The Wanderer: Life in a Transient World Essay -- Poem Poetry Wanderer

The Wanderer: Life in a Transient World Upon their invasion of England, the Anglo-Saxons carried with them a tradition of oral poetry. The surviving verse, which was frequently transcribed and preserved in monasteries makes up the body of work now referred to as Old English Poetry. "The Wanderer," an anonymous poem of the eighth or ninth century, reflects historical Anglo-Saxon life as well as the influence of Christianity during the period. Because both Christian and Anglo-Saxon heroic elements exist in "The Wanderer," there is cause for analysis of the structural and textual unity of the poem. Initially, it might appear that these elements are introduced to contrast one another in an attempt to show inconsistency by contrasting secular and religious passages in order to show incoherence between the two as guiding principles. But further textual analysis shows that these inconsistencies do not exist. The purpose of positioning the two side by side is to illustrate a contrast in theme between the passing of this world and the changelessness and security of the heavenly kingdom. The text of "The Wanderer" is structured to encompass two separate time periods, which implicitly reveals the contrasting themes. The first part of the work describes the experiences of a lonely warrior who has lost his lord and kin to battle. But the author is reflecting upon these experiences as they occurred in the past. The position that the Wanderer had taken up is summarized early in the poem in the third person: "So spoke the earth-walker, remembering hardships, fierce war-slaughters-the fall of dear kinsman" (69). This reference to an exile wanderer summarizes his own situation, which he develops in the following passages. Structurally, t... ...70). Further, he acknowledges that these things are meant to pass as all things do as he approaches the ultimate reality of the earthly world, "all this earthly habitation shall be emptied" (70). No comfort is to be found in a world were all things will come to an end as one progresses through a fleeting life. The purpose of displaying earthly reality as transient is to contrast it with the theme of a heavenly kingdom. As the poem ends, the Wanderer notes that there is, "comfort from the Father in heaven, where all stability resides" (70). The heart of Anglo-Saxon life will pass for all as it did for the Wanderer. Comfort is not to be found in that transient world, but in the world beyond, through security in the heavenly kingdom. Works Cited "The Wanderer." The Norton Anthology of English Literature. Ed. M.H. Abrams. 6th _ed. New York: Norton, 1993. 68-70.

