Italian Book Club Linguality - Parallel Text

Italian Book Club Linguality - Parallel Text Reading Italian literature can be demanding for non-native speakers. Frequently referring to a dictionary becomes tedious, and, unless you wear blinders, resorting to the parallel-text version (Italian and English side-by-side) of a particular work becomes an exercise in futility as you try to avert your eyes from the English translation. With the constant safety net of an English translation just a glance away, its difficult to commit your brain to the exclusive task of absorbing Italian. Fortunately, theres a new way to read recently published Italian fiction and nonfiction almost as effortlessly as reading books in English- the Linguality Italian Book Club. Italian Literature? Ma, Oui!Linguality, based in Cambridge, MA, was founded by a team with extensive experience in foreign-language publishing, university teaching, and pedagogical research. Linguality’s French Book Club debuted in 2007 and quickly earned accolades from readers and language experts alike. Six times a year, contemporary French books are republished with an English introduction, extensive English glossaries, and author interviews in French on audio CD. Given the success of that venture, the company decided to branch out, and launched an Italian Book Club. No Dictionary RequiredThe innovation in Lingualitys Italian Book Club series is the format. The original foreign-language text is placed on every right-hand page, and an extensive English glossary, on the opposite page, allows readers to see the definition of bolded words in context. When the first selection was released, Walter Veltroni, renowned Italian author, journalist, former Italian Minister of Cultural Heritage, and former mayor of Rome, proclaimed that: Its the literary equivalent of a subtitled movie! In fact, the glossary entries act more like turbocharged subtitles, boosting readers comprehension and vocabulary. Typically there are over 2,000 entries per book defining every difficult word and expression, eliminating the need for a dictionary. As Lingualitys publisher, Wes Green, says: ...a non-fluent speaker doesnt need a complete translation...or a dictionary. He or she just opens the book and starts reading in the foreign language. Italian Book Club Membership Has PrivilegesAnother advantage of the Linguality Italian Book Club is that all books are complete, unedited texts- the original version that native Italians read too. Subscribers also receive an audio CD with a 30- to 45-minute conversation in Italian with the author, including a transcript with glossary of the dialogue as an appendix in the book. The publisher recommends that readers have completed the equivalent of two years of college Italian. While each title is amply annotated, beginners may still find it difficult to contend with the texts. With their specially annotated editions of Italian books, the Linguality Italian Book Club offers a unique method for those looking to dramatically improve their Italian language skills. Instead of waiting for the English version of a popular Italian book (few foreign-language titles are ever translated into English anyway), Italian language learners can take off the blinders and read the original without having to resort to the dictionary. Italian Book ListA subscription to Lingualitys Italian Book Club includes six hard-bound books with author interviews on CD. Titles in the series include: Va dove ti porta il cuore (Follow Your Heart) by Susanna Tamaro La scoperta dellalba (The Discovery of the Dawn) by Walter Veltroni Mamma Mia! by Fabrizio Blini Nel momento (In an Instant) by Andrea De Carlo LOrda (The Hoard) by Gian Antonio Stella Il buio e il miele (The Darkness and the Honey) by Giovanni Arpino

