Coming of Age in Mississippi-Book Report

â€Å"Coming of Age in Mississippi† by Anne Moody is an autobiographical account of a black woman living in South struggling against the centuries old racial discrimination by the white. She passed through almost identical incidences like other members of her race bearing humiliation and disgraceful treatment from the upper white class. Anne Moody narrates the story of herself growing up in Mississippi when racial discrimination against the blacks was the peak.In her account, Anne Moody describes the adversities of living in the â€Å"south† where the black population had just started their struggle for equal rights. The life was pathetic for the Negroes with little hopes for emancipation. The details are well described in an easy language and style moving the reader by the depth and emotional appeal it contains. The sentence structure is not so good for Moody not being a professional writer. Anne Moody tells the incredible events of her early childhood living in a hous ehold of divorced parents and extreme poverty.She provides a glance over the several death warnings and intentional massacre of her family members and friends by the powerful whites. She developed a consequent hatred not only for the whites for her own race too as she writes in the book, â€Å"I was 15 years old when I began to hate people†¦ I hated all the whites who were responsible for the countless murders†¦ But I also hated Negroes. I hated them for not standing up and doing something about the murders† (129).The life for her and other blacks was no different from that in the slavery days of pre-Civil War period. She tells about a society in which no one wanted to live in peace and tranquility. Anne Moody’s narrative includes events comparable to both Martin Luther King’s and Henry David Thoreau’s Civil Rights tactics, Anne was highly influenced by King. Her book is written in into four parts covering different stages of her life; childhood , high school years, college years and participation in the civil rights movement.These stages greatly resemble King’s four point program of gathering facts, self-purification, negotiation, and direct action (King 290). â€Å"Black Boy† by Richard Wright is another account similar to Anne’s. an autobiography initially published in 1945, focus on the many hardships African Americans faced as individuals and families. Similar to Anne’s, Richard's father his family when he was very young. They were left with their mother making her to be devastated by and ending up with a stroke.Richard had to start working at a prime age to look after his mother and siblings. The two narratives are only different being penned by and from a male and female perspective. Anne’s book is about the inner struggle within her and about the conflicts she had with society and her own fellow blacks. The title of the book, â€Å"Coming of Age in Mississippi† clearly talks of the subject matter inside. It is a story of growing up or coming of age, getting mature in a highly divided society in the state of Mississippi undergoing a struggle and change.It provides an insight and understanding of historical importance of the events taking place in the years of Civil Rights Movement. The book gives a good evaluation of the sufferings of the black population and their hard struggle for getting petty and basic rights. Works Cited King, Martin Luther Jr. â€Å"Letter from Birmingham City Jail† from A Testament of Hope. Harper Collins, 1991 Moody, Anne. Coming of Age in Mississippi. Delta, New York, February 2004 Wright, Richard. Black Boy. Harper Perennial Modern Classics. September 1, 1998

Hsm/230 Week 9 Checkpoint

Capstone Checkpoint week 9 HSM/230 Capstone Checkpoint week 9 Many issues are becoming problems for seniors, one of these issues is the possibility of losing one of the most important assistance programs that human services has to offer, the Medicare and Medicaid assistance programs for health and well-being of the seniors in California. This issue has been relevant for many years; however in recent years the California Legislature has been unable to successfully plan a budget that would be considered sound. Thus, at this point the legislature is considering cutting some of the programs of human services or cutting back on the funding to these programs. According to Diane Rowland ScD. and Barbara Lyons, PhD. (1996). Without Medicaid’s assistance, the cost of basic medical care can impede access to care and erode financial security for low income elderly people. This is now a problem, for example my mother has a social security benefit of 650. 00 a month, and if she had to pay her medical care and prescription out of this income, her income would only be 300. 00 a month. This is more than twice the poverty level today. This is of great concern to human services agencies in the United States. Most of the elderly have paid into these programs for many years, expecting assistance as they retired; however, this is eroding away. In order to rectify this issue, California along with other states facing this issue, needs to come up with a balanced budget that does not exceed the income they are receiving at the time of the budget making process. The legislature cannot â€Å"expect† to make a different amount than what is in black and white. To predict that they would be making a larger amount only makes the budget worthless, a budget would need to be accurate and overspending must stop in order to rectify this situation. If I were in charge of this type of program, I would look into privatization of a portion and look for subordinates that would be willing to donate, or fund this program for the poor elderly of the United States. Also I would look into how many actually are citizens that are receiving this benefit without payment into the program. This is a huge issue, many illegal immigrants are receiving these benefits and have never paid into the program, therefore are actually ineligible for the benefit. I would propose that these recipients be placed on the welfare program for illegal immigrants and taken off of the assistance for the poor elderly clientele. Is this ethical, I think so, I do not think it is ethical for one to receive benefits if they have not met the criteria or prerequisite to receive this benefit.

Scholarship, Practice and Leadership in Higher Education

From a pragmatic point of view, what higher education demands in the current context of the Information Age and the globalized, digital economy is a vision of improvement and change; that is, a vision for moving forward, a vision which discerns mistakes and more importantly, addresses them. It is important to note that teaching and learning are processes; fundamental modes of human behavior and endeavor. With the increasing demand for higher education across countries, and as new technology applications emerge, most of administrators, faculty, and students embrace a new educational infrastructure; one which is built upon information technology. While this is true, it is also true that the digital divide is widening. This is to say that children from the lowest strata of society have less access to computers, the Worldwide Web, and new information resources in their schools than the wealthy. Such realities create future problems for these children because of the fact that most careers nowadays require information technology skills. Within this context, this paper seeks to explicate how information literacy influences, shapes and moulds scholarship, practice, and leadership in higher education. It is important to note that there are a number of definitions of information literacy but most of these definitions are derived from the definition provided by the American Library Association (ALA) Presidential Committee on Information Literacy (1989): To be information literate, a person must be able to recognize when information is needed and have the ability to locate, evaluate, and use effectively the needed information (p. ) As far as higher education is concerned, information literacy then should not be viewed as discipline specific, but the other way around; a position argued by Diane Zabel in her article entitled â€Å"A Reaction to Information Literacy and Higher Education. † â€Å"It is imperative that information literacy not stand in isolation but be integrated across the curriculum† (Zabel, 20 04). It can be observed that the demands of the current global and digital economy require more collaboration and concerted efforts. If we are to comply with such demands, the direction that our institutions of higher education should take, in terms of their instruction and research should be leaning towards multi-disciplinary, participatory and collaborative approaches. â€Å"For information literacy to succeed, it must be integrated, relevant, ongoing, collaborative, and applied† (Zabel, 2004). Such ideas resonate even in Sean Lauer and Carrie Yodanis’ article entitled, â€Å"The International Social Survey Programme: A Tool for Teaching with an International Perspective. † Lauer’s and Yodanis’ focus is, however, on the teaching of sociology in the undergraduate curriculum. Over the years that we have used ISSP in the classroom, we have found that it does contribute to a learning environment in which students’ sociological questions and answers are not limited to their own country but are cross-national† (Lauer et al, 2004). The current global and digital economy h as implications not only in terms of instruction and research, but also on the concept of leadership. In as far as the current market paradigm is concerned, corporate business activities also tend to put premium on teamwork, collaborations, and collective strength in terms of leadership. In the current global and digital economy, the idea is for an individual to be capable of multi-tasking and networking; faculty members who do not only teach but also do research, practicing nurses who do not only do clinical duty but also do research, sociologists working side by side with medical practitioners, etc. In the final analysis, information literacy is a very important life-skill that an individual should possess in order to cope up with the demands of the globalized and digital economy.

Risk Management Case Study Example | Topics and Well Written Essays - 3500 words

Risk Management - Case Study Example Risk management is the practice of managing the resources of the operation in such a way as to maintain an acceptable level of risk. This in turn should generate a corresponding level of return that will allow the goals of the operation and management to be achieved. The use of time, financial and other resources to effectively manage the risks so that goals can be achieved is the risk management. Risk management comprises of risk assessment and risk control. Assessing Risk is identifying and analyzing risk. Controlling Risk is taking steps to reduce risk, provide contingency, monitor improvements. Risk Management is important for ensuring that a computer project isn't scuppered, preventing accidental loss or disclosure of information, avoiding computer fraud, hacking, ensuring the smooth running of an information system and maintaining your career prospects. Sources of Risk: There are five main sources of risk in an operation: production risk, marketing risk, financial risk, legal risk and human resource risks. Production risks include yield and quality variability. Marketing risks include changes in the price and external conditions. Financial risks include variability in debt, equity capital and ability to meet cash demands. Legal risks include responsibilities for contracts, statutory compliance, tort liability and business structure. Human Resource risks include people management and estate transfer. Types of Risk: There are two types of risk that affect the volume of investment. The first is the entrepreneur's or borrower's risk which arises out of doubts in his own mind as to the probability of his actually earning the prospective yield for which he hopes. This is a real social cost, though susceptible to diminution by averaging as well as by an increased accuracy of foresight. If a man is venturing his own money, this is the only risk which is relevant. But when a system of borrowing and lending exists, which means the ranting of loans with a margin of real or personal security, a second type of risk is relevant which we may call the lender's risk. This may be due either to moral hazard, i.e. voluntary default or other means of escape, possibly lawful, from the fulfillment of the obligation or to the possible insufficiency of the margin of security, i.e. involuntary default due to the disappointment of expectation. This is a pure addition to the cost of investment which would not exist if the borrower and lender was the same person. Moreover, it involves in part a duplication of a proportion of the entrepreneur's risk, which is added twice to the pure rate of interest to give the minimum prospective yield which will induce the investment. For if a venture is a risky one, the borrower will require a wider margin between his expectation of yield and the rate of interest at which he will think it worth his while to borrow; whilst the very same reason will lead the lender to require a wider margin between what he charges and the pure rate of interest in order to induce him to lend (except where the borrower is so strong and wealthy that he is in a position to offer an exceptional margin of security). During a boom the popular estimation of the magnitude of both these risks, both borrower's risk and lender's risk, is apt to become unusually and imprudently low.From

Nelson Mandela and Mohandas Gandhi Essay Example | Topics and Well Written Essays - 250 words

Nelson Mandela and Mohandas Gandhi - Essay Example There are a few differences and many similarities between Mohandas Gandhi and Nelson Mandela. The world recognizes the two leaders for their stern fights against colonialism and especially against racism. The world famously recognizes Nelson Mandela for his fight against black domination and white domination. In his trial in 1962, Nelson Mandela finished his defense speech with the claim that he is ready to die for a democratic society. However, even though Gandhi also fought against racism, he seemed to have been advancing the rights of his Indian community. For instance, Gandhi encouraged the Indians in South Africa to defy the ways of the Europeans. The two leaders used different ways in their fights against colonialism. However, the two received similar treatments from the colonialists. They were both jailed on various occasions despite the fact that Gandhi used more peaceful ways than those used by Mandela. For an instance, in 1960s Mandela and his compatriots in the young league of the Africa National Congress (ANC), formed a military wing of the ANG called Umkonto we Siswe. Despite their different ways of actions, the two leaders are world famous for their excellent contributions to the elimination of colonialism. However, the two leaders received two different treatments from their people. Unlike Mandela, who received respect until his death in 2013, Nathuram Godse killed Gandhi on January 30 of 1948 before he became a prime minister (DeLuca). In conclusion, the colonial period generated many leaders. Nelson Mandela and Mohandas Gandhi are two famous leaders of the colonial period. The two leaders used different methods to fight the colonialists.