Iq & Eq, Intelligence and Cognitive Intelligence

A Assessment Name: Cognitive intelligence and Emotional Intelligence in Modern organisations â€Å"Intelligence is an abstract concept for whose definition continues to evolve with modernity, these days it refers to a variety of mental capabilities, including the ability to reason, plan, solve problems, think abstractly, comprehend complex ideas, learn quickly, and learn from experience as well as the potential to do so† (Bonnies Strickland, 2nd,2001).This essay will be a discussion on what cognitive intelligence and emotional intelligence are, how they both represent intelligence, and how they play a role within an organisation through their strengths and limitations. This essay will discuss the recent popularity of emotional intelligence and that cognitive intelligence is not essentially the main predictor for organisational behaviour in modern organisations.Cognitive intelligence generally can be referred to IQ tests or General Mental Ability (GMA) to name a few and is defi ned as â€Å"the general efficacy of intellectual processes† (Ackerman, Beier, Boyle, 2005, as cited in Cote & Miners). Results in genetic behaviour points to beyond doubt that GMA or IQ has a strong genetic background, although heritability has shown the increase of GMA with age (Bouchard, 1998: Bouchard, McGue, 1998 as cited in Schmidt 2004).Cote and Miners 2006 believed cognitive intelligence also demonstrates as task performance based and is in relation to the organisational citizenship behaviour (OCB), this is then reflected to the organisations activities, achievement and objectives. Since the end of World War 1 measures of GMA have been used in the recruiting and hiring of employees (Yerkes, 1921 as cited in Schmidt, 2004), though the most popular GMA tests still in modern society is the Wonderlic Personnel Test.The strengths of GMA & IQ tests are that they have been used as a predictor in personnel selection for over 80 years and have substantial evidence supporting i t as a strong predictor of job performance in organisations. Schmidt has stated that GMA is positively linked to several life outcomes such as the level of education and the income of adult. Studies have been carried out on the effectiveness of GMA in relation to occupational level, according to Shmidt 2004; these include cross-sectional studies and longitudinal studies.Shmidt also stated that cross-sectional studies relied on people’s rankings of the occupational level of different occupations, similarities between the mean ratings across these studies excluding the regard of age, country of origin or social class. These studies concluded that mean GMA scores increased with occupational level, so if GMA score was high for an individual they would find it harder to enter higher occupational levels. This suggests that having a lower GMA rating was a requirement for a higher job occupation (Schmidt, 2004).Longitudinal studies focussed on the prediction of occupational fulfilmen t later in life by the measurement of GMA scores in the early part of life (Schmidt, 2004). Wilk, Desmarais and Sackett 1995 used the results from the National Longitudinal survey, in which young adults were tested over a 5 year period to measure GMA, these studies predicted the hierarchy of occupational level (as cited in Shmidt, 2004). This meant if the GMA score was- high they were most likely to move into a higher complexity job, where as if their score was low they were most likely to move down into a less complex job (Schmidt, 2004).However, limitations are known for GMA testing through certain literature has led to the conclusion that GMA may not be as well understood, this can be drawn from the research conducted on GMA’s constructs and measures as well as its moral judgements (Viswesvaran & Ones, 2003). An example of this is the question of the group differences of the results and also the grounds of GMA being not good (enough) predictor (Goldstein, Zedeck &Goldstein as cited in Viswesvaran & Ones 2003).Analogy has been used from psychological testing literature that underlines GMA’s role in real life situations and environments (Reeve & Hakel: as cited in Viswesvaran & Ones, 2003). There are points of criticism that revolves around GMA; firstly is central criticism this is seen in articles by Goldstein et all, and it validates GMA for low real-life predicaments. Also it is seen that GMA tests should be acknowledged on the terminology used as some words can be seen as racist or fascist, words like discrimination and adverse can impact bias or unfair results (Viswesvaran & Ones, 2003).It has been belief that cognitive attuned staff give modern organisations the competitive advantage in the organisational domain this is due with the cognitive ability to process technical, numerical and vast amounts of information (Schmidt & Hunter, 1998. 2000; Michaels Handfield- Jones and Axelrod, 2001, as cited in Cote & Miners, 2006). Although, the limi tations of one possessing cognitive ability alone and very minimal if any emotional intelligence can result in a poor performance rate if one is to completely rely on only skills that are cognitive in the work place ( Cherniss, Goleman & Bennis, 2003).Recently theorists have suggested that one’s intelligence does not only exist of cognitive intelligence, but also a grave amount of interpersonal and emotional intelligence. In modern management, one of the most proactive concerns is that of emotions related to performance of organisations (Cote & Miners, 2006). Emotional intelligence has been discussed as a new predictor that is non-cognitive in relation to organisational performance and was popularized by Daniel Goleman in 1995 (Goleman, 1998 as cited in Cote & Miners, 2006).Emotional intelligence is defined as â€Å"a set of abilities that includes the abilities to perceive emotions in self and in others, use