APWH Chapter 10- From Tang to the Mongols Essay Example

APWH Chapter 10 APWH Chapter 10- From Tang to the Mongols Paper APWH Chapter 10- From Tang to the Mongols Paper Essay Topic: Poetry Over the course of the three centuries before the rise of the Sui Dynasty C. Buddhism developed a much wider following among the Chinese people Which of the following statements is not a valid observation about the Sui Dynasty? C. It permanently incorporated Korea in to the Chinese domain. The name given to the Asian region northwest of traditional China that was pacified by the Tang was A. Xinjiang. The Sui Dynasty C. completed the new Grand Canal system linking the Yellow Yangtze river valleys. As a result of early Tang rule B. Buddhist influence helped to produce a blossoming of Chinese culture. Tang rule in China became permanently weakened as a result of a rebellion by a protege of A. Yang Guifei. The Turkish-speaking tribal group that ultimately overthrew the Tang were the E. Kirghiz In terms of its relations with neighboring powers, the Song A. met their ultimate demise at the hands of the Mongols State Confucianism B. expressed a traditional, activist element in Chinese philosophy. The administrative structure of the Chinese government during the Tang Dynasty included C. A Department of State Affairs In the Chinese civil service examination system D. many candidates who passed the first examination did not go on to a higher level. In the civil service examination system developed in China, C. in comparison to other civilizations, the process provided a means for upward social mobility that was ahead of its time. The Tang political system C. developed the equivalent of a modern cabinet within its Department of State Affairs Wu Zhao E. became empress of China. Neo-Confucianism B. included the School of the Mind Under Song rule in China, the system of local government E. all of the above One of the main reasons for the demise of the Tang Dynasty was its inability to effectively solve the problem of land distribution. Which of the following statements can serve as a valid explanation for this policy failure? A. The spread of land holding by buddhist monasteries, coupled with rising food production, led to increasing pressure on the land distribution system. The Chinese civil service examination system E. was unable to solve the problem of officials using their positions to illegally help their relatives Which of the following was not an economic factor in medieval China? D. The Sui Dynasty closed the Silk Road. The nomadic people who aligned with the Tang to dominate much of the carrying trade along the Silk Road were the C. Uighurs. In medieval China, the tribute system C. maintained the foundation fo a working trade relationship between the Chinese and foreign merchants and rulers With the increase in trade and urban activities during the Tang and Song eras, B. a landed gentry class assumed a position of social and economic dominance. Local government in medieval China C. inclued local magistrates who supplemented their salaries by charging people for services for which the government already paid them. The founder of the Mongol Empire was D. Genghis Khan. Affluent Chinese during the Tang Dynasty A. had fewer luxuries than during the Han and Qin dynasties. Which of the following was true about the power of the Mongols? C. They achieved more success in China than it did in the rest of East Asia Khubilai Khans captial was located in C. Khanblaiq. The Mongols E. made use of Chinese institutions in governing China The Mongols were able to maintain control in China for an extended period because they D. maintained commercial policies that were conducive to Chinese prosperity. All of the following factors contributed to the end of Mongol rule in China except E. a plague that killed 14 million Mongols in 1241 and 1242. All of the following were true about medieval Chinese life except A. most people had developed life styles that were far removed from agriculture. Which of the following accurately characterizes the medieval Chinese family? C. Its moral foundation was filial piety. Empress Wu C. made a significant contribution to the civil service examination system Buddhism was brought to China by C. merchants from India. The Buddhist sect that stressed the role of devotion was B. The Pure Land Sect. Of the three philosophies competing for attention in medieval China, B. Confucianism triumphed because it adhered to the Chinese social need to support the concepts of hard work and filial piety The main purpose for the development of Neo-Confucianism was to C. provide a set of beliefs that dealt with the issues of the universe that had been introduced into Chinese religion by Buddhism and Daoism and which were able to fit into the original Confucian value system. Which of the following would you say is a more accurate depiction of the comparison between medieval Chinese Western thought? A. The Chinese became more individualistic, while the Europeans became more scientific Major difference between China and late medieval Europe were that D. the Chinese made many technological advances, such as the compass and block printing, but were less interested in scientific inquiry. The Confucian scholar who was the primary proponent of the idea that the correct way to transcend the material world was from an understanding of self was B. Wang Yangming. Although medieval China was the source of many of the great inventions of tis time, it failed to develop the technological advances that these inventions produced elsewhere. The primary explanation for this phenomenon was that D. Confucian values, coupled with the self interests of the leadership of the intellectual revolution stifled technologic advancements. During the Han Dynasty, Chinese literature was stimulated by the invention of B. paper. The most effective expression of literature from the Tang to the Ming dynasties was in the form of D. poetry. Due to various technical aspects of the Chinese language, its poetry ahd A. a brevity in the amount of lines used and the number of words in each line Li Bo D. wrote a poem entitled Resolution of Waking with a Hangover on Spring Morning In Son China E. cities were governed by Qin officials Which of the following is an accurate characterization of the Chinese poet being described B. Li Bo had a carefree attitude towards life. During the Yuan dynasty A. there was major growth in the development of the popular theater as well as the novel. Which of the following was not an aspect of the creativity of Chinese art? E. inspiration drawn mainly from Indian sources Between 600 and the 1200s, Chinese art and literature A. produced such famous stories as Romance of the Three Kingdoms.

Art In The Twenty-First Century Essay Example | Topics and Well Written Essays - 500 words

Art In The Twenty-First Century - Essay Example Her most famous persona is that of Eleanora Antinova, the tragically overlooked black ballerina of Sergei Diaghilev's Ballets Russes. Appearing as Antinova in scripted and non-scripted performances for over a decade, Antin has blurred the distinction between her identity and that of her character. In the process, she has created a rich body of work detailing the multiple facets of her beloved Antinova, including a fictitious memoir and numerous films, photographs, installations, performances, and drawings. She has written two books (Being Antinova and Eleanora Antinova Plays). In her 2001 series "The Last Days of Pompeii," Antin lingers behind the camera to stage the final, catastrophic days of Pompeii in the prosperous hills of La Jolla, California. In "The Golden Death" from this series, the imagined citizens of Pompeii drown in the excess of their own wealth, an ironic parable of American culture in the throes of over-consumption. Eleanor Antin received a Guggenheim Foundation Fel lowship in 1997 and a Media Achievement Award from the National Foundation for Jewish Culture in 1998. She has had numerous solo exhibitions, including an award-winning retrospective at the Los Angeles County Museum of Art in 1999.