Do you think the scarcity (or excess) of water will lead to conflict Essay

Do you think the scarcity (or excess) of water will lead to conflict - Essay Example need to be found, because water requirements are interdependent and water resources cross political boundaries (Asser), but in view of the situation, it seems that conflict is inevitable. According to Ohlsson, water scarcity is brought about by two key issues: natural resource scarcity, and the approaches used to counter the former (qtd in Molen and Hildering 134). The law of nature cannot be put off, and many resort to construction of water reservoirs to address the impending, or shall we say, an already existing adversity. Unfortunately, the disproportionate allocation, movement, and storage of water, after a while, results in extreme phenomena such as floods and droughts (Northwest River Forecast Center); thus anyone of rational thinking will be indecisive about any act of water exploitation. It is not possible for a country to constrain the flow of water within its boundary without endangering itself and the others dependent on it. Feitelson sees the potential of a co-operation scenario, of shared rights and management (qtd in Molen and Hildering 139). Water is indispensable for survival, and reckless measures will only leave both parties empty handed. Experts recommend a number of ways to address water scarcity, to include enhanced conservation and reprocessing (Asser). Moreover, the United Nations relentlessly campaign for amity; and although conflicts may ensue on account of significant differences in culture and ideals, the dire need for water will not make it last

Social movement protest art -- Mexican American inequality in usa Research Paper

Social movement protest art -- Mexican American inequality in usa - Research Paper Example Consequently, he encouraged her and supported her artistic work. Frida’s paintings depicted her tumultuous and painful life. Nonetheless, her paintings made her leave a legacy as the greatest Mexican woman painter. She used a distinctive style of folkloric in her paintings, mainly on the different experiences and aspects of her life (Meadows, p. 57). Her paintings were self-portraits and still life, mostly capturing moments in her life. The issues she covered in her paintings included her unstable relationship with Diego Rivera, her inability to have children, psychological and physical pains after a bus accident, and other experiences she had (Meadows, p. 57). Similarly, Diego Rivera is considered the greatest Mexican painter of the 20th century. He was born in 1886 in Guanajuato, Mexico (CMMCA, p. 10). He chiefly excelled in the international art scene, where he championed the reintroduction of fresco painting into the modern art and architecture arena. He was also known for his radical political views and obsessive romance with Frida Kahlo, which intrigue the public even in modern times (CMMCA, p. 1). Through exhibitions in public spaces and galleries in the 1930s and early 1940s, Rivera brought his unique art and vision into the public. Through these exhibitions, he enlightened and inspired artists as well as his audiences. Using the fresco or wall painting genre in universities and other public buildings, he managed to introduce his work into the daily lives of the people (CMMCA, p. 2). Rivera favored fresco paintings, which are murals done on fresh plaster. Some of the themes dear to him included the physical process of human development and technological progress and its effects on life and lifestyle (CMMCA, p. 2). His other themes were the future of humanity and history. Being a Marxist, Rivera used his medium as a cure for the elite walls of galleries and museums. He was not only interested in history and human

The Ups and Downs of Pulleys Research Paper Example | Topics and Well Written Essays - 1750 words

The Ups and Downs of Pulleys - Research Paper Example In a simple fixed pulley (Fig - 1), one end of the rope passing over the grooved disc is tied to the weight being lifted while its other end is free to be pulled down, thereby making an effort to lift the weight. An ideal rope and pulley system simplifies the work done in pulling the rope and lifting the load against the gravitational pull. It does this by the transmission of linear motive force of the pull at end, through the entire rope to the lifted load at the other end. There is no net force acting on the pulley system at equilibrium as the force on the pulley axle is equally distributed along the two arms of the rope passing through the pulley. When the system is in action, the energy conservation principle is followed, with the work done in lifting the load (weight times the distance through which it is lifted) is equal to the tension in the rope or in other words the force with which the load is lifted. Lesser the magnitude of the lifting force compared to the weight of the l ifted load greater is the mechanical advantage (MA) of pulleys, which is the ratio of the lifted weight to the force exerted for lifting. The most novel thing about pulleys is that they reverse the direction of the force, thereby minimizing the effort. Pulling something downward is easier being assisted by gravity. So, by tugging at the rope downward, the weight tied to the other end of the rope is easily lifted through the air by a simple fixed pulley. (Walker, 12) The second most fascinating aspect about pulleys is the force by which the load is being pulled is equal to the tension along each rope line. Hence, greater number of ropes makes weight lifting easier and effortless for pulleys as the net weight is divided among the total number of ropes running through the pulley. Adding multiple pulleys increases the number of rope lines for distributing the total lifted weight among them (Fig - 3), thereby increasing the mechanical advantage. (Mezzanotte, 14) MATERIALS AND METHODS: We categorized the pulley system into three types; the single fixed pulley, the single moveable pulley and the combined system of pulleys. We devised one sample of a fixed and a moveable single pulley and four compound pulley systems combining a fixed and a moveable pulley by ropes wound around them in different directions. (Figures - 1 to 7) In each case a weight (W) of 500 grams was tied to the end of the ropes passing over the disc grooves. First the lifting forces were compared for the fixed and the moveable single rope and pulley systems (Figures - 1 & 2) and the data was collected to be analyzed. The next level of comparison was extended for the compound pulleys (Figures - 3 to 7) and the collected data was correlated with the first set. RESULTS: The results for the single fixed and moveable pulley system are tabulated below: Pulley Type Lifted Weight (in grams) Weight equivalent to the exerted force Mechanical Advantage

Oedipus Essay Example | Topics and Well Written Essays - 1250 words

Oedipus - Essay Example Questioning the prophecies foretold in Oedipus’s life only lead him to disaster. The metaphor of blindness and sight in Oedipus The King suggests that the ability to see the truth of one's situation can have tragic results. This idea is evident when the traits, motivations, and language of each character are examined. Character Traits of Oedipus Oedipus is a man who gives importance to his head than his heart. Tragedy befalls him when he tries to alter the fate. Oedipus hears an Oracle prophecy hinting he will kill his father and marry his mother. He believes Corinth’s royal couple to be his parents. Hence, he simply stays out of Corinth to avoid causing any trouble to them. Even as a young man Oedipus believes he could change the fate through logical actions and science. But, the all powerful almighty just leads him out of Corinth only to kill his biological father Laius on the way (Oedipus Greek Mythology, 2004). Oedipus’s traits are revealed early in the story when he acts without discretion to banish the plague from his country. Oedipus’s intentions are good. But, his haste and over confidence simply makes him take one wrong decision after another. He kills Laius in a crossroad unnecessarily for a petty fight without thinking about the consequences. A person in his position would consider twice about handling people of his parents age. But, Oedipus blindly kills a man of his father’s age and marries a women who is aged enough to be his mother. He doesn’t give a second thought about anything and acts instinctively. Oedipus’s Greatest Motivation Oedipus's act of solving the Sphinx’s riddle makes him a headstrong man. He believes he can solve the mystery about his life without the help of the Gods. Oedipus’s motivation comes largely from this single victory. He cherishes it throughout the life as his own accomplishment without understanding it was yet another trap prepared for him to make him marry his biological mother Jacosta. He does not understand, questioning too much about ones fate will only lead to disaster. He turns blind to the several clues thrown before him about the murderer of Laius until the final confrontation with the Shepherd. Similarly, when Teiresias refuses to answer his questions, he unjustly accuses Creon for plotting against him. Though Oedipus occurs as an adult man throughout the play, his actions are childlike, immature and adamant almost all the time. His adamant nature is a result of his over confidence. It makes him take hasty and baseless decision which hurt others often. Oedipus’s Interactions with Teirsias Teiresias is a very important character in the story of Oedipus. He is a wise man who can actually see the future. He too is blind. Sophocles the author of Oedipus, the King purposely made the wise man blind to stress the metaphor. He is forcibly bought into the court of Oedipus as he does not wish to reveal fate's horrible game throu gh his mouth. Teiresias is insulted and threatened in various ways by Oedipus. But, Teiresias bears all of them humbly, knowing well the life of Oedipus is finished the moment he opens his mouth. Gifted with amazing prophetic power he does not bow to any threat. His unflinching courage makes him challenge two mighty kings without any compromise. Teiresias's dedication to truth and unshakable belief in Gods is his greatest motivation. The words spoken by Teiresias are as follows. â€Å"To twit me with my blindness--thou hast eyes / Yet see'st not

Review of Own Leadership Behaviour Essay Example for Free

Review of Own Leadership Behaviour Essay B Braun Medical Ltd is one of the worlds leading healthcare suppliers. Our company’s success can be attributed to its employee’s belief in the overall goal of the company and the dedication to achieve them. I work within the Supply Chain Customer Care Department as a Leader of the Emerald Prescription Service, a home delivery business supplying long or short term patients delivery off stoma and incontinence products to there home address. We are a dedicated, compassionate team consisting of six personnel, we look after approximately 2,000 patients who use our service around the UK. We as a team pride ourselves on the fact we are all cross trained and have the ability to undergo anyone’s role if required. I as a leader believe it is important for everyone in the team including myself to be able to carry out any of our procedures with confidence and ease. Various roles within our team are carried out daily in order to supply a slick pro-active service to our patients, which include regular telephone contact with the patients, monthly ordering to ensure they always have supply, contacting GP’s on there behalf to obtain there prescription to dispense there products. Offering hospital specialist stoma and urology nurses a dedicated telephone line so we are able to supply urgent stock to there patients, regular contact with our field based sales staff to communicate wins and falls in achievement and how to improve if something does go wrong. We are a compassionate team pod and have to be when dealing with people. I naturally sit in a democratic leadership model and have strengths which sit in this style, I am a motivated, supportive, calm self confident leader. I listen and communicate well using positive banter and body language. I will encourage idea’s from my team and I give praise and recognition on a good job done. I can adapt well to change and will try new things. Sometimes faced with office culture (tickle tackle) I can face this head on and any problems within my team are ironed out as soon as they occur. I can read a persons personality and situation well and will deal with whatever happens in an appropriate way. To support my theory on my democratic leadership style I carried out a questionnaire with my team please see appendix 1 attached. Our team constantly bring new ideas to the table and our business is in growth and in order to meet this growth we hold monthly meetings. These meetings have advantages and are interactive. They are great for instant feedback, the same information is outlined at the same time making it fair and avoids Chinese whispers. You can get an instant verification of understanding with a clear action plan in place before leaving the meeting and as we are currently looking at improving our procedures to meet business demands the meeting is a priceless tool! Minutes are also issued to backup any member who needs clarification. I also carry out one on ones with my team members a company procedure with yearly objectives set please see examples off these objectives in appendix two. We discuss achievements of these objectives and I give praise, feedback and guidance if required. This helps me to build a strong, flexible and highly effective team with mutual trust for one another.