these emotions to facilitate performance, understand emotions and emotional knowledge, and regulate emotions in the self and in others† (Cote & Miners, 2006). Strengths of EI is correlated to the limitations of cognitive intelligence, as stated before people who score high in GMA tests can do poorly in organisations and social relations (Cherniss, 2010). An example of this would be the syndrome of Asperger’s.EI can influence job performance with the competencies of self-control, empathy, integrity, social skills, reliability, conscientiousness and motivation (Cherniss, 2010). In organisation behavioural perspective, EI can assist individuals with low GMA scores to manage their impressions well and in turn receive high performance ratings. This can be achieved by the development of links to co-workers who can provide assistance and can enrich learning- potential to that individual which than can lead to a higher level of occupation (Mehra, Kilduff & Brass 2001 as cited in Cote & Miners, 2006).According to Mayer and Salovey’s mod el, there are four main areas on EI: Identifying emotions, Using emotions, Understanding emotions and managing emotions. This model was the only model in which was supported by a confirmatory factor and measures by desirable psychometric properties (Cote & Miners, 2006). Limitations of Emotion intelligence is the dearth of studies which relates to job performance thus, is the relation of criticisms of the ‘scientific status’ of emotional intelligence in organisational behaviour (Becker, 2003; Landy, 2005, as cited in Cote & Miners, 2006).Barret and colleagues referred to emotional intelligence as â€Å"the Madison Avenue approach to science and professional practice†, he implies that the increase awareness of EI relates to the outspread of its nature which contrasts the scientific evidence (Cote & Miners, 2006). Studies have suggested that there is no relation or consistency between job performance and emotional intelligence, specifying on particular tasks as aca demic performance (Petrides, Frederickson, and Furnham, 2004, as cited in Cote & Miners, 2006).The display of competencies of emotional intelligence such as being empathetic, affiliated, highly self-aware and agreeable is not beneficial of being an effective leader (Antonakis, 2003, as cited in Pratt, Douglas, Ferris, Ammeter, and Buckley, 2003). Also, often the high need of affiliation for those requiring can place importance on individual interests rather than the organisations success (Antonakis, 2003, as cited in Pratt, Douglas, Ferris, Ammeter, and Buckley, 2003).Also, disperses of high emotional occurrences in the organisation setting, with that the concern of the negative feelings towards others could be misinterpreted. Therefore, recognising an individual’s emotions at all times is not beneficial to active and effective leadership qualities. Psychological ability defined by Wedeck as â€Å"the ability to judge correctly the feelings, moods, motivations of individualà ¢â‚¬ , which can be incorporated by that of general intelligence (Cote & Miners, 2006).Thus, because emotional and cognitive intelligence both represent that of general intelligence though in separate content domains, they may be associated with each other but would not correspond perfectly. However, several organisations have incorporated EI and GMA, IQ into their employee development programs also business schools have added EI to their curriculums (Boyatzis, Stubbs and Taylor, 2002 as cited in Cote& Miners, 2006). Most mining organisations such as (Anglo American) also have incorporated aptitude and psychological tests which include both EI and GMA, as part- of their application to job recruitment.Goleman, Mayer, Salovey and Caruso have all argued that both emotional intelligence and Cognitive intelligence make linear yet independent contributions to job performance (Cote & miners, 2006). By the combination of emotional and cognitive intelligence, people can receive higher perfo rmance in organisations. Concluding, this essay has discussed the strengths and limitations of both cognitive intelligence and emotional intelligence in relation to GMA, IQ and EI testing within the organisational level.The essay has also viewed cognitive intelligence and emotional intelligence operating in modern organisations either individually or incorporated together. Cognitive intelligence displays specific abilities in task and problem solving, strategic and analytical aspects of intelligence. Emotional intelligence demonstrates proficiency in producing the components of empathy, self-regulation and self-awareness in an organisational structure. Haslam (2007) summarised that many theorists discuss that one’s intelligence does not only compose of cognitive abilities but also an array of multiple interpersonal and emotional intelligences.References Cote` S, & Miners C. H. (2006). Emotional Intelligence, Cognitive Intelligence and Job Performance. Administrative Science Q uarterly, 51(1), 1-28. Anglo American. Retrieved from: http://www. angloamerican. com. au/careers/employment- programmes. aspx Cherniss, C. (2010). Emotional intelligence: Toward clarification of a concept. Industrial and Organizational Psychology,  3, 110-126. Haslam, N. (2007). Introduction to Personality and Intelligence. London, UK: SAGE Publication. Inc. Roberts, R. D. , Matthews, G. & Zeinder, M. (2010). Emotional intelligence: Muddling through theory and measurement. Industrial and Organizational Psychology,  3, 140-144. Schmidt, F. L. , & Hunter, J. (2004). General mental ability in the world of work: Occupational attainment and job performance. Journal of Personality and Social Psychology,  86(1), 162-173. Viswesvaran, C. & Ones, D. S. (2002). Agreements and disagreements on the role of general mental ability (GMA) in industrial, work, and organizational psychology. Human Performance,  15(1/2), 211-231.