Social construction of sexuality Assignment Example | Topics and Well Written Essays - 750 words

Social construction of sexuality - Assignment Example These aspects include the roles of each person, their health needs, and limitations, and the responsibilities that the society bestows on them. Gender and the related binaries have been constructed by the society. The issues of being a male or a female, masculine or feminine, heterosexual or homosexual, man or woman and others that are related to sexuality as we understand them today have a connotation in the society’s construction of gender. To be male or female, may be seen as a biological aspect of the human being. However, being male and female as seen from the society point of view is largely dependent on the society in question. For instance, competing in athletics calls for more than the physical aspects of being male or female. Reports have shown that there is more to being male or female than having the physical and observable features of the specific sex. A case of Patino, a Spanish Olympic athlete is a clear example. The athlete was denied a chance to participate in the events. Despite the fact, that she was physically female, her cells on examination showed that she had a Y chromosomes, typical for a male (Crozier, 292-294). The issues of sexuality, as we know them today, can, therefore, be said to be directly related to how the society construct and explain being male or female. Homosexuality and heterosexuality are a rather new aspect of sexuality. The emergence of these concepts and how we understand and perceive them today can be related to the political, socioeconomic, medical, colonial expansions and scientific development of the nineteenth century and even more recently. The modernity that science and the rest of the factors seem to support purportedly brought about the prevalence. In the earlier years, sexuality and sexual activities were directly related to male and female relationship. However, when the colonial expansion, militarization and

Compare and contrast the ways Essay Example for Free

Compare and contrast the ways Essay Stanhope and Raleigh are absolutely different characters. Stanhope is experienced and confident and Raleigh is naive and doesn’t have such a long experience in army that Stanhope has. But also you can find something similar in stories of their lives. Their childhood, which they spent together. They went to the same school and their families were friends long time ago. At the beginning of the play Capitan Stanhope is presented as a brilliant commander and at the same way as an alcoholic. This quotation ‘drinking like a fish’, means that Stanhope cannot live without alcohol just, as a fish cannot survive without water. It shows literally that he will die without alcohol. This one â€Å"Without being doped with whiskey I’d go mad with fright† shows that has to be dunk to get through the war without the fear. Also Hardy said that he’s called a ‘drunkard’. That also means that he is ‘in love’ with alcohol. But while Hardy jokes, Osborne defends Stanhope and describes him as ‘the best company commander we’ve ever got’. Moreover, from Osborne we found out that straight after school Stanhope joined the army and became an amazing commander. Also, one of the officers said that he is ‘a splendid chap’. It shows that Stanhope has man’s qualities. We also pick up a few more details about the character of Stanhope from Osborne he has never rested, his nerves ‘have got battered to bits’. This shows us the nature of Stanhope. Second lieutenant Raleigh has a complete opposite character than Stanhope. The difference between them is just in three years, but Raleigh looks much younger than Stanhope. This is because the war ages Stanhope. Raleigh looks like a ‘healthy-looking boy of about eighteen†. He is entering the war for the first time. He has ‘a nervous laugh’ and there are some dashes in his speech that creates broken speech, which highlights how overwhelmed he is  with his emotions, and it is a bad quality for an officer. ‘His uniform is very new’ this quotation shows that he is a new and without any army experience. He imaged the war and trenches very different ‘†I thought there would be an awful row here- all the time. † But Raleigh is very idealistic, viewing the war as a romantic possibility to become a hero. He thinks that the war would make him famous and people will be proud of him as a hero of their country. Raleigh also idolises Stanhope, having looked up to him since he was a child and refers to him as ‘Dennis’. Also ‘their fathers were good friends and  Stanhope used to come and stay with them in the holidays’. He admits that he requested to be sent to Stanhopes company. Osborne hints to him that Stanhope will not be the same person he knew from school as the experiences of war have changed him. But Raleigh does not seem to understand and he is looking forward to see his old ‘friend’ again. So from all my points we can see that Stanhope and Raleigh are completely different characters and do not have any similarities in their lives. But maybe later, in the play Raleigh will have some new war experience and it will be something similar in their characters.

Analysis of Shellys Ode to the West Wind :: essays papers

Analysis of Shellys Ode to the West Wind Analysis of Shelly's "Ode to the West Wind" â€Å"Ode to the West Wind† is a poem of deep despair as well as one of vivid imagery. The first section is fairly straightforward with constant references to death, corpses and destruction that Shelly uses as a metaphor for autumn. The allusion to disease and darkness describes the West Wind in this first section. Shelly sees it as a sort of ‘grim reaper’ but seems to come back from the whole topic by also calling it the â€Å"preserver†. In the second section Shelly takes a more lofty perspective in the beginning mentioning heaven and angels and then moves to give a depiction of hell in the last line of the section with â€Å"black rain and fire and hail will burst†. To be a little more precise, the second section is one comparing an oncoming storm to the end of a year. Perhaps Shelly feels that the next year will not be as good as the last and one can even speculate that the west winds are the winds of change or even of evil. I feel that the third section really supports the theory that Shelly did portray the west wind as the bringer of evil. The wind is described to be awakened from a place of peace and beauty. The line â€Å"Thy voice, and suddenly grow grey with fear† seems to describe a sense of darkness and loathing, a chilling feeling flowing through the veins. The west wind is power. The fourth section plays on the feeling that this wind is all-powerful and Shelly seems to give the impression of bowing down before it. Impulses, uncontrollable, tame-less are all words used to describe the wind in this section. In almost a begging tone the speaker of the poem asks to be taken away from his pain as said â€Å"Oh! Lift me as a wave, a leaf, a cloud! / I fall upon the thorns of life! I bleed!†. Going back in the poem though the west wind seems to have created this and the speaker loathes it, but here shows he also still needs it. The final section seems to come to terms with the west wind. The asking for music even though the leaves are gone and there is not to celebrate shows this perspective: I will still play but it will be one of sadness.