Industrial Relations In Britain Management Essay

Industrial Relations In Britain Management Essay Introduction The management of industrial relations in Great Britain has changed notably in the last three decades. Industrial relations management has been significantly affected by several factors: economic climate, political change, and social environment. After world war two, British economic condition has gradually fallen down. It has been proved that it is much more complicated to manage industrial relations than before. The causes can be analyzed from many aspects: the increasing competition in product market, globalized trend, restructuring labor force, and reduced unions power. From 1979, the power of trade unions has been greatly restricted by government. Deregulation on the labor market also has been enhanced. At the same time, British economy had to face a severe international competition with high inflation and unemployment in domestic. Then, what are the changes of British industrial relations in the last three decades. What are major factors influencing British industrial relations management. We plan to find out more in the following parts. First, the nature of industrial relations management was the first issue. Then, industrial relations management in the period from 1979-1997 and period from post-1997 has been discussed respectively from two aspects: economic and political factors. Finally, the role and influence of employer, trade union and government have been embedded respectively. Human resource management in industrial relations In the 1980s and 1990s, the attitudes and strategies of industrial relations have been changed. Debates about human resource management practice in industrial relations were hot issues in management field. And individualism and collectivism in industrial relations were focused as well. First, look at the political and economic environment. From 1979 to 1997, The Conservative Government, which was elected during the time, insisted on weakening trade union power, reducing public expenditure. Except the government policies, employers faced a more competitive market. The globalization and recession made the situation worse than they had before. During this time, employers aimed to make great profits and reduce cost, instead of good industrial relations management. The types of corporation, labour market, competition in product market, organisation culture, and tradition were taken into account when employers intended to make industrial relations policies. A very important conception whic h was largely recognized in HRM was that labour is regarded as an asset or resource. Thus, employers need to explore employees potential through motivation, training, and development. Storey (1992) proposed two famous HRM versions: soft HRM and hard HRM. Soft HRM emphasis on employees needs, such as motivation, training and work-life balance while hard HRM more emphasis on economic factors. Many researchers agreed that HRM to some extent was a threat to trade union and was a new development in employee relations (Guest, 1989, Millward, 1994) Turing to industrial relations management style, there are four types of management styles which were classified by Purcell and Sisson (Purcell and Sisson 1983 cited by Kessler, 1998): traditionalists, sophisticated paternalists, sophisticated moderns, and standard moderns. Traditionalists have one belief and are anti-union with forceful management. Sophisticated paternalists spend much time in ensuring that their employees have the right approach. Sophisticated moderns management recognized the union role in certain areas. Finally, in standard modern management Trade unions are recognized and industrial relations are seen as primarily fire-fighting and assumed to be non-problematic unless event prove otherwise. (Sid Kessler, 1998, p.114) The industrial relations management may vary in different organisations or even in different groups in a company. Although the management style may vary according to the situations, one fact was that collective involvement had been shifted to indivi dual involvement. After 1997, the employee relations management further developed. The findings of WERS 2004 show that positive contracts and communication with employees will contribute to high commitment performance and economic outcomes. Moreover, Employee involvement participation is greatly focused by employers, employee voice, teamworking, and work-life balance as well. (WERS, 2004) Industrial relations management in 1979-1997 The economic environment for industrial relations from 1979 to 1997 changed greatly. Firstly, the decline of manufacturing industry was very obvious. Secondly, unemployment problem is dramatically severe. It was reported that the number of unemployment increased from 1.6 million to 3 million from 1987-1992. Although there was a small recovery after 1992, the number of unemployment still kept on 1.5millionn in mid-1997. The high unemployment reflected a severely competitive labour market. Furthermore, the structure of economy and labour force also changed. Manufacturing industry decreased; private service sectors increased; and increasing number of women was engaged in workplace; self-employment became popular; and part-time workers, and temporary workers grew fast in that period. Finally, there was a globalized competition in product market. Interaction of these economic changes influenced industrial relations in Britain. Except the economic changes, the Conservative Governments poli cies and laws had great effects on industrial relations. The government restricted trade union power and weakened joint regulation. A series of legislative program was carried out during the time. The first legislative action was to restrict the closed shop in 1980. The Conservative thus, Governments policies and trade union membership density was directly reduced by governments policies and legislations. Shifting to industrial relations management, a more important change was that employee relations specialists and line managers replaced traditional managers role: they are more likely to be responsible for employee relations issues in 1990s. If people intend to be employee relations specialists, they need to obtain professional qualifications. And such qualification requires long relevant working experience. This change may reflect a higher demand for professional knowledge such as employment law. The management of employee relations became more complicated. The conception of human resource management was widely accepted in the late 1980s. Millward et al (2000) noted that those using the title human resource manger accounted for a third of specialists in 1998.(Millward 2000, p. 225) The employee relations specialists continued to rise in the following years. Millwards findings showed that human resource managers and employee relations specialists responsibilities are similarly. They are both responsible for pay, training, grievance handling, and payroll management. Another change was the shift of employee relations managers major work. In the early 1980s, many employee relations managers spent much time on dealing with collective industrial conflict. WERSs (1998) findings revealed that employee relations mangers pay much attention to individual grievances, particularly related to legal proceedings. Moreover, workplace managers switched more attention to collect and deliver information to employees. They use information to review organisation performance and policies. Another change was happened in industrial relations system. Multi-employer agreements affected one third of the number of workplaces in 1998 that they had in the early 1980s. (Millward , 2000, p. 227) In terms of pay, multi-employer agreements to most extent have been determined by employers themselves than workplace itself. The management became more centralized in an organisation during the 1990s. Higher authorities were more likely to make decisions than workplace managers. This could indicate that industrial relations were regarded as operational issue rather than strategic ones. Trade unions had more chance to be involved in the relationship between employers and employees. Trade unions in Britain represent employees interest. But from 1979 to 1990s, trade unions power gradually declined and lost much union membership. Employees support for trade union declined and support from management reduced as well. Many factors led to the phenomenon. The decline of manufacturing industry where were traditionally organized by trade union reduced the number of union membership. And the increasing number of women workforce and temporary workforce who have less possibility of being union membership also resulted from the decline. Another change was that there was less union recognition at workplaces, particularly in private service sectors, which increased during the time. Thus, fewer employees asked for collective bargaining to improve their pay and working conditions. Moreover, the impact of trade union on pay weakened during 1980s and 1990s. During the 1980s and 1990s, when the collective representation declined, the management in industrial relations transferred to focus on communication with employees. Millwards survey showed that communication channels between senior mangers and employees have changed from joint arrangements to direct forms of communications (Millward, 2000 p.230) Managers held regular meeting with workforce and team briefings to hear their suggestion and questions. And according to Millwards point of view, this management-dominated arrangements can improve employee treatment. Industrial relations management in post-1997 After 1997, industrial relations in Britain continued to change due to the changing external environment. However, there were many employment relations retained: the degree of numerical flexibility, the incidence of varies dispute, grievance and disciplinary procedures, the incidence of industrial actions and etc. (WERS, 2004) A variety of changes could be obtained from workplace employment relations. From WERSs findings (2004), the practice of employment relations varies largely between small and large workplace and it also varies between different sectors of industry, especially between private sectors and public sectors. Private sectors shared more proportion in workplaces from1998 to 2004. The figures from WERS2004 showed that 70 percent of workplaces were operating in private sectors compared with two-thirds in 1998. Look at all workplaces, 49 percent of employees were female and 34 percent of them were in managerial positions. Women have more chance to be managers in public sectors (46 percent) than in private service sectors (30 percent). Trade union also changed considerable and it had great impacts on industrial relations management. There was a considerable decrease in the proportion of union members. In 2004, 64 percent of workplaces didnt have union members compared with 57 percent in 1998). Union density slightly declined from 22 percent to 18 percent. Public sector accounted for more proportion of union membership than that of private sectors. Union membership density had strong relationship with management attitudes. Public sectors were more likely to provide management support for union membership than private sectors. However, the relationship between public sectors and private sectors are similarly strong. Besides that, another change of trade union in British workplaces can be found from WERS 2004 report. The proportion of union recognition in workplaces continued to decline after 1997. Only 18 percent of workplaces recognized trade union in 2004. (28 percent union recognition in1998) Furthermore, compared with 1998, union representative in workplaces spent more time on representative works. And they did more representative works than their non-union colleagues. It was reported that 43 percent of union representatives spent five hours on representative work while 33 percent spent two and four hours. Union representatives pay more attention to working condition and dispute, such as pay level, working hours, holidays. About 76 percent of union representatives attempt to recruit new members in their workplaces. But a clearly change during the period was that employees had a low preference of being a union members. In the period from 1979-1997, workplace managers were more concerned about collecting and delivering information. They continued to adopted direct communication with employees after 1997. Direct communication was further widespread between managers and employees. Figures could be found from WERS2004 report. Table 1 Direct communication and information sharing, by sector of ownership. 1998 and 2004 1998 2004 Private sectors Public sectors All Private sectors Public sectors All Direct communication Meeting with entire workforce or team briefings 82 96 85 90 97 91 Systematic use of management chain 46 75 52 41 63 45 Regular newsletter 35 59 40 72 86 74 Noticeboards 36 48 38 E-mail 36 48 38 Intranet 31 48 34 Suggestion schemes 30 30 30 Employee surveys 37 66 42 Information disclosure over Investment plans 47 59 50 40 50 41 Financial position of workplace 56 82 62 51 76 55 Financial position of organisation 66 67 66 51 53 51 Staffing Plans 55 81 61 61 81 64 (Source from Workplace Employment Relations Report2004) From the table, we can see that there were different forms of direct communication in practice. Regular meetings with entire workforce or team briefings was still popular, accounting for a dominate proportion and slightly increased from 85 percent to 91 percent during the time 1998 to 2004. A new creation of these meeting was that a part of meeting time was left to employees. Employees were allowed to propose suggestions and questions during the meeting. Suggestion scheme, staff attitude surveys and problem-solving groups were adopted by many organisations in managing employment relations during the time. Moreover, In the information disclosure over part, mangers preferred to disclose information though staffing plans (64 percent) than others. Shifting to pay determination, which is a major issue in managing employee relations, the most common pay determination was still by management unilaterally. 70 percent of workplaces used this way to pay. Only 27 percent of workplace asked for collective bargaining with unions to determine pay level. Similar to the situation of 1979 to 1997, the proportion of workplaces through collective bargaining in pay determination has continued to decrease since 1997. But public sectors were more likely to use collective bargaining than private sectors. Among 83 percent of public sectors workplaces, 82 percent of workers have their pay through collective bargaining. On the other hand, in private sectors, 26 percent of worker among 14 percent of workplaces use collective bargaining. From these figures, we can know that pay system was not unmilitary anymore. Different measurements were developed. Managers were more likely to determine pay through systematic performance and appraisal management to motivate employees. Performance-related pay, profit-related bonuses, and employee share schemes were prevalent at this stage. The way manager dealing with workplace conflict was also a change during this period. It is obvious that collective conflicts gradually reduced while individual conflicts grew. Industrial actions were less used to solve workplace conflict. most of conflicts were solved through legal procedures. But there was no big conflict happened during the time. Equal opportunities were concentrated by employers since 1997. A large number of industrial relations law was approved by government to enhance the equality in workplaces. Response to the legislation, managers implemented a range of equality policies. WERSs report (2004) revealed that 73 percent of workplaces had a written policies regarding equal treatment in 2004. 9 percent increased from 1998. These policies are largely concerned about equal opportunities for different gender, race, and disability. When implementing some HRM practice such as recruiting, selection, pay rate system, managers are required to consider these policies in employee relations management. Moreover, there was other legislation introduced to improve employer-employee relations, covering work-life balance, hours of work, flexible working arrangements, employee well-being and job satisfaction etc. All these legislation pushed employers to make some differences in industrial relations management. In the late 1990s, the relationship between employers and employees was firstly defined as partnership. Therefore, partnership practice was expected to be implemented by employers. But does partnership practice really promote the managers-employees relations. Evidence was shown in table 2 below. Table 2 managers and employees perceptions of management-employee relations, 1998 and 2004 manager employee 1998 2004 1998 2004 Very good 41 47 16 19 good 47 46 40 41 Neither 8 6 27 24 Poor 3 1 12 12 Very poor 1 0 6 4 (Source from Workplace Employment Relations Survey) Compared with managers view, employees thought relationship was slightly less improved. Except that, managers hold a relatively positive attitude towards management-employee relations. 47 percent of mangers thought they had very good relations with employees while only 19 percent of employees agreed. Partnership relationship requires mutual trust, but the reality was less satisfactory. To sum up, industrial relations management showed considerable changes. Under the adopt of partnership relations between managers and employees, Less workforce want to be union members; direct commutation was widespread in workplaces; an decreasing number of workplaces recognized unions for bargaining on pay and conditions, and collective bargaining declined as well; an range of policies were implemented in workplaces to promote equal opportunities; and managers had wider responsibilities of caring their employees on flexible working conditions, work-life balance, security, job satisfaction etc. The role and influence of employers The most famous employer association in Britain is the Confederation of British Industry (CBI). Like TUC, CBI does not directly participate in collective bargaining. Its major work is to lobby to British government for employers interests. In the last three decades, employers association gradually lost their regulative power. Since 1970s, the decentralized trend was shown in private sectors. A range of operational jobs were distributed to lower departments while head office only had strong control on certain key issues. The employer power and freedom was greatly strengthened in the last few decades. There were many causes contributed to the situation. More competitive globalization in product market and governments policies in weakening union power let employers have more power in labour field. Employers focused on performance improvement, cost reduction in labour filed. Employers play an important role in employment relations management. They formulate the management policies and style which are different in every organisation. Employers also have the rights to decide whether or not recognize unions. During the period, employers have sought to manage industrial relations with HRM techniques. They became to purse employee commitment, teamworking, and work hard in improving communication with employees. In terms of pay determination, their measures have been extended. Performance-related pay, profit related pay and employee share schemes were adopted in most workplaces. As the maker and performer of these policies, employers decision and behaviors considerably influence industrial relations management. In workplaces, employers choose certain styles of employment relations management. Non-unionism prefers Soft HRM or bleak house management style while unionism prefers partnership at work. The role and influence of government Government plays a key role in industrial relations. Its attitude towards industrial relations can largely change the current situation. It is mostly related to governments role in law. Governments polices and legislation determined employers and trade unions attitudes and conduct of employment relationship. Since 1979, The Conservative Government canceled support for collective bargaining and attempted to decrease collectivism and regulation. The government published laws to regulate equal pay and opportunities at workplaces. When Labour Party took the government, they regulated National Minimum Wage, and were more concerned about employees rights. These actions made contributions to written equality policies in organisations and to some extent influenced pay system. On the other hand, government legislation reduced the power and ability of unions to control on industrial action, closed shop policies directly reduced trade unions membership. The role and influence of trade union In Britain, there was one trade union: Trade Union Congress (TUC) and many affiliated unions. TUC dont have the rights to make industrial relations laws, their major work is to lobby government and employers on behalf of employees interest and benefits. For many HR specialists, dealing with trade unions issues was once an important work in their jobs. However, since 1979, the Conservative Government took part the government, a series of anti-union legislation dramatically weakened union power. It was calculated that union membership declined to about 7 million b from1979 to 1997. The cause was not only the political change and economy recession. Metcalf (1991, p.22) noted that the result was interacted by five factors: the economic climate, workforce market, government policies, the attitudes of employers, and union themselves. Studies show that larger organisations have more chance of Trade union presence. 64% union density was shown in public sectors. White-collars are more likely to be union membership. Labour partys return in 1997 has brought some changes, but the union power still towards a fall trend. The Employment Relations Act 1999 aims to promote union recognition. And Labour Government spent more efforts on employees interests. In the last three decades, trade union changed a lot to attract new employees. Except proving legal advice, training for representatives has been developed. And TU try to build a partnership with employers. According to E.D.Ewings study (2005), trade unions have five major functions: a service function; a representation function; a regulatory function; a government function; a public administration function.(Ewing, 2005) A service function means trade unions plays a role of providing service and benefits to members. It takes twos forms. One is more traditional, comprising health and unemployment benefits, and even insurance. The other is more professional. Trade unions provide legal advice and representation to help workers. Trade union needs to recruit new membership for survive, the service functions are usually used as a recruitment toll as they provide a variety of service such as representation to those who has grievances at workplaces, which is much more important than collective bargaining now. Representation function has gained much concern in recent years. A representation function means that trade union is responsible for employees interest and benefits. Different from service function, representation function offer much more professional support to employees. And also trade union can take the form of collective representation to assist employees. Collective representation has two major forms: consultation and bargaining. Regulatory function is the most important role of trade unions. A regulatory function means that trade unions is responsible for making rules for union membership. The role can be achieved by two ways. One is directly performed through multi-employer collective bargaining, such as Joint Industrial Councils. Another way is indirectly performed through legislation. Because decentralized organisations increased in the past few decades, the role of trade union in collective bargaining in pay and conditions has declined. By contrast, regulatory legislation is more prevalent. Government function means that trade union are involved in cooperating with government to ensure they can perform their functions under governments legislation and policies. And public administration function is similar to government function they are all engaged in implementation and delivery of government policies. Trade unions attitude towards management has changed in recent years. Many trade unions now focus much on business. They attempt to develop flexible, motivated workforce and partnership not only equal treatment. Conclusion There have been great changes in UKs industrial relations. During the 1979-1997 periods, Britain suffered a great recession. The proportion of manufacturing industry declined. Unemployment problem is dramatically severe. The competitive labour market worsens the unemployment problem. The structure of economy and labour force also changed as well. Public service sectors grew quickly during this time. and increasing number of women, self-employment, part-time worker and temporary workers grow were engaged in workplace. Besides the economic changes, government restricted trade union power. And a series of legislation was carried out in order to control the activities of organized labour. The interaction of economic and political factors reduced the trade union membership density. In workplaces, employee relations specialists and line managers replaced traditional managers role. They become responsible for handing employee relations issues. Compared with traditional responsibilities, it was reported that employee relations mangers pay much attention to individual grievances, particularly related to legal proceedings. Employees support for trade union and support from management both declined. Finally, when the collective representation decreased, the management in industrial relations transferred to focus on communication with employees. Direct forms of communications were more prevalent at workplaces. In post-1997, Labour Party took the government; they attempted to enhance union recognition despite the gradual decline of union density. But they were increasingly concerned about employees rights, such as National Minimum Wage. Managers were more likely to determine pay level by diverse pay system: performance related pay, profit-related bonuses, and employee share schemes. Managers worked hard on improving employer-employee relations. Direct communications was widespread at the time. Managers actively listen to employees suggestion and questions. Management scheme covered more issues than before, such as work-life balance, flexible working arrangement, and equal opportunities. Due to governments support and the weaken power of trade unions, employers have more freedom and power. Employers can decide whether or not to be union members at workplaces and also can choose management style in industrial relations. Government as a law-maker plays a crucial role in industrial relations management. Trade unions represent the interests of employees, have five major functions: service function; representation function; regulatory function; government function; and public administration function.