William Faulkner Essays - William Faulkner, Sartoris, Free Essays

William Faulkner Essays - William Faulkner, Sartoris, Free Essays William Faulkner William Faulkner: His Life and Achievements William Faulkner is viewed by many as Americas greatest writer of prose fiction. He was born in New Albany, Mississippi where he lived a life filled with good times and bad times. However, despite bad times he would become known as a poet, a short story writer, and finally one of the greatest contemporary novelist of his time. William Faulkners accomplishments resulted not only from his love and devotion of writing, but also from family, friends, and certain uncontrollable events. William Faulkners life is an astonishing accomplishment; however, it is crucial to explore his life prior to his fixated writing career. In 1905, Faulkner entered the first grade at a tender age of eight, and immediately showed signs of talent. He not only drew an explicitly detailed drawing of a locomotive, but he soon became an honour-roll student: His report card would show no grades below Perfect or Excellent (Blotner 21). Throughout his early education he wou ld work conscientiously at reading, spelling, writing, and arithmetic; however, he especially enjoyed drawing. His deportment at school was very high, but it was not as high as it was at home. When Faulkner got promoted to third grade, skipping the second grade, he was asked by his teacher what he wanted to be when he grew up, and he replied, I want to be a writer just like my great granddaddy (Blotner 23). At last, (in 1914) Faulkner took interest in poetry, but no one in Oxford could tell him what to do with his poems. Meanwhile, Faulkner, who is very talkative, would always entertain Katrina Carter and Estelle Oldham by telling them vividly imagined stories. Eventually, Faulkner grew very fond of Estelle in fact, if he heard her voice he would deliberately attempt to be spotted by Katrina in hopes that she asks him to join her. Estelle soon became the sole inspirer and recipient of Faulkners earlier poems. Coincidentally, a gentleman named Phil Stone would fall in love with Estel les friend, Katrina. As a result, Katrina had told Stone about Faulkner and his poetry. So one afternoon, Stone walked to Faulkners home to get acquainted, and during his visit he received several written verses from Faulkner poetry collections: Anybody could have seen that he (Faulkner) had talentit was perfectly obvious (Blotner 44). Stone not only became Faulkners close friend, but also a mentor to the young writer at the beginning of his career. Stone immediately gave the potential poet encouragement, advice, and models for his study of literature. For example, Stone would give practice drills in punctuation, as well as lecture Faulkner on goals and grammars. Meanwhile, Faulkners main interest in school became athletics such as football and baseball, thus his grades started to deteriorate: Bill showed absolutely no interest in the education being offeredHe gazed out the windows, and answered the simplest questions with I dont know (Blotner 39). Eventually, he would quit both ath letics and school altogether. In 1919, his first literary work was acknowledged and published in The New Republic. The poem is a forty-line verse with a French title that acknowledges the influence of the French Symbolist, LApres-Midi dun Faune. In September, Faulkner would enroll in the University of Mississippi, and during his academic years it did not deter him from writing more poems. The Mississippian, the student paper, published Landing in Luck by Faulkner- the story is a nine-page short story created from his direct experience in the Royal Air Force flight training in 1916. He has also written several other poems such as Cathay, which is published in the Oxford Eagle and Sapphic, which is published in The Mississippian. During the summer, Faulkner became a house painter in Oxford, and in the beginning of autumn he enrolled in the University of Mississippi; however, his early pattern of school started to take toll. Faulkner began to cut classes and finally just stopped going. Although, this time he participated in a drama club called The Marionettes, and began to publish book reviews in The Mississippian. In the summer of 1921, Faulkner decided to take a trip to New York to receive some professional instructions from editors and critics, since Stone was

Free Essays on Martin Luther King And The Fight For Freedom

Martin Luther King Jr., The Protector of Human Rights Martin Luther King Jr. not only unselfishly defended human rights most of his life, but was a martyr to this cause. His life changed the course of history like no one would have imagined. Dr. King carried the Human Rights for American blacks at a time when the white civilization was most comfortable, the 1960’s. His legacy and martyrdom stimulated a generation of liberal thought in addition to a global, spiritual movement that would awaken and restore the impoverished far beyond Americas soil. Martin Luther King Jr. was born on January 15, 1929 in Atlanta Georgia. His father was the minister of the Ebenezer Baptist Church, as was his father before him. "M.L.," as he was called, lived with his parents, his sister and his brother in Atlanta Ga. Their home was not far from the church that his father preached at. Martin’s mother and father taught their children what would become an important part of his life - to treat all people with respect. Martin's father worked hard to break down the barriers between the races. His father believed African-Americans should register their complaints by voting. As he grew up he found that not everyone followed his parents principles. He noticed that "black" people and white people where treated differently. He saw that he and his white friends could not drink from the same water fountains and could not use the same restrooms. Martins best friend as a child was a white boy, and as children they played happily together. But when they reached school age, the friends found that even though they lived in the same neighborhood, they could not go to the same school. His friend would end up going to a school for white children only, and Martin was sent to a school for "black" children. After the first day of school Martin and his friend were never allowed to play together again When Martin was ready for college he decided to follow his father a... Free Essays on Martin Luther King And The Fight For Freedom Free Essays on Martin Luther King And The Fight For Freedom Martin Luther King Jr., The Protector of Human Rights Martin Luther King Jr. not only unselfishly defended human rights most of his life, but was a martyr to this cause. His life changed the course of history like no one would have imagined. Dr. King carried the Human Rights for American blacks at a time when the white civilization was most comfortable, the 1960’s. His legacy and martyrdom stimulated a generation of liberal thought in addition to a global, spiritual movement that would awaken and restore the impoverished far beyond Americas soil. Martin Luther King Jr. was born on January 15, 1929 in Atlanta Georgia. His father was the minister of the Ebenezer Baptist Church, as was his father before him. "M.L.," as he was called, lived with his parents, his sister and his brother in Atlanta Ga. Their home was not far from the church that his father preached at. Martin’s mother and father taught their children what would become an important part of his life - to treat all people with respect. Martin's father worked hard to break down the barriers between the races. His father believed African-Americans should register their complaints by voting. As he grew up he found that not everyone followed his parents principles. He noticed that "black" people and white people where treated differently. He saw that he and his white friends could not drink from the same water fountains and could not use the same restrooms. Martins best friend as a child was a white boy, and as children they played happily together. But when they reached school age, the friends found that even though they lived in the same neighborhood, they could not go to the same school. His friend would end up going to a school for white children only, and Martin was sent to a school for "black" children. After the first day of school Martin and his friend were never allowed to play together again When Martin was ready for college he decided to follow his father a...