Effective Team and Performance Management Essay

Effective Team and Performance Management Introduction            This is a report on the case study on team performance management of Electric Company. The report will borrow on theory and practice of both leadership and team management in order to explain the need for organisations to employ the use of employee teams which is a strategy designed to improve the performance of the employees. The report will begin with an introduction of the organisation in the case study and then proceed to the aims and objectives of the report. This will be followed by a discussion of the theories that have been used to describe team performance as well as the substitution of leaders by the teams. In this section, an empirical review on these theories will also be carried out. Finally, the conclusions and recommendations will be presented.            Electron, is a small manufacturing company that deals with the manufacture of telecommunications components. The company was established in 1997 and its headquarters is in the North of England. It should be noted that 90 out of 150 employees working at the headquarters work in the manufacturing department. The company operates using the traditional organisation structure divided into various departments such as manufacturing, finance, human resource, sales and marketing and engineering departments. The management of the company decided to group the employees in the manufacturing department into 8 teams each consisting of 10 employees in order to increase their efficiency in terms of the quality and the quantity of work done. The management of the company wanted to establish whether the teams would perform better as compared to when employees were working individually. This report therefore aims to evaluate the performance of the selected teams borrowing heavily on theory and empirical evidence to determine the appropriateness of dividing employees into teams. the report will also rely heavily on the relevant work of other researchers and academicians. The report will also make conclusions on the performance of teams as well as make recommendations on what the best practices are on employee team performance (Mueller, Procter & Buchanan, 2000).            Team PerformanceIn today’s organisations, employees are increasingly being allocated to work groups as part of the strategy to increase their efficiency and output. This is also being done in order to ensure that employees work together in a more effective way and are able to exploit their potential to grow and develop in an optimal way. These work groups are normally designed such that the employees are working together on some common activities in manner that is co-ordinated and in most occasions, these activities cannot be carried out successfully through individual effort alone. In such a case where employees are working together in group for a common goal, this is normally referred to as team work and the groups are normally referred to as teams. It should be noted that in an organisation setting, managers or supervisors can form employee teams on a temporary or permanent basis and the compositions of these teams varies with the purpose for which the te am is created in the first place. This means that there are teams that will constitute of employees from the same department while there are teams which will be made up of employees from across the various departments of the organisation. There are various attributes that will determine whether a team is successful in its activities; however, of a lot of importance is the support from senior management, training and development as well as the devotion and dedication of team members in the execution of their duties (Parker, 1990).            Teams and leadershipTeams are today required to take care of a lot of the duties that were previously assigned to supervisors and therefore various scholars and academicians have made suggestions that teams have come to be substitutes of leadership in organisations of the 21st century. They also argue that as a result of this change, supervisors on the other hand have also evolved from being foremen to mere facilitators of the activities of the team members (Huusko, 2006). In practice therefore, in a situation where the organisation employees are divided into teams, the number of supervisors greatly reduce since the hierarchical structure of the organisation is lowered and the organisation adopts a more flat organisation structure. This therefore means that the role of leadership in the organisation is faced with a new challenging situation where they no longer have a clearly laid down way of operating as their duties have been taken over by the new teams.            There are various theories that have attempted to explain the idea of the substitution of leadership and an example of such is the idea that deals with the idea of moderators that are known to influence the actions of leaders and leaders’ substitutes in different ways. The idea suggests that most of the current arrangements evident in organisations today such as teams, management from a distance and others have various effects on the roles of leaders in the organisation and can either support them or substitute them and even reduce the impact that leaders have on the employees of the organisation. This can occur in a case where the management and the employees are separated by a long distance and may therefore not understand the instructions given to them by their supervisors if proper communication channels have not been established. Researchers on leadership substitutes have also brought a legal angle into the discussion where they argue that employees may receive the needed guidance or instructions from their supervisors but take it for granted that the information comes from the supervisors as they are the primary suppliers of such information in the organisational structure (Howell et al., 1990).            In the case of Electric Company, it is evident that the older team members were given the responsibility of ensuring that the new team members understood the norms of the team and that they obeyed the rules of the team as well as ensure that they were fully and successfully integrated into the value based social order. This therefore means that the role of supervisors and other leadership persons in the organisation was taken over by the older members of the teams indicating that there was a substitution of leadership roles by the teams. This has been clearly supported by both the theories above and the empirical evidence.            