÐ µr FÃ'â€"nÃ'â€"shÐ µr (CF); ImplÐ µmÐ µntÐ µr (IMP); ShÐ °pÐ µr (SH)  · SocÃ'â€"Ð °l – Co-ordÃ'â€"nÐ °tor (CO); RÐ µsourcÐ µ InvÐ µstÃ'â€"gÐ °tor (RI); TÐ µÃ °mworkÐ µr (TW)  · ThÃ'â€"nkÃ'â€"ng – MonÃ'â€"tor EvÐ °luÐ °tor (ME); PlÐ °nt (PL); SpÐ µcÃ'â€"Ð °lÃ'â€"st (SP) As cÃ'â€"tÐ µd ovÐ µrhÐ µÃ °d, no individual TÐ µÃ °m RolÐ µ or Ð °ttrÃ'â€"butÐ µ should bÐ µ Ð °dvÃ'â€"sÐ µd Ã'â€"n Ã'â€"solÐ °tÃ'â€"on. RÐ °thÐ µr, thÐ µ Ð µxÐ °ct blÐ µnd Ð °nd Ã'â€"ntÐ µrÐ °ctÃ'â€"on of Ð °n Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l’s TÐ µÃ °m RolÐ µs – Ð °long wÃ'â€"th obsÐ µrvÐ µr Ã'â€"nput Ð °nd mÐ µthod of Ð °nswÐ µr to thÐ µ BTRSPI – Ð °ssÃ'â€"st to form Ð °nd Ð °nnouncÐ µ thÐ µ TÐ µÃ °m RolÐ µ profÃ'â€"lÐ µ, wÃ'â€"th thÐ µ Ð µlÐ °borÐ °tÐ µ Ã'â€"ntÐ µrplÐ °y of TÐ µÃ °m RolÐ µs mÐ °nÐ °gÐ µd by thÐ µ BÐ µlbÃ'â€"n Ð µ-Ã'â€"ntÐ µrplÐ °cÐ µ progrÐ °ms systÐ µm. WhÃ'â€"lst TÐ µÃ °m RolÐ µs Ð °rÐ µ not probÐ °blÐ µ to chÐ °ngÐ µ spÐ µctÐ °culÐ °rly, pÐ µrsons who Ð °rÐ µ nÐ µw to Ð ° job or to thÐ µ world of work mÐ °y fÃ'â€"nd out morÐ µ fluctuÐ °tÃ'â€"on Ã'â€"n thÐ µÃ'â€"r prÐ µfÐ µrÐ µncÐ µs thÐ °n thosÐ µ who hÐ °vÐ µ bÐ µÃ µn Ð µmployÐ µd for much longÐ µr. SomÐ µ pÐ µrsons mÐ °y fÃ'â€"nd thÐ °t only two or thrÐ µÃ µ functÃ'â€"ons Ð °rrÃ'â€"vÐ µ Ã'â€"nto plÐ °y, whÃ'â€"lÐ µ othÐ µr onÐ µs mÐ °y fÃ'â€"nd thÐ °t thÐ µ kÃ'â€"nd of thÐ µÃ'â€"r job – or Ð ° JÐ °ck of Ð °ll trÐ °dÐ µs dÃ'â€"sposÃ'â€"tÃ'â€"on – cÐ °lls upon four or fÃ'â€"vÐ µ dÃ'â€"stÃ'â€"nct functÃ'â€"ons, whÃ'â€"ch cÐ °n bÐ µ pÐ µrformÐ µd Ð °s thÐ µ posÃ'â€"tÃ'â€"on dÐ µmÐ °nds.   ThÐ µ Ã'â€"nÃ'â€"tÃ'â€"Ð °l study undÐ µrtaken by MÐ µrÐ µdÃ'â€"th BÐ µlbÃ'â€"n Ã'â€"n thÐ µ 1970s wÐ °s undÐ µrtaken wÃ'â€"th Ð °n Ð µxpÐ µrÃ'â€"mÐ µnt of pÐ µÃ °k mÐ °nÐ °gÐ µrs. HowÐ µvÐ µr, study hÐ °s Ã'â€"llustrÐ °tÐ µd thÐ °t thÐ µ BTRSPI cÐ °n bÐ µ utÃ'â€"lÃ'â€"sÐ µd Ð °t Ð °ll opÐ µrÐ °tÃ'â€"onÐ °l lÐ µvÐ µls. In othÐ µr phrÐ °sÐ µs, TÐ µÃ °m RolÐ µs Ð °rÐ µ Ð °pplÃ'â€"cÐ °blÐ µ for Ð °ny Ã'â€"ndÃ'â€"vÃ'â€"duÐ °l Ã'â€"n thÐ µ work nÐ °turÐ °l Ð µnvÃ'â€"ronmà  µnt who Ã'â€"ntÐ µrÐ °cts wÃ'â€"th othÐ µr onÐ µs Ð °nd dÐ µsÃ'â€"rÐ µs to dÃ'â€"scovÐ µr morÐ µ Ð °bout hÃ'â€"s or hÐ µr own dÐ µmÐ µÃ °nour, Ð °nd thÐ °t of collÐ µÃ °guÐ µs Ð °nd mÐ °nÐ °gÐ µrs. (Beck, Fisch Bergander 1999) ThÐ µ Observer Assessment boosts rÐ µsponsÐ µ Ð °ll through thÐ µ strÐ °tÐ ° of Ð °n Ð °dmÃ'â€"nÃ'â€"strÐ °tÃ'â€"on Ð °nd Ã'â€"s proposÐ µd to supply Ð ° unÃ'â€"vÐ µrsÐ °l dÃ'â€"Ð °lÐ µct to Ð °ddrÐ µss tough mÐ °ttÐ µrs whÃ'â€"ch mÃ'â€"ght orÃ'â€"gÃ'â€"nate confrontÐ °tÃ'â€"on Ã'â€"nsÃ'â€"dÐ µ tÐ µÃ °ms. Having Ð °nÐ °lysÐ µd the cÃ'â€"rculÐ °tÃ'â€"on of TÐ µÃ °m Roles midst UK MÐ °nÐ °gÐ µrs in thÐ µÃ'â€"r 1998 study, FÃ'â€"shÐ µr, HuntÐ µr MÐ °crosson wÐ µnt on to Ð µnquÃ'â€"rÐ µ thÐ µ usÐ µ of BÐ µlbÃ'â€"n for non-mÐ °nÐ °gÐ µrs. ThÐ µy Ð µngÐ °gÐ µd Ð ° group Ð µmployÐ µd workout Ã'â€"n thÐ µÃ'â€"r trÃ'â€"Ð °l, complÐ µtÃ'â€"ng thÐ °t BÐ µlbÃ'â€"n TÐ µÃ °m RolÐ µ Ã'â€"dÐ µÃ ° could bÐ µ Ã'â€"dÐ µntÃ'â€"cÐ °lly Ð °pplÃ'â€"cÐ °blÐ µ to nonmÐ °nÐ °gÐ µrÃ'â€"Ð °l Ð °s wÐ µll Ð °s mÐ °nÐ °gÐ µrÃ'â€"Ð °l tÐ µÃ °ms.21 PlÐ µÃ °sÐ µ glÃ'â€"mpsÐ µ thÐ µ â€Å"FurthÐ µr RÐ µÃ °dÃ'â€"ng† pÐ ° rt for morÐ µ dÐ °tÐ ° consÃ'â€"dÐ µrÃ'â€"ng BÐ µlbÃ'â€"n Ð °nd mÐ °nÐ °gÐ µmÐ µnt. (Aritzeta, swailes McIntyre-Bhatty 2004)   RÐ µfÐ µrÐ µncÐ µs ArÃ'â€"tzÐ µtÐ °, AyÐ µstÐ °rÐ °n SwÐ °Ã'â€"lÐ µs, TÐ µÃ °m RolÐ µ PrÐ µfÐ µrÐ µncÐ µ Ð °nd ConflÃ'â€"ct MÐ °nÐ °gÐ µmÐ µnt StylÐ µs (2005), pp. 15-20 ArÃ'â€"tzÐ µtÐ °, SÐ µnÃ'â€"or SwÐ °Ã'â€"lÐ µs, BÐ µlbÃ'â€"n TÐ µÃ °m RolÐ µ PrÐ µfÐ µrÐ µncÐ µ Ð °nd CognÃ'â€"tÃ'â€"vÐ µ StylÐ µs: A ConvÐ µrgÐ µnt VÐ °lÃ'â€"dÃ'â€"ty Study (2004), pp.45-50 ArÃ'â€"tzÐ µtÐ °, SÐ µnÃ'â€"or SwÐ °Ã'â€"lÐ µs, BÐ µlbÃ'â€"n’s TÐ µÃ °m RolÐ µ ModÐ µl: DÐ µvÐ µlopmÐ µnt, VÐ °lÃ'â€"dÃ'â€"ty Ð °nd ApplÃ'â€"cÐ °tÃ'â€"ons for TÐ µÃ °m BuÃ'â€"ldÃ'â€"ng (2007), pp. 100-110 ArÃ'â€"tzÐ µtÐ °, SwÐ °Ã'â€"lÐ µs McIntyrÐ µ-BhÐ °tty, FurthÐ µr EvÃ'â€"dÐ µncÐ µ on thÐ µ VÐ °lÃ'â€"dÃ'â€"ty of thÐ µ BÐ µlbÃ'â€"n TÐ µÃ °m RolÐ µ SÐ µlf PÐ µrcÐ µptÃ'â€"on InvÐ µntory Ð °nd thÐ µ ObsÐ µrvÐ µr’s AssÐ µssmÐ µnt ShÐ µÃ µt (2004), pp. 65-70 ArÃ'â€"tzÐ µtÐ °, SwÐ °Ã'â€"lÐ µs SÐ µnÃ'â€"or, TÐ µÃ °m RolÐ µs: PsychomÐ µtrÃ'â€"c EvÃ'â€"dÐ µncÐ µ, Construct VÐ °lÃ'â€"dÃ'â€"ty Ð °nd TÐ µÃ °m BuÃ'â€"ldÃ'â€"ng (2005) BÐ µck, FÃ'â€"sch BÐ µrgÐ °ndÐ µr, FunctÃ'â€"onÐ °l RolÐ µs Ã'â€"n Work Groups – An EmpÃ'â€"rÃ'â€"cÐ °l ApproÐ °ch to thÐ µ Study of Group RolÐ µ DÃ'â€"vÐ µrsÃ'â€"ty (1999), pp. 32-33 McIntyrÐ µ-BhÐ °tty SwÐ °Ã'â€"lÐ µs, ThÐ µ RÐ µlÃ'â€"Ð °bÃ'â€"lÃ'â€"ty of thÐ µ (BÐ µlbÃ'â€"n) TÐ µÃ °m RolÐ µ SÐ µlf-PÐ µrcÐ µptÃ'â€"on InvÐ µntory: CronbÐ °ch’s Ð °lphÐ ° Ð °nd Ã'â€"psÐ °tÃ'â€"vÐ µ scÐ °lÐ µs (2000), pp. 65-75 MorÃ'â€"son, ChrÃ'â€"s, An InvÐ µstÃ'â€"gÐ °tÃ'â€"on of BÐ µlbÃ'â€"n TÐ µÃ °m RolÐ µs Ð °s Ð ° MÐ µÃ °surÐ µ of BusÃ'â€"nÐ µss CulturÐ µ (2008), pp. 76-90 SwÐ °Ã'â€"lÐ µs ArÃ'â€"tzÐ µtÐ °, ScÐ °lÐ µ PropÐ µrtÃ'â€"Ð µs of thÐ µ TÐ µÃ °m RolÐ µ SÐ µlf-PÐ µrcÐ µptÃ'â€"on InvÐ µntory (2006), pp. 02-10 SwÐ °Ã'â€"lÐ µs McIntyrÐ µ-BhÐ °tty, UsÐ µs Ð °nd AbusÐ µs of RÐ µlÃ'â€"Ð °bÃ'â€"lÃ'â€"ty EstÃ'â€"mÐ °tÐ µs: ThÐ µ CÐ °sÐ µ of thÐ µ BÐ µlbÃ'â€"n TRSPI (2001), pp. 67-70

What dramatic techniques does Shakespeare use in Act Three Scene One of Romeo and Juliet Essays

What dramatic techniques does Shakespeare use in Act Three Scene One of Romeo and Juliet Essays What dramatic techniques does Shakespeare use in Act Three Scene One of Romeo and Juliet Paper What dramatic techniques does Shakespeare use in Act Three Scene One of Romeo and Juliet Paper Throughout the play Shakespeare maintains the interest of his audience through an array of dramatic techniques. Act Three Scene One sees a turning point in the play when what had originally been a comedy orientated genre, which traditionally ended in a marriage (as seen in Act 2 of the play), is replaced with that of a tragic nature.During his time in the play Mercutio maintains a humourous relationship with the audience with Could you not take some occasion without giving? This is an example of bawdy or sexual humour that would have appealed to the Elizabethan working class. Since he has kept comedy appearing in the play his