Mass Media Violence and the Effect on Children :: Papers Argumentative

Violence in the media is a problem in American society today. The effect can be severe and widespread. The people exposed to this media violence are mostly children. They are very impressionable and imitate what they see, hear and are told by their friends. In this essay I will state my opinion and the opinions of several physiologists and other officials. Violence on television has been an issue that has plagued man from the day it was invented. Numerous shows depict violent acts such as rape, murder, and other such acts that many people consider inappropriate for adolescents. According to some studies the average child watches about 27 hours of television week. In some cases it is as much as 11 hours a day on a weekend. With the current amount of violence that is on television today these same studies estimate that the average child sees 8,000 murders and 100,000 acts of violence before finishing elementary school. In 1992, there were over 1,800 acts of violence shown on television a day, over 360 those showed an act involving guns. Mediascope's National Television Violence Study found that 57% of television programs aired in 1994 and 1995, contained some violence most of these were cartoons. So the question is, should we ban violence from the television or should we just leave it the way it is? Some people believe that it should be banned from stations that show children?s programs to prevent the exposure of those children. Sometimes children see a great amount of violence on television, they begin to think that this is right and start to imitate the acts that they see on television, which are not the things that the parents want the children to learn from. One example of this is a thirteen-year-old boy who shot his best friend?s father and then put salt in the wounds. When he was asked why he did this he said that he had seen the same thing on a movie the day before. Psychological research has shown three major effects of seeing violence on television: Children may become less sensitive to the pain and suffering of others. Children may be more fearful of the world around them.. Children may be more likely to behave in aggressive or harmful ways toward others. Children who watch a lot of TV are less aroused by violent scenes than are those who only watch a little; in other words, they're less bothered by violence in general, and less likely to anything wrong with it.