Another theory that explains the substitution of leadership by team members is the theory of functional leadership. Researchers have used this leadership perspective to argue that effective team leaders are normally able to follow the activities of their team members and also normally take over any leadership roles in the team at any time when there is need for such an action (Zaccaro, Rittman, & Marks, 2001). This means that a team leader’s primary responsibility in the organisation is to plan the activities of the team and to continuously follow the activities of the team members as well as to determine the functions that are not being carried out in the right way and those that are missing in order to either perform the duties themselves or ensure that team members are made aware of them and directed to carry them out. The functional leadership theory is based on the premise that certain team circumstances normally drive the actions of the team members as well as the team leaders and they therefore call for some leadership activities to be adopted by the team leaders. This means that once the team leaders adopt these jobs then the leaders are left with no duties and therefore become useless in the organisational structure (Zaccaro, 2002).            In most organisations therefore, this theory suggests that leadership behaviours become irrelevant and ineffective in guiding the actions of the teams and therefore the success of teams does not require the involvement of leaders but the guidance of the team leaders and the dedication of the team members. The argument by this theory is therefore in line with the contingency theories of leadership which suggest that leadership effectiveness is normally influenced by the context of leadership, the situation facing the leader at a particular time as well as the organisational conditions at specific times (House, 1971). This means that the characteristics and behaviours of the team members and the team leaders are able to take the place of leadership processes thereby substituting the role of leadership in the organisation. This moves the focus of leadership functions from the person or individual leader to the functions of leadership and extends the idea that leadersh ip functions can be found from other sources other than the organisational leaders themselves.            This is the situation that was experienced by the employees at Electron Company when new members were introduced into the teams. the old team members who were already aware of the values and norms of their teams naturally assumed leadership roles and guided the new members to understand and identify with these team values as they best as they could as this is what drove the dedication of team members in general as well as the performance of the team as compared to the other teams. The result was that the older team members were exerting control over the actions of the new team members and therefore the new team members saw the need to follow the laid down values of the team. This led to a situation where the new team members also started controlling themselves in terms of their actions and behaviour towards work and other team members (Kerr & Jermier, 1978). This therefore made it possible for the values and norms of the teams to be translated into simple rules and regulations that all new employees could understand easily and therefore fit into their assigned teams with ease. The assumption of the responsibility of guiding the new team members by the old team members therefore substituted the need for leadership in the management of the company.            The new way of carrying out duties amongst the team members resulted in a situation where the common values and norms of the team members were gradually turned into properly laid down rules and regulation and it was the responsibility of each team member to follow them in order to effectively contribute to the success of the organisation at large. This therefore means that team members were no longer acting on the instructions of the team leaders but their actions were being guided by the rules and regulations that they had set up themselves. Team members found it easy to follow these rules and regulations as they had played a part in their making and therefore felt more comfortable following hem unlike in a case where these rules had been established by the management of the company without their involvement in any way. Team members found it hard not to follow the rules because of the peer pressure that they experienced from other team members and due to the fact that the rules were such that failure to follow them would lead to punitive actions against the team member. Employee effectiveness was therefore ensured through peer pressure and the fact that older members were very keen to avoid a situation where they could be seen as being too harsh to the new employees. They therefore ensured that they carried out their duties according to the laid down procedures and therefore the new team members were left with no option but to adapt to the situation and follow the actions of the older ones. This situation effectively removed the need for leadership individuals in the structure as the team members were able to control them and ensure that all employees worked for the greater good of the company (Kerr & Jermier, 1978).            Determinants of team performanceResearchers have argued that although most employee groups can be referred to as teams, it should be noted that there are several major differences that distinguish groups and teams and these are very important for anyone to understand in order not to make the mistake of confusing the two. In most cases, groups are normally made up of people who meet through the fact that they share a common interest such as past time activity or sport while a team on the other hand can still be made up of people who share a common interest but the major reason for their being in the same team is the fact that they have complimentary abilities or qualities. This means that for a team to succeed in what they do, they have to work together and combine their efforts and skills otherwise they will just be working as individuals. The main advantage of teams is that they have the energy and the power needed to complete particular tasks and activities which would have been impossible if there was no team in the first place and an individual was carrying out the task by their own. It has been argued that although each member of the team has some unique abilities or skills, they cannot be able to use them and succeed in the execution of the task if they are working alone and therefore they must be in the team for their efforts to count in the execution of the task or activity (Guzzo & Dickson, 1996).            Researchers have also argued that one of the important factors that determine the way people conduct themselves when they are in a team is self-awareness. In today’s business setting, most organisations, through the use of human resource development professionals as well as consultants, have developed various tests that are designed to help employees more self-aware thereby improving their understanding of themselves and what motivates them to act in particular ways. Researchers have however noted that the results of the assessments normally rely on the individual employee’s self-reporting and therefore the outcome of the tests may not be objective in nature and in most cases they are always positive as it is human nature not to say anything negative about oneself. The reason for this is that human beings are known to agree with their personal thoughts. Researchers therefore suggests that employees may fake their personal abilities and they may also b e unrealistic in the way they view themselves and therefore the opinion of others about our abilities or attributes may be disregarded when assuming team roles. This means that the performance of the team may be adversely affected if only an individual’s opinion is considered when assigning team roles (Belbin, 1981).            