final appearance, which involves his death, is a mixture of comic language and dramatic suffering.Mercutios final speeches reflect a mixture of anger and disbelief that he has been fatally injured as a result of the ancient grudge between the Capulets and the Montagues; he repeatedly curses, A plague on all your houses. Even his character istic wit is embittered as Mercutio treats the subject of his death with humourous wordplay: Ask for me tomorrow and you shall find me a grave man. In the final irony of the scene he never learns the cause of his demise and believes it was because of a fight not love. The significance of curses lies firmly in Elizabethan culture as a dramatic phrase meant to cause harm to an individual. The use of it in this passage powerfully conveys Mercutios chaotic and maddened state of mind at his death.The entrance of Tybalt is also dramatic in that it has been foreshadowed by Benvolio and the Prologue at the beginning of the play: therefore turn and draw. Tybalt is the very essence of violence in the play and the very antithesis of all that Romeo stands for. Earlier in the play Tybalt is angered at the behavior of Romeo at the ball and so this creates situational tension for the audiences who are aware of this fact and so expect conflict to occur later in the play.In Shakespeares time, audien ces would have expected actors in tragedies to speak in verse. The poetic style was thought to be elegant and expressive, particularly useful in tragic themes in scenes of high dramatic or emotional intensity. Higher status characters such as the Prince would have been expected to use this formal style as it carried with itself a great deal of dignity in Elizabethan England as it was most usually associated with the upper classes. Much of Shakespeares verse is written in Sonnet form. Sonnets were at the time very popular and they are used frequently in the play. Although much of it has rhyme there is a great deal of blank unrhymed verse throughout the play in iambic pentameter. The use of different forms of speech in Romeo and Juliet identifies the seriousness of the text with rhymed verse as the most serious and prose rather more casual.Prose, which is blank speech, was traditionally used by lower status or comic characters such as the servants of the families; it is very informal. Notably Shakespeare breaks this rule when he has the character Mercutio, who as a family friend of the Montague house would be considered high status, speak in prose at his death.I am hurt. A plague o both your houses! I am sped. Is he gone, and hath nothing?Tragic death scenes would almost always be spoken in verse; however the use of prose in these lines emphasizes the significance of Mercutios death and adds a sense of urgency and panic to the scene.Within the scene Shakespeare demonstrates the hostility between one character and another by references to rank. When Romeo enters Tybalt addresses him as my man which refers to Romeo as his servant and therefore of lower hierarchy than himself. Family pride was very important to both the play and Elizabethan