Review Of ?Lawrence Of Arabia? Essays -- essays research papers

Review of ‘Lawrence of Arabia’   Ã‚  Ã‚  Ã‚  Ã‚  The movie Lawrence of Arabia had many interesting aspects about it and, according to sources, is very historically accurate. Taken place during WW with the feud between British and Turkish forces over the Suez Canal, the movie reflects a life of an individual who tries to do something about the injustice of the Arabian people. David Lean depicts Lawrence or El Lawrence as the tragic hero of the biography in order to make the story more enchanting to the reader.   Ã‚  Ã‚  Ã‚  Ã‚  Lean depicts Lawrence as the classic tragic hero by first making him of noble race. Lawrence himself is enrolled in the British army and is stationed at Cairo. Lawrence, however, dreams of bigger things and wishes to work with the Arabians first hand. Lawrence being the intelligent young officer with the big background is allowed by his superior to go and find Prince Feisel. Despite the fact that he is allowed to this because his superior can’t stand him, Lawrence moves out on a mission to find the prince. On the way to Arabia, Lawrence teams up with a tribesman to help him find his way. To his dismay, the guide is killed when they wonder into off-limits territory for the guide and the guide is killed by Sherif, a member of an opposing tribe of the guide. This strikes a feeling of injustice in Lawrence that will later lead to his tragic flaw. He finds his way to his other superior on the mission by himself and is...

The Images and Imagery of Shakespeares Macbeth Essay -- Macbeth essay

The Imagery of Macbeth      Ã‚  Ã‚  Ã‚   Who can contest the statement that William Shakespeare in the tragedy Macbeth very skillfully uses imagery to strengthen the theme and other aspects of the play? In this paper we explore the imagery in all its dimensions.    L.C. Knights in the essay "Macbeth" explains the supporting role which imagery plays in Macbeth's descent into darkness:    To listen to the witches, it is suggested, is like eating "the insane root, That takes the reason prisoner" (I.iii.84-5); for Macbeth, in the moment of temptation, "function," or intellectual activity, is "smother'd in surmise"; and everywhere the imagery of darkness suggests not only the absence or withdrawal of light but - "light thickens" - the presence of something positively oppressive and impeding.   (101)    In Fools of Time: Studies in Shakespearean Tragedy, Northrop Frye shows how the playwright uses imagery to reinforce the theme:    This theme is at its clearest where we are most in sympathy with the nemesis. Thus at the end of Macbeth, after the proclamation "the time is free," and of promises to make reparations of Macbeth's tyranny "Which would be planted newly with the time," there will be a renewal not only of time but of the whole rhythm of nature symbolized by the word "measure," which includes both the music of the spheres and the dispensing of human justice [. . .]. (94-95)    In his book, On the Design of Shakespearean Tragedy, H. S. Wilson interprets the imagery of Macbeth:    Macbeth is a play in which the poetic atmosphere is very important; so important, indeed, that some recent commentators give the impression that this atmosphere, as created by the imagery of the play, is its determini... ...: Barnes and Noble, 1970.    Frye, Northrop. Fools of Time: Studies in Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1967.    Kermode, Frank. "Macbeth." The Riverside Shakespeare. Ed. G. Blakemore Evans. Boston: Houghton Mifflin Company, 1972.    Knights, L.C. "Macbeth." Shakespeare: The Tragedies. A Collectiion of Critical Essays. Alfred Harbage, ed. Englewwod Cliffs, NJ: Prentice-Hall, Inc., 1964.    Shakespeare, William. The Tragedy of Macbeth. http://chemicool.com/Shakespeare/macbeth/full.html, no lin.    Warren, Roger. Shakespeare Survey 30.   N.p.: n.p., 1977. Pp. 177-78. Rpt. in Shakespeare in the Theatre: An Anthology of Criticism. Stanley Wells, ed. England: Oxford University Press, 2000.    Wilson, H. S. On the Design of Shakespearean Tragedy. Toronto, Canada: University of Toronto Press, 1957.

Paradoxical Thinking of Google

Paradoxical Thinking of Google Abstract Paradoxical thinking is looking at a problem from opposite perspectives. We live in a complex world which is full of paradoxes. Paradoxical thinking has contributed to many companies success. It is important for us to know about paradoxical thinking. This article analyzed that how Google applies paradoxical thinking in their interface, products and '20 percent program'. Then the article indicated that the key to learn paradoxical thinking is open in mind. Paradoxical Thinking Introduction Before we get started, we need to know what is paradoxical thinking.A paradox is a group of statements that are contradictory. And paradoxical thinking is looking at a problem or a situation from different or even opposite perspectives, and finding the same thing which is deep down in two opposite perspectives. (Westenholz, 1993) For example, in the 1830's, Faraday had observed that a current of electricity passing through a wire could cause the magnetized nee dle, which was located close to the wire, to move in a rotational direction. This was the basis of his electric motor. But he didn't stop with this.He twist his mind and found that moving magnets can cause electricity to flow. This is one of the most brilliant application of paradoxical thinking. Paradoxical thinking has helped plenty of companies to be successful. The following research on Google is trying to find out how they practice paradoxical thinking. Research on Google Company History Google Inc. is an American corporation which provides internet-related products and services. It has the dominant position in this field. Google Inc. was founded in 1998 and set up the workspace in a garage.At the end of 1998, Google was recognized as the search engine of choice by â€Å"PC Magazine†. In 1999, Google received 25 million dollars investment and started its rapid growth. In 2000, Google started to release multiple language versions of Google. com and became the world's larg est search engine by acquiring the first billion-URL index. (Schonfeld, 2008)Google's initial public offering of 19,605,052 shares stock took place on Wall Street on August 18, 2004. Opening price: $ 85 per share. And the price is around $700 per share. Recently, Google. om is listed as the internet's first most visited website, and numerous international Google sites are in the top hundred, as well as several other Google-owned sites such as YouTube and Blogger. (â€Å"Our History in Depth† . Google Inc, 2012) Interface At the end of 20th century, countless search engines were published. What makes Google. com outstanding? I think the interface is a very important factor. As we can see in the pictures, many search engines, such as HotBot, Excite, DogPile, used very complex and colorful homepage in order to attract visitors and indicate their websites' powerful functions.While Google. com used a very simple homepage. It only got a logo, a textbox and two buttons on the websit e. At first, the complex homepages maybe more attractive because of their colors and structures. But visitors more concern about the result pages than the search engine page. Then the convenient Google. com became popular. This is a good example of paradoxical thinking. Complexity cannot always be good. Simplicity can be a better choice. Besides the simple homepage, the â€Å"Google doodles† is also a determine difference. The doodles are not just comics, they also include mini games and short animations.Visitors will have fun and learn some knowledge through these doodles. The doodles are great mixed with Google's logo. It will connect visitors good feelings with Google. com and make them more willing to re-visit it again. Sometimes people come back not because the functions, but for the little funny tricks. (Gube, 2009) Products and Services Google provide a variety of services for people and businesses, not just search for the word you typed. The CEO, Larry Page, described the â€Å"perfect search engine† is something that â€Å"understands exactly what you mean and gives you back exactly what you want. This means making search smarter and faster. You can save time when searching information and have more time on the stuff you are good at. Advertising covers more than 90% of Google's revenue. Google has implemented various innovations in this market. Traditional way of advertising is that showing a product or a service and then trying to raise your interests about it or persuading you to pay it. While Google uses a different way. It takes full advantage of its search engine. The ads show up in the result you found and are related to what you are looking at. Helft, 2009) Ads are presented to you, according your interests. Only a few sentences can be more effectively than traditional ads. And people are more willing to see the ads that are related to what they are looking at. Google search is Google's core product. Now it is far more than a web search engine. You can get access to all the Google's products and services through it. Google's mission is to organize the world's information and make it universally accessible and useful. They want to build a worldwide information centre. For example, the Google map.You can see almost everywhere all over the world. And you can get various information, such as traffic information, geography information, even the street view. Google also developed Chrome and Android to make it simpler and faster for people to do what they want to online. All the Google products and services are trying to make the complex web and information simpler and easier to access or use. 20 percent time Theories of workplace control don't talk much about freedom. The workplace is often understood as a totalizing environment, saturated with obvious and subtle forms of coercion.It is kind of like a prison camp. While, companies like Google have created environment that resembles a playground more than a prison camp. They use a innovative time off program called â€Å"20 percent time†. This program allows the staff devote 20% of the working time to independent projects of their own choosing. (Walker, 2011) Although, not all the independent projects can be applied, Google have got many innovative products, such as Gmail, Chrome, Google Earth and so on. This program is contra to the theories of workplace control, but it keeps Google's creativity.Culture Google is known for having an informal corporate culture. Unlike other big company, Google has a casual culture. Google has some philosophy like â€Å"you can be serious without a suit†, â€Å"work should be challenging and the challenge should be fun. † (Stross, 2008)They believe that great, creative thing are more likely to happen with the right company culture. It does not just mean lava lamps and rubber balls. The culture put an emphasis on team achievements and pride in individual accomplishments has contribute to t heir success.They have built wonderful offices to make employees feel comfortable and fun, and made the company attractive and creative. Learn Paradoxical Thinking Paradoxical thinking is not a talent. It is a skill that you can learn and practice. Paradoxical thinking is looking at a problem or a situation from different or even opposite perspectives. The core is â€Å"outside the box†, which means be open in the mind. We need openness, courage and curiosity to think paradoxically. Openness means that we need to pay attention on our ideas that seem to be ridiculous and be open to learning new subjects.Be brave to try a totally different approach to what you are doing. Be curious about everything, especially that you have been ignoring for granted. Always ask yourself â€Å"Can I change this into the exact opposite? † Being a paradox thinker need to be skeptical. The more skeptical you are the better a paradox thinker you will be. Do not take for granted what others ac cept as a routine (K. R. Ravi). The eight skills related to intelligence are memory, logic, judgment, perception, intuition, reason, imagination and paradoxical thinking.Paradoxical thinking is often regarded as the least used of these skills. This is because that companies that survive hold rational views. While paradoxical thinking involves the ability to reverse, manipulate, combine, synthesize opposites (K. R. Ravi). It is hard to accept paradox for people that cannot live with two seemingly contradictory forces at the same time. Summary We live in a complex world which is full of paradox. It is very important for us to learn paradoxical thinking. (T. Belasen) By thinking paradoxically, we can find new opportunities, improve our performance.For management and leadership, paradoxical thinking means try opposite ways, and find the expectation in these ways. For example, the Greyhound bus line have gone through a very tough time because of the Green Tortoise. The Green Tortoise lin e's price is half of that of Greyhound. It is hard for Greyhound to compete with Green Tortoise on price. Instead of reducing the journey time and cost, the owner of Greyhound increased the journey time from four days to six days. This is trying a opposite way. Since he is more familiar about this place than the Green Tortoise does, he added more ‘fun' into the six days trip.His fun trip strategy gave him a new opportunity and changed travel into a pleasure industry. References â€Å"Our History in Depth† . Google Inc. (2012, October 21). Retrieved from http://www. google. com/about/company/history Gube, J. (2009, September 12). Popular Search Engines in the 90's:Then and Now. Retrieved from http://sixrevisions. com/web_design/popular-search-engines-in-the-90s-then-and-now/ Helft, M. (2009, March 11). Google to Offer Ads Based on Interests. The New York Times. K. R. Ravi. (n. d. ). Paradoxical Thinking. Retrieved from http://www. krravi. com/PARADOXICALTHINKING. df Scho nfeld, E. (2008, January 9). â€Å"Google Processing 20,000 Terabytes a day, and Growing†. Retrieved from TechCrunch. Stross, R. (2008). Planet Google: One Company's Audacious Plan to Organize Everything We Know. New York: Free Press. T. Belasen, A. (n. d. ). Paradoxes and Leadership Roles. Walker, A. (2011, November). ‘Creativity loves constraints': The paradox of Googles twenty percent time. Ephemera: Theory & Politics in Organization, pp. 369-386. Westenholz, A. (1993). Paradoxical Thinking and Change in the Frames of Reference. Organization Studies, pp. 37-58.