Various researchers such as Salas, Cooke, & Rosen, (2008) and Cohen & Bailey (1997) have empirically examined the issue of team performance. Traditionally, the effectiveness of a team has been measured by researchers and academicians either through the use of unidimensional models of effectiveness such as real productivity of the team and the objective measurement of team performance or through the use of multidimensional models which normally adopt a wider spectrum of measures other than productivity. These other measures could be the attitude of the members of the team, their behaviour and their levels of job satisfaction (Pina, Martinez, & Martinez, 2008). Empirical research has also revealed that there are three most common measurements that are used to measure team effectiveness and these are performance effectiveness measured in terms of the quality and quantity of the team output, the attitude of the team members measured in terms of level of trust and level of job satisfaction and finally the behavioural outcomes of team members measure in terms of employee turnover and the level of absenteeism among the team members. Researchers however point out that the three measures are used in varying degrees in each team and the degree of usage in a specific team will be influenced by the type of activities that the team engages in (Pina et al., 2008).            ConclusionsThe evaluation of the theories and empirical literature carried out above regarding substitution of leadership functions by the use of teams in organisations shows that it is clear that the future of organisations is towards the establishment of employee teams in the quest for much more concentrated efforts in delivering efficient services and in ensuring that employees are able to maximise their growth and development potential within the organisations. It is clear that using teams in organisations leads to a situation where team members tend to come up with their own norms and values that guide their actions and behaviours and these values and norms finally end up being translated into laws and regulations that all employees in the team can clearly understand and are expected to follow without being reminded by the leaders in the organisation (Mullen, et al., 1994). The emergence of these rules laid down by the team members themselves lead to a situati on where all members of the team know their exact duties and roles in the team and therefore carry out their duties without the need for supervision. This situation has effectively reduced the need for leaders in the organisation as their roles have been slowly eroded by the activities of these teams. This is exactly what happened in the case of Electric Company where the rules that were established by team members took the place of supervisors in guiding the actions of employees. These teams also influence the performance of individual employees and it has been established that individuals in teams tend to perform much better than if they were working individually.            RecommendationsFollowing the discussion above and the conclusions that have been made regarding the role of teams in the organisations and how their performance can be measured and improved, there are various recommendations to the management of companies that will lead to the better performance of teams and the organisations in general. The management of Electric Company should develop a human resource development program aimed at training the team leaders on the formal decision making process and other managerial roles in order to ensure that they are more effective in guiding their team members to better performance. The management of the company should also ensure that selection and assignment of employees to different teams should take into account the individual skills and abilities of the employees in order to ensure that they contribute to the well-being of the organisation through improved performance. Finally, employees themselves should ensure that they follow the laid down team rules and regulations and therefore ensure that they carry out their team roles without being reminded as their individual actions are what will lead to the success of the entire team. It is therefore important for organisations to consider developing various teams among their employees as this will lead to better performance and may also lead to lower costs incurred to maintain supervisors and other leaders in the organisation. References Belbin R. M. (1981) Management Teams: Why they succeed or fail. London, Butterworth-Heinemann.Guzzo, R. A., & Dickson, M. W. (1996). Teams in organizations: Recent research on performance and effectiveness. Annual Review of Psychology, 47, 307–338. House, R. J. (1971). A path-goal theory of leader effectiveness. Administrative Science Quarterly, 15, 321–338. Howell, J.P., Bowen, D.E., Dorfman, P.W., Kerr, S. & Podsakoff, P.M. (1990), Substitutes for leadership: effective alternatives to ineffective leadership, Organizational Dynamics, Vol. 19 No. 1, pp. 20-38. Huusko, L. (2006), The lack of skills: an obstacle in teamwork, Team Performance Management: An International Journal, Vol. 12 Nos 1/2, pp. 5-16. Kerr, S., & Jermier, J. M. (1978). Substitutes for leadership: Their meaning and measurement, Organizational Behaviour and Human Performance, vol. 22 no.3, pp. 375–403. Mueller, F., Procter, S. & Buchanan, D. (2000), Teamworking in its context(s): antecedents, nature and dimensions, Human Relations, Vol. 53 No. 11, pp. 1387-424. Parker, G. M. (1990). Team Players and Teamwork: The New Competitive Business Strategy. Oxford: Jossey-Bass Zaccaro, S. J. (2002). Organizational leadership and social intelligence. In R. E. Riggio, S. E. Murphy, & F. J. Pirozzolo (Eds.), Multiple intelligences and leadership (pp. 29–54). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Zaccaro, S. J., Rittman, A. L., & Marks, M. A. (2001). Team leadership. Leadership Quarterly, 12, 451–483. Cohen, S. G., & Bailey, D. E. (1997). What makes teams work: Group effectiveness research from the shop floor to the executive suite. Journal of Management, 23(3), 239–290. Salas, E., Cooke, N. J., & Rosen, M. A. (2008). On teams, teamwork, and team performance: Discoveries and development. Human Factors: The Journal of the Human Factors and Ergonomics Society, 50(3), 540–547. Pina, M. I. D., Martinez, A. M. R., & Martinez, L. G. (2008). Teams in organizations: A review on team effectiveness. Team Performance Management, 14(1/2), 7–21. Mullen, B., Anthony, T., Salas, E., & Driskell, J. E. (1994). Group cohesiveness and quality of decision making: An integration of tests of the groupthink hypothesis. Small Group Research, 25(2), 189–204. Source document