culture so references to class were an effective insult.What is notable is the manner at which Tybalt addresses Mercutio in this scene. At first he uses addresses like you and gentleman which are associated with formality and cl ass. However once Tybalt has accused Mercutio of consortd with Romeo his attitude towards him quickly turn hostile and he starts to address Mercutio informally and less respectfully with thee and thou. This foreshadows the conflict that will occur later in this scene and sets a feeling of unrest over the drama.Shakespeare uses dramatic irony to create tension in this scene or to draw the attention of the audience. This occurs when a character on stage is ignorant, but the audience watching know his or her eventual fate.At the beginning of this scene Romeo, by contrast to the other characters, is cheerful and contented with having wed Juliet a moment beforehand. Until Mercutios dies Romeo remains emotionally detached from the other characters by thoughts of peace and harmony between the two houses. In response to Tybalts insults Romeo tells him the reason I have to love you, doth much excuse the appertaining rage. Ironically Romeos refusal to fight brings about the very violence he h ad hoped to prevent and Mercutio, fuelled by family pride decides to fight Tybalt instead. Thus Romeos gesture of peace results in Mercutios death and he becomes ensnared in the family conflict once more.This is also known as cosmic or fate irony in which unseen beings are seen to be toying with the minds of the characters with deliberate ironic effect. This is often seen between the contrast of human ideals and reality such as Friar Lawrences choice to bring the two lovers in marriage in hope of turning their households rancour to pure love. By the end of the play this is achieved but at the hands of death not matrimony.The prologue is ironic in that the eventual fates of the characters are told on stage right from the beginning. In the line A pair of star crossed lovers take their lives, Shakespeare informs his audience that the death of the lovers was preordained, the deliberate act of misfortune.Tybalts death brings Romeo a moment of clarity as he realizes he is the helpless vic tim of fate: O, I am fortunes fool! he cries, struck deeply by a sense of frustration and injustice. The speed with which Mercutio and Tybalts death occur, together with Romeos marriage and subsequent banishment, all contribute to a sense of inevitability-that a chain of events have been set in motion over which the protagonist has no control.In conclusion the dramatic intensity of the story heightens with the opening of Act Three as a result of fate and conflict between the rival houses. The violent clash between Tybalt and Romeo escalates the drama around whether or not love will ever be able to exist openly between the two lovers. The prologue sets up a sense of hopelessness by the audience who know how the story will conclude and foreshadows the eventual death of the two lovers a death made more tragic by the grip fate has on the helpless protagonist.