Group Working Positivity

Group Work Participating in Group Work Participating in group work is an important skill to develop as it is something you will do in your student life and in your working career. Job advertisements often highlight ‘good team worker’ as a crucial skill for potential recruits. These may involve a group presentation or a group report followed by a reflective piece of writing and/or an individual assignment. Take notes or record your lecturer’s assignment briefing. Module Handbooks usually includes the assessment criteria (see Appendix 1) so it is important that you work well together to achieve success.It will be quite obvious to your lecturer whether you have worked well as a team and whether you prepared your assignment as a group. Groups formed by students to discuss case studies or discuss an assignment can help improve your grades and make the task more manageable. Keep a journal and record your progress, hindrances, issues and successes, plus any pitfalls to a void next time! Working in a TEAM? Together Everyone Achieves More Successful group work will involve: †¢ Clear, shared goals. †¢ Good communication amongst members of the group. †¢ Agreed ways of working towards the group goals. Support and cooperation, rather than competitiveness. †¢ Listening to one another. †¢ Autonomous team working. †¢ Arrangements for monitoring progress and taking corrective action, if necessary. †¢ Keep to deadlines – it is unfair to let others down who are depending on you, in order for the whole group to succeed. †¢ High levels of motivation. †¢ Plan – do – review. Why work in groups? Team building is vital to any organisation and by working in groups you can: †¢ Share resources. †¢ Share ideas and information. †¢ Share abilities. †¢ Learn from and help each other. Stimulate creativity and innovation. †¢ Increase motivation. †¢ Solve complex problems. †¢ C an help you get better grades. You will need to identify your strengths, which you can contribute to the group. You will also identify your weaknesses, and ideally the group will support and help you work on turning these weaknesses into strengths. IH have some useful DVDs on group work that may be helpful to watch (Assert yourself: learning to be assertive; Building the perfect team: Belbin’s team-role theory in action; Does the team work? Improving effectiveness through teamwork; It’s a deal!Win-win negotiation deals; Team leading: how to become an effective team leader; The great communicator: communication skills for all). Getting started †¢ It is up to the members of the group to make the first contact with one another. Exchange telephone numbers and email addresses so the group can meet. †¢ An icebreaker task is a good way to make each member feel comfortable with others that s/he does not know (see Appendix 2). †¢ Ensure you understand the instruc tions in the assignment. Each group member should have read the assignment brief and prepare to discuss it at the first meeting. Break the assignment into practicable chunks. Agree deadlines to complete each part. †¢ The group needs to compile and agree set ground rules (see Appendix 3). These rules can be reviewed and renegotiated from time to time – keeping useful rules in practice, amending or creating new ones as solutions to unanticipated problems that arise. †¢ Set realistic aims and targets within a given timeframe that all members understand and agree with. †¢ Negotiate roles and tasks: Who will be the leader? Who will do what? When? With what resources?Allocate tasks according to the experience, expertise or strength of each member. However, task allocation can also be allocated to build on a student’s inexperience and areas of weakness. †¢ Establish a regular programme of meetings to review task progress and group process. The group should keep in regular contact so plan where you will meet. Will it be at the University, will you alternate between group members’ homes, will you set up a site in ‘Your Groups’ in StudyNet or a group in Facebook or any other social networking site? †¢ Agree to keep good records (Group Log of meetings etc. see Appendix 4). You might also want to keep a blog, for self reflection of group work. It is compulsory at Level 5 and Level 6 to keep records of group work. Each member of the group needs good personal management skills and good time management skills to complete their part of the task, including taking corrective action. This means being honest with the rest of the group – let them know if there is a problem, seek help from the group, share information with others. The group needs to make a contract based on the above points and stick to it so ground rules are obeyed.Establish Group Roles In order for the group to function successfully to achieve thei r goal and to maximise the group’s time in meetings, roles have to be taken on by each member of the group. Belbin (1981 & 1993, cited in Blundel, 2004) and others have identified numerous roles within a team, usually in keeping with individual personality and strengths. Many university student groups have five or six people, and their suggested roles are below. These roles may be rotated amongst members or a member holds onto his/her role for the duration of the assignment.Whatever the size of your group, ensure that someone carries out the following: |Team role |Contribution | |Project/team leader/ Chair |Organises rooms, agendas and chairs meetings, co-ordinates and keeps the group focused and involved. Stops the group from | |person |going off at a tangent. Initiates, leads and drives the group towards achieving their task. | |Innovator &/or Evaluator |Creates novel ideas and solutions to support the task. | |Assesses ideas and proposals. | |Investigator/ Info. gatherer | Collects information and resources to support the task and the group takes up and develops his/her contributions. | |Team worker/ harmoniser |Encourages others, fosters team morale and reduces negativity. | |Record keeper |Keeps records, shares information. Provides facts, ideas, feedback, and/or alternative proposals to finish the task. | | |Summarises what has been done. Lists what else needs to be done to complete the task. |Completer |Keeps track on objectives meeting deadlines making sure the group is on target to complete the task and achieve the goals | | |set. Judging whether the task is being completed successfully and efficiently | Group dynamics All group work consists of both task and process elements. Attention is often focused on the task, i. e. a report or presentation, and the process is neglected (how you get the task done, i. e. working in groups), which can be a major reason for ineffective group working.Individuals need to focus on the group needs rather than the ir own personal needs. Encourage and support others and try to facilitate harmony. Self-seeking roles to avoid are: dominator, cynic, clown, aggressor, blocker, group humourist, recognition seeker, avoider, politician, etc. (based on Benne & Sheats, 1948 cited in Barker et al, 1991). Keep to the responsibilities you were given – do what you said you would do. Ensure there is co-operation between members, if the team is to succeed. Listen to one another and acknowledge one another’s ideas and suggestions. Listen actively and you will hear.Buzan (2000) states that listening is a top management skill. So improve your listening skills now and you’ll be more prepared for any job interview! Listen and DON’T: Pretend to pay attention – do so! Do other things at the same time. Decide it’s uninteresting. Have your mobile on in meetings. Hogg the conversation – be aware of others’ need to talk. Be distracted by someone’s way of sp eech or mannerism. Get over-involved and so lose the thread of conversation. Let emotion filled words arouse personal anger, antagonism, etc. Focus on distractions instead of what’s said.Take linear one colour notes (instead, use different coloured pens, draw diagrams, mind maps, lists, tables). Just listen for facts (also consider the speaker’s emotions, feelings, body language). Turn off when it is complex or difficult. Plan what you’re going to say next. All group members need to agree any changes, e. g. to meetings, content of the assignment, etc. if the group is to be successful. Keep to the deadlines given. If you cannot manage your time well, be aware that you are letting others down. Meet and keep in contact regularly, where progress and any changes are tracked.Cohesiveness, good communication, commitment and cooperation are essential. Misconduct, unethical behaviour, rule breaking, must be avoided. At times the group will be affected by pressures of dea dlines, absence of an influential member, a traumatic experience, or a new member joining. Disperse any cliques that may form. There should be no ‘outsiders’ involved in the group or have input in the group. Antagonistic or contentious individuals need to be dealt with by the group early on, so conflict is avoided. Consensus in decision making helps make all group members feel they have a say. Try the questionnaire ‘Are We a Team? in Appendix 5 to assess the extent to which your group is cohesive and how well you work together, at some stage in the second half of the process. Groups can access a small room for their meetings, by booking a study room. Virtual meetings may form part of your plan and if so, you need to make sure that everyone has suitable access. An agenda has to be agreed by the group for each meeting, otherwise the group may waste valuable time during the meeting by chatting or straying from discussing the issues. Decide how long you will spend dis cussing each item. Respect one another’s opinion – everyone is entitled to their say.A ‘talking stick’ could be used during meetings, where the person holding the stick gets to speak. Others must listen until another person gets to hold the stick, and has his/her say. Another useful idea for effective discussion at meetings is to follow de Bono’s Six Hats Model (1985). See Appendix 6 for the full details. The ‘6 Thinking Hats’ helps generate critical thinking, to brainstorm or reflect, as these six ‘hats’ are metaphors for thinking about different aspects of a task/experience, at different times. Break down your thinking into 6 areas; use all six hats, to explore effectively and thoroughly with less confusion.De Bono considers that the emphasis should be on designing a way forward all the time. The hats are directions of how to think and not descriptions of what has happened. He says this parallel thinking method allows the subject to be explored fully by considering one view at a time and accepting that they can be viewed as parallel, not necessary contradictory. It can be used constructively by all cultures. It allows you to find positive or constructive elements in negative or difficult situations and so helps to create a sense of perspective about it.A variant of this technique is to look at problems from the point of view of different professionals, or roles, or customers. Evaluate your progress as you go and keep a record of the meetings, which will be useful later when you have to carry out reflective writing based on the group work. If a group member is going to be absent (with good reason), let the group know beforehand. Ask questions of the other group members in order for you to proceed with your task or to clarify an issue. Be honest with peers – if you do not know something, say so or if you are not on target with your work, tell the group.The group will not function if everyone is not working openly, together towards the same goal. Behaviours serving task needs: †¢ Clarifying objectives †¢ Seeking information from group members †¢ Giving relevant information †¢ Proposing ideas and building on ideas or proposals contributed by others †¢ Summarising progress so far †¢ Evaluating progress against group objectives †¢ Time keeping †¢ Identifying a group member to take responsibility to ensure agreed actions are taken †¢ Setting up a way of reviewing progress after the meeting Behaviours serving group needs: Encourage members to contribute and value all contributions. †¢ Check that you have understood a point by summarising that understanding, before giving reasons for disagreeing †¢ Help to resolve conflict without making others feel rejected †¢ Change your view in light of arguments or information given by others †¢ Help to control those who talk too much †¢ Praising group progress towards obj ectives †¢ Dissuading group members from negative behaviour Behaviours interfering with task or group needs: †¢ Not preparing for the meeting/not doing your job Talking too much and/or focusing your attention on yourself †¢ Reacting emotionally to points made †¢ Attacking others points by ridicule or unreasoned comments †¢ Not listening to others †¢ Interrupting others and/or talking at the same time as them †¢ Introducing a completely different point of view while productive discussion of something else is taking place †¢ Chatting to others privately during the meeting †¢ Using humour to excess †¢ Withdrawing from the group and/or refusing to participate †¢ Being late for meetings/not turning up at all/leaving early Cameron (2005) BrainstormingBrainstorming is a useful way of generating ideas as well as