Integration of Aristotle’s Four Causes and Ego Psychology Essay

Ego Psychology Theory is based on Freud’s structure of mind model of identity, ego, and superego elaborated in more detail. Individuals have different ego controlling between primitive drives and realities. Individuals always deal with identities, drives and egos. However, if one has good control with ego, they can express their desire, drives and morals in realistic and socially appropriate ways. If failed, one confronts difficulties such as conflict with inner self and loss of mature interpersonal relationship. However, throughout lifetime, individuals change their feelings and behaviors to better fit their needs or minimize their conflict between primitive drives and realities. The material cause for ego psychology is identity and ego. Individuals are born with primitive drives, sexual desires, and egos which enable to organize their identity, drives and synthesize judgment, defined as decisions toward another in feelings, or to be aware of drives that affects feelings in accord with reality. In other words, ego can give a right direction for or control identity drives, whether it is satisfied or not in light of reality. The formal cause of ego psychology is ego development which is follows by means of the individual’s needs, e. g. , affiliation with others, learning, etc. Hartmann says that we must develop â€Å"autonomous ego-development† (Hartmann, 1958, p, 101). The ego must be understood in relation with the individual’s needs and drives, traits, expectations, and values. According to Hartmann, people’s defense mechanism develop their ego. Hartmann pointed out that â€Å"the defense processes may simultaneously serve both the control of instinctual drive and adaptation to the external world. † (Hartmann, 1958, p. 51) The efficient cause is adaptation – â€Å"reality mastering† and a reciprocated relationship between an individual and his or her environment. The outcome of successful adaptation implies â€Å"fitting together† (Hartmann 1958, p, 36). If individuals overcome their conflicts, they are lead to their functions which are more or less closely related to the perceive reality. Therefore, successful adaptation embeds an individual in an environment. Also, it solves conflict among individual needs, capacities, and their environments due to the complicated tendencies of defensive egos. In early stages the ego is focused on differentiating itself from others and on affirming its separate existence though expression of drives. Later, the individuals begin to learn rules of conduct to follow in order to avoid group criticism (Martin,1981). The impact of interpersonal and environmental factors is thought to be crucial to the evolution of mature ego functions during the lifelong developmental process. The final cause of ego psychology is to find better adaptation and sustain ego function with regard to individual needs to adapt to their environments, drives, traits, and expectations. Other manifestations of social functioning problems and self regulation and control of drives affect other people’s perceptions is central to the development of an individual’s behaviors and are appropriate in certain circumstances. People, because of their inevitable and requisite relationship with the world, are subject to change their attitudes, behaviors, and even their egos in order to cope with the changes and demands of other people around them and in the group they belong in. References Irving M. Rosen. (1968) Ego psychology of the adult years.Journal of Religion and Health, Volume 7, Number 3 PDF (243. 6 KB) Retrieved May 2, 2008, from SpringerLink database. Hartmann, Heinz. (1958) Ego psychology and the problem of adaptation. New York, NY: International Universities Press. Martin A, James. (2000) Ego psychology notes. Retrieved Apr. 2, 2008, from http://www. brynmawr. edu/Acads/GSSW/jam/switr/991415. htm Martin, Grotjahn. (1981) The therapeutic group process in the light of developmental ego Psychology. Group, Volume 5. Retrieved May 2, 2008, from SpringerLink database.

Wedell Berry essays

Wedell Berry essays Berry, Wendell. Sex, Economy, Freedom, Wendell Berry, self-styled intellectual, social commentator and purveyor of common sense, authored a biting series of essays on the state of American life and economy, compiled in 1993 under the title Sex, Economy, Freedom Sex... is certainly an easy read, the same does not apply to its author. Berry introduces his essays with a preface centered on the value of education and the importance of understanding. It is here that the Kentuckians backwoods wit shines in all its sarcastic glory. In a hilarious incisive listing of the basic assumptions accepted by most participants in modern higher education, Berry cites the systems failures and mocks its current goals. To point out the common understanding of the utility of education as a career tool, designed and obtained as a device for monetary profit, is perhaps the master stroke of the work, and Berrys third listed assumption does so masterfully. Also worthwhile is Berrys attack on jargon and its use as a placard of intellectual superiority, though it might be construed as betraying a general ignorance of the value of specialized language in specialized fields. Compounding this rationale is the post script to the preface, in which Berry maligns the supposed value of electronic newspapers. Doubtless, from his early 1990s persp ective, this now-common means of communication across the internet may have seemed fanciful and emaciating, while the pa...