Rubrics and Student Learning Essay Example | Topics and Well Written Essays - 1000 words

Rubrics and Student Learning - Essay Example Tables 1, 2 and 3 present quantitative data on the results of a paired sample t-test applied three pairs of art projects. Two-tailed paired samples t-tests were carried out using a significance level (ï  ¡) of 0.05. In a two tailed test, it is hypothesized that two variables being considered have equal means. This hypothesis is rejected when the computed p-value, also known as the observed significance level is less than the hypothesized level of significance, which in this study is 0.05, signifying that the means are not equal and the difference between the two means are significant. The variable with the higher mean is said to have a significantly higher mean than the other variable. Table 1 presents the results of the scores of Line Project 1 and Line Project 2. Line Project 1 was undertaken with no rubrics presented to the class prior to the project, while Line Project 2 was assigned to the students after clear and explicit expectations were clarified by a scoring rubrics. In this part of the analysis, even if a statistical software was used, the scores of Student No. 17 and Student No. 23 were manually excluded from the computations, since their scores on both projects were 0. 1Simple mean was computed without the scores of Student No. 17 and Student No. 23, since both students were not able to submit both projects. When the 0 scores of both students were included, the means were lower at 75.92 and 85.69 for Line Projects 1 and 2, respectively. 2Standard deviation was also computed without the scores of Student No. 17 and Student No. 23.When the 0 scores of both students were included, the standard deviations were higher at 27.405 and 25.901 for Line Projects 1 and 2, respectively. As shown in Table 1, statistical analysis of the students’ score in Line Projects 1 and 2 revealed that the mean of the scores in Line Project 2 (92.83) is significantly higher than the mean of the

Reward Essay Example | Topics and Well Written Essays - 250 words

Reward - Essay Example A system of pay that targets an individual is based on the accomplishments of only one person. In this case, rewards are determined by the results put on the table. Pays based on performance do not necessarily account for knowledge and competence. High performance is rewarded while low performance is ‘punished’. Moreover, progressive performance given in levels can determine what reward is earned at what performance. Where different incentives are used on different individuals, the reward becomes incentive-based, and it is complemented by self-actualization. A team constitutes a number of people working on clearly defined common goals or objectives. The performance of a team can be rewarded in a number of ways, among them team-based rewards, rewarding individuals constituting the team, and group behavior (Levi, 2010). Rewards that are team-based target the team’s totality and productivity. The performance of the team is attributed to each member, and so are the rewards. Team performance can also be rewarded by considering individual contribution of each team member and subsequently determining the appropriate reward. Finally, group cooperation and motivation can be rewarded subject to the team

Weekly ass. #7 Essay Example | Topics and Well Written Essays - 250 words

Weekly ass. #7 - Essay Example After sending and deleting personal emails, employees think that they are safe and cannot be discovered. Employers have the right to access their employee’s emails, and put up backups, which can retrieve such emails even when deleted. According to Jennings, â€Å"Courts have ruled that email messages belong not to the employee but to the employer and are discoverable in litigation where upon they must be turned to the opposing party†, (Jennings, 2009,Pg. 180). This means that employees do not own the emails at their work place, and they can be sued for using them to pass personal messages. Blackberries are personal properties, which are owned by individuals. Such individuals have the right of usage of their property and they can therefore send personal emails to their friends. However, same kind of care is necessary since it is unethical to send messages via any platform using the employer’s time. Messages on Blackberries should only be sent during personal time. Additionally, Blackberries should not be used to set rogue access points on the company’s