problem-solving. A ‘facilitator’ needs to be appointed for the session. S/he will write everyone’s ideas d own and encourage all members to participate. Then, collect ideas from all members of the group. Ideas or opinions should not be criticised or rejected at this stage. Acknowledge and record all ideas and suggestions. Once the brainstorming has been exhausted, move on to link ideas and themes, and synthesise them. The group should then agree on which ideas should remain and which should be discarded. Using Post-its and Flip ChartsPutting things down on paper is an essential part of keeping the group going. †¢ Brainstorming session: one member of the group puts ideas on the flipchart OR individuals note their ideas on post-its and these are collected and examined. Ideas are easily prioritised using post-its as they are easily re-arranged. †¢ Resolve conflict: each member notes their opinion on a post-it and posts it on the board. The group can examine and consider the points made by the group. †¢ Equal opportunities: all members have a ‘say’ by writing down their ideas and suggestions, rather than a dominant vocal member ‘taking over’ the session.Virtual Group Work It is not always easy for groups to meet regularly; however, an arrangement must be made to keep in regular contact. There is no excuse if students cannot meet face-to-face, because they can meet virtually. There are a number of ways they can do this: You could chose email updates, a which anyone can set up through ‘Your Groups’ in the top black menu. For instructions to set up a group discussion forum, see Appendix 7. The wiki facility in ‘Your Groups’ could be a useful way of developing your work in such a way that all members have access to it.See YouTube – Wikis in Plain English for a quick demonstration of a wiki in use for a collaborative group task. Or you could all agree to use a social networking site, such as Facebook, to work on. Lecturers sometimes monitor and assess the level of communication that occurs in these gr oups. E-mails can be sent to group members, with files attached to share your part of the task with the other group members. Note: Virtual group work should NOT replace regular face-to-face meetings; rather it should be used in addition to it and as a way of keeping in contact between meetings to support one another.Group Diversity Be aware that some people initiate ideas, motivate, co-ordinate, maintain standards, seek opinions, and keep the group working towards their goal. Personality clashes, cross-cultural differences, discrimination, bullying and blocking people out can be issues that arise in groups. Difficult team members can be aggressive, try to be the centre of attention, waste time joking around, compete with other members, reject ideas without good reason, be ‘hard done by’. Cross-cultural differences can sometimes cause conflict.Hofstede (1991) and Morrison et al, (1994, cited in Levin, 2005: 89-91) identify cultural traits that may cause conflict: |Indivi dualism Vs Collectivism | |People brought up in individualist cultures see themselves as individuals, taking it for granted that they can say what they think, take decisions on | |their own and confront others with their view. | |People brought up in a collectivist culture view themselves as members of a family and/or wider group.To them, the preservation of harmony within the | |group is very important. Decisions are made by consensus within the group and confrontation is avoided. | |Tolerance of Uncertainty | |In some cultures there are authority figures to whom everyone else defers, everyone knows their place and rote learning is the method of education. | |People from this culture would feel uncomfortable in situations of uncertainty, or when they do not know where their place is and what the rules and | |regulations are, and where there is no ‘right answer’. |On the other hand, there are cultures where authority comes under challenge, and independent and critical thinking are encouraged. People do not have a| |clearly defined place in society, rules and expectations of a ‘right answer’ are absent but this is seen as an opportunity and a challenge. | |Issues of Embarrassment and ‘loss of face’ | |Embarrassment and loss of face are to be found in all cultures.However, the reasons for embarrassment vary. People from some cultures may find it hard| |to admit they are unable to perform a particular task whereas a person from another culture would not be embarrassed by this. Revealing emotion may be | |unnatural; to express disagreement; to refuse something; to be able to understand something said to you more than once; to be discovered to have lied; | |and/or to renegotiate an agreement in the hope of getting a better deal. |In some cultures losing face happens when you feel challenged, when your contribution to a discussion is not acknowledged, if someone makes a joke at | |your expense or if you suffer a public-let-do wn. What one person feels as teasing, another might feel it as insulting. | |Gender Issues | |In every culture roles and places are assigned to men and women. People from different cultures have different assumptions, expectations and habits | |towards men and women.Some men may find it difficult to deal with assertive women and some women may find it difficult to be assertive. Often people | |feel more comfortable in same gender groups where they can say what they think and feel. | |Codes of Behaviour | |There are codes of behaviour in all cultures. Certain behaviour is seen as acceptable in one culture but unacceptable behaviour in another and is | |viewed as rude, immodest, lacking respect, etc.Some examples are: | |Standing very close to someone you are talking to | |Gesturing a lot when talking (moving your hands and head) | |Expressing impatience | |Confrontational behaviour, especially outright disagreement | |Interrupting someone who is speaking | |Boasting | |Silence during a conversation. Failure to respond immediately may cause discomfort or may imply agreement or disagreement. | |Failure to make eye contact with someone who is speaking or listening. This could be mistaken for insincerity or lack of attentiveness, whereas it is | |intended to show deference. |Lack of punctuality | Other differences may be how a person is treated according to their age, social status, occupation and/or educational background. Working with people of other cultures and ethnic backgrounds is a great opportunity to learn about others, and indeed learn about yourself. Make ‘understanding group members’ backgrounds and points of view’ an explicit group objective. Care will have to be taken with group rules (ways of operating) where less assertive students will have their say, and regular checks on how members feel about other members’ responses to their contributions. Addressing ConflictDue to groups involving people of different personal ities, cultures, gender, etc. it is quite common for conflict to occur. Problems should be discussed in the group, i. e. a group member not working, non-attending group member, etc. and decisions on how to proceed should be considered in light of the ground rules set in the first meeting. This needs to be resolved without creating bad feeling amongst group members. Resolution is achieved by addressing the issues through discussion amongst the whole group. Do not leave problems to fester and grow. It is important that the group tries to address this conflict themselves before involving a third party, i. e. your lecturer or an ASU adviser.Here are some steps to try to resolve the conflict within the group, before seeking a negotiator: †¢ Set a rule of how disagreement will be resolved, i. e. if someone is not participating, if someone misses meetings, if there is a personality clash, etc. †¢ Encourage an environment of openness and honesty – say if you are unhappy/wri te it in the group site. Be honest about where you are at with your task. †¢ Agree for all members to participate fully – always put your view forward. Consider other members’ feelings. †¢ Agree to put group needs before personal needs. Others are depending on you to provide your input and complete your task. †¢ You do not have to like people to work with them – however, you have to learn to work with them in the group.This will help you to develop good interpersonal skills. †¢ Develop and practice listening skills – everyone deserves to be heard, even if you disagree with their point-of-view. †¢ Keep to deadlines – others are depending on you. †¢ Keep track of progress, so things do not fall behind and thus putting the group under pressure. †¢ Establish the nature of the disagreement. Do members perceive facts differently? Do they disagree about ways of working? Are members operating with different values? By exp loring the cause of the disagreement, the group may be able to come to a better understanding of the task and its context. Solutions can then be suggested by the group.In dealing with conflict you need to use your talking, listening, assertiveness and interpersonal skills to reach a resolution. Try not to give up until you have resolved the issue(s) as a group. If you are unable to resolve the conflict, then you MUST speak to your lecturer about it. Do NOT put it off until your report is due in or until the day of presentation. Group Presentations It is important that the group present themselves as a team. This can be done in the following way: †¢ Prepare the slides using the same format and ensure the presentation is well structured. The team will need to meet regularly to ensure this occurs. †¢ Practice the presentation together so you can ensure your presentation is completed within the time limit.By practicing regularly as a group, the presentation should be coherent, polished and well executed on the day. †¢ Have a back up plan incase one of the group is absent on the day; is unable to present their section or takes too long presenting their section of the talk. †¢ The first presenter should introduce the whole group and say what they will talk about. †¢ Be supportive to other students in your group while they are presenting by looking interested; using positive non-verbal communication, i. e. nod; help with using visual aids. You should not sit down after your section has been done. †¢ At the hand-over stage, the current speaker must introduce the next presenter and what they will say.The next person to speak should thank the previous speaker before beginning his/her part of the presentation. Group Reports †¢ Advice given above on group roles, meetings, etc. applies when preparing your report. †¢ You need to meet regularly to assess progress and to put the tasks together. †¢ The report must be compiled as one piece of work, rather than having obvious separate parts of different font styles and writing style. At the end†¦ Ensure the group meet before presenting/submitting their work to check that the work is well structured, clear and coherent and shows that you worked closely as a group. Submit on time. Reflection on Group WorkYou may be asked to reflect on what happened, your role within the group, what you have learned from it and what you need to work on in the future. Ensure you have clarified with the lecturer what is expected of you and what the assessment criteria is. Complete the reflection by considering the following questions: †¢ What went well? Why? †¢ What went wrong? Why? †¢ How did you solve it? †¢ What would you do differently next time? †¢ What contribution did you make? †¢ What did you learn from others? †¢ What did the other members learn from you? †¢ What strengths did you identify? Did the group utilise your strengths? â € ¢ What weaknesses did you identify? How did you and the group address them? Did you improve on your weaknesses to turn them into strengths? †¢ What do you plan to do about the weaknesses you have identified? †¢ How does this link to the theories on successful group work? Who did what, when, problems or difficulties encountered, etc. Analyse the group activities: (What was the group trying to achieve? What were the different views? Who said what? What was left unsaid? How were decisions made? How did you feel about this? How did the others feel? What was the energy levels and motivation like? Did anything unexpected happen? ). Action planning: Identify what you contributed to the group, difficulties you experienced, and from this assess your strengths, weaknesses and action points.Focus on critical incidences – which were turning points for the group or which demonstrate particular difficulties / successes. Use the checklist in Appendix 9 at the end of each meeti ng to reflect on strengths and weaknesses. Avoid Academic Misconduct When participating in group work, you must avoid any academic misconduct, i. e. you must not plagiarise (use another’s work as your own by not acknowledging it by making reference to the author’s work in your assignment) or you are not accused of collusion (you work it not your own individual work but rather it has been undertaken jointly with another students, where you shared ideas or your material with another student and their work (or any part of it) is a replica of yours).Academic misconduct is identified when your coursework is passed a software programme that detects and identifies cheating. Such misconduct can occur when you ‘share’ your work with another student, where you may send him/her an electronic version of your work, share materials or you do your write-up together. References Barker, L. , Wahlers, K. , Watson, K. & Kibler, R. (1991) Groups in Process. 