Understanding Informal Speak Gonna and Wanna

Understanding Informal Speak Gonna and Wanna Wanna and gonna are two examples of informal spoken American English. Wanna means want to, and gonna means going to. Youll hear these phrases in movies, pop music and other forms of entertainment, although you are less likely to hear them in more formal shows, like the news. These two expressions are not generally used in written English but in spoken English. Wanna and gonna are examples of reductions. Reductions are short, commonly used phrases that are spoken quickly. These reductions tend to be used for function words such as auxiliary verbs. It is important to remember that there are  differences in American English and British English pronunciation. British English also has its own exceptions in pronunciation.   There are different views on whether students should use this type of pronunciation. In my opinion, students who live in North America should at least be familiar with these forms as they will hear them every day. If students decide to use this pronunciation, they should remember that it is appropriate only for informal spoken English and should not be used (except for texting, perhaps) in written English. Reductions in Questions The most common reductions are found at the beginning of questions. Heres a list of important reductions with the pronunciation written out to help you learn to recognize them in everyday American English. To begin with, listen to this reduction pronunciation sound file of the most common questions. Are you ...? aryaCan you ...? kinyaCould you ...? kudjaWould you ...? wudjaDid you ...? didjaDo you ...? dojaDont you ...? donchaWill you ...? wiljaDo you want to ...? doyawannaAre you going to ...? aryagonnaDo you have to ...? dijahafta Focus on the Main Verb If you choose to use reductions, it is important to focus on the main verb in the question to correctly pronounce using reductions. In other words, we quickly speak over the reduced forms (are you, could you, etc.) and stress the main verb. Listen to these example reduced questions to hear how the main verb is stressed. Are you ...? arya Are you enjoying yourself?Are you going to help me tonight? Can you ...? kinya Can you say that again?Can you understand me? Could you ...? kudja Could you help me?Could you visit next month? Would you ...? wudja Would you like to have dinner?Would you answer my question? Did you ...? didja Did you see him?Did you buy it? Do you ...? dija Do you play tennis?Do you eat fish? Dont you ...? doncha Dont you love it?Dont you understand? Will you ...? wilja Will you come with me?Will you finish tonight? Do you want to ...? diyawanna Do you want to have fun?Do you want to eat out? Are you going to ...? aryagonna Are you going to leave?Are you going to have lunch? Do you have to ...? dijahafta Do you have to stay?Do you have to work today? Gotta and Wanna Two of the most common reductions are gotta and wanna. Gotta is the reduction of got to. Its rather strange because its use means have to. In other words, in informal American English I got to get up early means I have to get up early. This is then further reduced to I gotta get up early. Wanna means want to and is used to indicate the desire to do something. For example, I wanna go home. means I want to go home. A synonymous expression is also I would like to go home. However, this form is much more formal.

Organizational Behavior Movie Review Example | Topics and Well Written Essays - 250 words

Organizational Behavior - Movie Review Example Similarly, Nanny employs the goal setting and reinforcement theories. She is committed to changing the children’s behavior by teaching them the five lessons. Fundamentally, goal-setting theory centers on devising targets, showing commitment, and creating support systems (Borkowski, 2011). The employment of the reinforcement theory is evident when the children pretend to have contracted measles. Nanny punishes the children by giving them concoctions while indoors (Doran & Jones, 2006). The application of attribution theory is evident in the Nanny McPhee movie. Borkowski (2011) contends that attribution theory centers on the way and the reason people explain events in a certain manner. Attributions inform the behavioral and emotional responses (Borkowski, 2011). Nanny identified that destructive and unbearable behavior of the children, and planned on a workable way to change them. The spirit of optimism pointed by Borkowski motivated Nanny to endeavor to change the children’s behavior. The children were unruly to everyone, including Mr. Brown (Doran & Jones, 2006). Similarly, Nanny McPhee promoted the psychological closeness that enabled the children to adjust their

Alden, Inc Case Study Example | Topics and Well Written Essays - 250 words

Alden, Inc - Case Study Example Presenting a receiving report to the supplies is important I an organization to acknowledge receipt of the materials to avoid challenges with supply. The control procedures for the above problems include passing a policy for the removal of materials from the store room only under written authorization and recording of the amount and value of the materials retrieved. Keeping a perpetual inventory system is the other procedure to solve the problems at Alden. This will allow tracking o material usage at Alden for the company to be able to forecast sales and making demand forecasts to avoid losses from shortages and reduce theft. Sending receipt reports to the supplies and checking on quantity and quality needs to ensure the supplies meet the specification of the company. An Integrated Enterprise Resource Planning system can be used to solve the above weaknesses through the development of bill of materials by the ERP system when supplies are made, developing a perpetual inventory system in the ERP system through entering inventory levels, addition, and withdrawals from the store to get the inventory at a given time (Hamilton, 2003). This will allow the ERP system to make forecasts on the usage of the materials and ensure the ERP system requiring the consent of authorized staff to make withdrawals from the store. The ERP system can also be used to make vouchering, matching, and payment of the supplies. An ERP system will also track order processing in terms of order entry, credit checking, inventory, shipping analysis, pricing among different supplies to get the best bargain, supplier scheduling and warehousing (Hamilton,