4th edn. New Jerse y: Prentice Hall. Belbin, R. M. (1993) Team Roles at Work. Oxford: Butterworth-Heinemann. Belbin, R. M. (1981) Management Teams: why they succeed or fail. Oxford: Butterworth-Heinemann. Benne, K. D. & Sheats, P. (1948) ‘Functional Roles of group Members. ’ Journal of Social Issues. 4. pp. 41-49. Blundel, R. 2004) Effective Organisational Communication. 2nd edn. Harlow: Pearson Education Limited. Buzan, T (2000) Use Your Head. London: BBC Active Cameron, S. (2005) The Business Student’s Handbook. 3rd edn. Harlow: Pearson Education Limited. De Bono, E (1985) Six Thinking Hats. Harmondsworth: Viking Elluminate (2010) Window Descriptions. Available at: http://www. elluminate. com [Accessed: 18 October, 2010] Hofstede, G. (1991) Cultures and Organisations: Software of the Mind. London: McGrawHill. Levin, P. (2005) Successful Teamwork! London: Open University Press. Morrison, T. , Conaway, W. A. , Borden, G. A. (1994) Kiss, Bow or Shake Hands: How to do Business in Six ty Countries. Adams Media.Race, P. (2000) 500 Tips on Group Learning. London: Kogan Page. Stuart, R. , (1998) Team Developmental Games for Trainers. Gower Publishing Limited. In Levin, P. (2005) Successful Teamwork! London: Open University Press. Appendix 1 – Assessment of Group Work Group work is not always formally assessed. However, in some modules at the overall assessment of a group report or group presentation may include an assessment of the process of preparation. This may include the following considerations: †¢ Progress of preparation (e. g. meeting of milestones; numbers of meetings; progress of preparation) †¢ Relative inputs of members of the group (e. g. ocumentation of input; peer assessment of input) †¢ Roles of group members in preparation (e. g. project manager; reporter, etc) †¢ Resolution of conflict situations †¢ The level of team building Appendix 2 – Icebreakers The following icebreakers are a quick way of helping members of a group get to know one another a little better. †¢ What’s you name? Members of a group tell what their name is and provide the group with a little background of why they were given that name. †¢ What I like and what I hate – Members of the group introduce themselves and share a like and a dislike they have, i. e. I love coffee but I hate people who talk too much, I love jazz music but I hate queuing, etc. †¢ What’s your hidden secret?Each member of the group introduces themselves and tells the group one thing not many people know about them, i. e. I met Madonna, I play the piano, I dived in the Red Sea, I walked the Great Wall of China, I ate frogs legs once, etc. †¢ Triumphs, traumas and trivia* – Each member of the group identifies a triumph, a trauma and a trivia about themselves, which they will share with the group, i. e. I won a gold medal for running at school, I was in a car accident when I was 12, I do crosswords; I won ? 10 in the lotto last year, I lost my suitcases when I came to the UK, I tell terrible jokes; etc. *Note: Care needs to be taken with this activity as deep feelings can emerge about traumas suffered. Interview your neighbour* – Group splits into pairs and one member of each pair spends about three minutes listening to the other tell some of the above mentioned information, as well as the person’s background information. Notes should be taken. Swap roles for next three minutes. Then each person feeds back to the group some information about their neighbour. * Note: Care needs to be taken not to ask questions that may intrude on an individual’s privacy and the amount of information s/he wishes to divulge about themselves to the group. †¢ What do you already know about the topic? Members of the group jot down the most important thing they know about the topic on a Post-it and put it on a flipchart. Members can read what they know about the topic or the group c an read it from the flipchart. This is a useful starting point for the task.Adapted from: Race (2000:37-39) Appendix 3 – Ground Rules Here are some suggested rules to be set by a group – these are by no means the only rules a group can adopt. Honesty and truthfulness is fostered in the group. †¢ You do not have to like someone to work with them. Members have to work together despite their personal feelings about individuals in the group. Affirm collective responsibility. Once issues have been raised, aired, and solutions provided, the group lives with the decisions made by the group. †¢ Everyone listens while someone speaks and everyone has a say. Members are entitled to their opinions, which should not be ignored, put down or belittled by others. Full participation is required. All members need to participate in discussion, complete their tasks, etc. †¢ Fair share – everyone participates equally in the task. †¢ Meet deadlines. †¢ Agree and set up a regular programme of meetings. †¢ Keep records. Record progress and milestones reached, minutes, agendas, self reflective logs. †¢ Flexibility in meeting members’ needs. Sometimes a member’s personal needs may interfere with the group working – allowances must be made. Dealing with conflicts in the group. Appendix 4 – Group Work Log Module: _______________________________________________________________________________________________________________Assessment Aim: _______________________________________________________________________________________________________ Group Objectives set: 1. ________________________________________________________________________________ 2. _____________________________________________________________________________ ____ 3. _________________________________________________________________________________ 4. _________________________________________________________________________________ 5. _______ __________________________________________________________________________ The group should agree roles for each of the members at the beginning of the task and this group log should be complete by the end of the task. |Member’s Name |Role/s |Assigned Tasks |Deadline date |Deadline met |No of meetings attended |Individual comments | |1 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |2 | | |- | | | | | | | | |- | | | | | | | | |- | | | | |3 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |4 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | |5 | | |- | | | | | | | | |- | | | | | | | | |- | | | | | Details of all group meetings |Meeting Date |Discussion topic/s |Actions & deadlines agreed |Attendees signatures/date | |1. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |2. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |3. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |4. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |5. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | |6. | | |1. | | | |2. | | | | |3. | | | | |4. | | | | |5. | Appendix 5 – Questionnaire: Are We a Team? First, each individual member of the group fills in the questionnaire below. Then the sheets are collected and the scores collated to the table below. = never; 2 = rarely; 3 = sometimes; 4 = mostly; 5 = always 1) We all show equal commitment to our objective1 2 3 4 5 2) We all take part in deciding how the work should be allocated1 2 3 4 5 3) We are committed to helping each other learn1 2 3 4 5 4) We acknowledge good contributions from group members1 2 3 4 5 5) We handle disagreements and conflict constructively within the group1 2 3 4 5 6) We are able to give constructive criticism to one another and accept it1 2 3 4 5 7) We all turn up to meetings and stay to the end1 2 3 4 5 8) We are good at making sure everyone knows what is going on1 2 3 4 5 9) When one of us is under pressure, others o ffer to help them1 2 3 4 5 10) We trust each other1 2 3 4 5 11) We remain united even when we disagree1 2 3 4 5 12) We feel comfortable and relaxed with one another1 2 3 4 5 13) We refer to our ground rules and review them when necessary1 2 3 4 5 Stuart (1998, cited in Levin, 2005) |1 |2 |3 |4 |5 |TOTAL | |1. We all show equal commitment to our objective | | | | | | | |2. We all take part in deciding how the work should be allocated | | | | | | | |3. We are committed to helping each other learn | | | | | | | |4. We acknowledge good contributions from group members | | | | | | | |5.We handle disagreements & conflict constructively within the group | | | | | | | |6. We are able to give constructive criticism & accept it | | | | | | | |7. We all turn up to meetings and stay to the end | | | | | | | |8. We are good at making sure everyone knows what is going on | | | | | | | |9. When one of us is under pressure, others offer to help them | | | | | | | |10.We trust each other | | | | | | | |11. We remain united even when we disagree | | | | | | | |12. We feel comfortable and relaxed with one another | | | | | | | |13. We refer to our ground rules and review them when necessary | | | | | | | Action planning can occur as a result of the findings. Appendix 6 – De Bono's (1985) ‘6 Thinking Hats’ ModelEdward de Bono considers that the emphasis should be on designing a way forward all the time. The hats are directions of how to think and not descriptions of what has happened. White Hat:[pic]Facts, figures, laws, information, neutral, objective†¦ With this thinking you focus on the data available and are non-judgmental. Look at the information you have, and see what you can learn from it. Look for gaps in your knowledge, and identify what you need to get or take account of. You consider past trends and historical data. You may consider philosophical aspects such as whose truth it is, whose fact is it? Data may need to be supported by evidence.R ed Hat: [pic]Feelings, emotions, hunches, intuition about †¦ Wearing this hat, you consider the issues using intuition, gut reaction, and emotion. This may be feedback about your feelings and preferences but also consider how other people might react emotionally. Try to understand the responses of other people who do not have the same information or understanding as you. Black Hat: [pic]Negative, drawbacks, disadvantages, careful, cautious, defensive†¦ This highlights the weak points in a situation or plan. By identifying them, it allows you to eliminate or alter them, or prepare contingency plans to counter them. Consider why something might not work (give reasons, consider past evidence).Black Hat thinking may play ‘devil’s advocate’. It helps you to plan carefully, be prepared and more resilient. This way of thinking helps spot fatal flaws by considering safety and risks before embarking on a course of action. (Some successful people get so used to t hinking positively that often they cannot see problems in advance. This leaves them under-prepared for difficulties. ) Yellow Hat: [pic] Positive, speculative, advantages, benefits, savings of†¦ Consider what is right, why it is good and be constructive. Even in a very difficult or stressful situation find positives, e. g. learning will have taken place. It is an optimistic, sunny viewpoint that is often speculative.It helps you to see the benefits of a situation/decision and the value in it. Yellow Hat thinking is supportive when things seem gloomy and difficult. It finds reasons and logical support, and often links to creativity. Green Hat: [pic] Creativity, ideas, innovation, growth, exploration, alternatives†¦ Green Hat thinking is developing creative solutions to a problem. It may generate completely new ideas and developments or consider possible changes to a situation. It is a freewheeling, non-judgmental way of thinking. Blue Hat: [pic] Organise, control, plan (pro cess, people, agendas)†¦ This hat is often the view of a director or the chair at meetings.They often choose the order or process, summarise the situation and offer conclusions which can be put into practice in the future. This way of thinking is generally cool and considered. When others’ ideas cease, Blue Hat thinking may direct activity to other hats! For new ideas Blue may pass to Green Hat or when contingency plans are needed Black Hat thinking will be engaged, etc. | | Appendix 9: Group Work Check List (to be used after every meeting) Please reflect on the group meeting and check/cross the boxes as appropriate, in order to identify strengths and weaknesses: ? Each member was present at the meeting ? Everyone turned up on time Every member did their part of the work & brought it along ? Every member took a role in the meeting ? Each member in the group had a turn to speak ? Each member in the group participated ? The group members respected and appreciated one anot her’s contributions ? Members of the group were polite to one another ? Disagreement / conflict in the group was resolved during the meeting ? Everyone was clear what they had to do next ? Everyone was clear what they had to bring / present at the next meeting ? It was clear how members could communicate with one another between meetings ? The next meeting date, time and venue was agreed by all members