College Pressure Essay

William Zinsser’s in his essay â€Å"College Pressure† published 1979, describes the pressures Yale students have economic, parental, and peer/self- induced. He says that these pressures make students afraid to take a risk and to try to take different paths. He wants them to believe in themselves and to try to enjoy their time in college. I have been a student at Reedley Community College for two years and the pressure I experience as a student and a mother are different from that the Yale student experienced. The first pressure that Yale students and I experience is economic pressure. Zinsser explains that in the 1970’s â€Å"tuition, room, and board at most private colleges comes at least $7000† (par.12).He also explains how much pressure Yale students are under, that â€Å"even if the [student] works part time during school and full time during the summer†, but accrue $5000 in loans after four years, loans that the [student] must start to repay w ithin one year after graduation† (par.13). Then, Zinsser goes on to say that no matter how hard the student works he or she will be under pressure to pay back all the money he used. I relate to this pressure, but in a very different way. Although the cost of school for me is relatively low, I have four kids that are away at college. Having four children needing help with tuition and books puts a lot of financial pressure on me as a parent. Also, having six kids in general, three of which are girls, is expensive regardless. The country’s economic disparity has left personal finances tight and puts me under a lot of pressure to make sure my kids have everything that they need and that all bills are paid. Another pressure William Zinsser’s mentions is parental pressure which Yale students and I feel but slightly different .It refers to the amount of pressure students get from their parents. The students are being torn between pleasing their parents and pleasing themselves. Zinsser’s mentions that â€Å"often times students are walking to labs as though they are walking to the dentist.†(par.15) Students are taking on majors in a course of study that they do not necessarily like, however, in order to keep their parents happy they take them on. They are under pressure because they want to please their parents but they’re unhappy they want to do. Because they aren’t doing what. Because I am an adult this pressure does not really apply to me. However, I do feel the pressure from my children. My children expect me to get good grades, as well as maintain everything in the house. When dinner is not made on time because of my homework, my children get upset. They also complain about laundry not being done quickly enough. Although they support me, their expectations of me put me under a lot of pressure. The final pressure that Zinsser mentions is Peer/ self-induced pressure which are a pressure that Yale students and I apply on us. Students apply unnecessary pressure on them by comparing themselves to their peers. Zinsser mentions that a student he calls Linda â€Å"who came in and said she was under terrible pressure because her roommate, Barbra was much brighter and studied all the time.† This student is a perfect example of making an unnecessary comparison which stresses her out. This pressure leads to students over work them-selves. â€Å"A professor will assign five-page papers†. â€Å"Several students will start writing ten-page papers to impress him.†(par.27). Instead of just following the guidelines of an assignment they are trying to shoot above and beyond the requirements. I can really relate to this pressure because I do add a lot of stress on myself. I immediately assume everyone is doing better than me which makes me work harder, but at the same time it causes me to over work myself. I have to make sure all my kids need are done, and then I stay up late to make sure all my school work is done. This pressure affects me negatively because I add a lot of stress on myself that does not need to be added. Instead of focusing on my growth academically. I am always worried about who is doing better than me in class. A couple of ways I am trying to manage my stress is by making daily and weekly to-do lists and putting the most important at the top and working my way down. It’s a great way to manage my time as well. Being that I am a mother of six, my stress level seems like it’s multiplied by seven and I need to be able to put some of that stress aside and finally focus on my schooling since my oldest is twenty-two and my youngest is thirteen. Another great way I make stresses more manageable is by keeping procrastination to a huge minimum. If work that is assigned gets gradually done before the due date, it won’t all pile up the night before causing you to panic. Stress always piles up and it occurs more than any of us would like, but it shouldn’t be a reason to fail. By overcoming these pressures, we become stronger at the end.

The Black Death A Widespread Disease - 1148 Words

The Black Death was a catastrophic pandemic - a widespread disease, which spread over western Asia, the Middle East, North Africa and Europe between the years 1346-1353. Playing an important role in history; a time known to have devastating effects and significant losses of population causing demographic impacts throughout the continents. Europe saw populations exponentially decline due to mortality rates during the outbreak. The Black Death killed tens of millions of people in Europe, this overall leaving the continent in misery and devastation during the presence of the outbreak and after. There have been historical accounts discovered and written over the centuries for example Giovanni Boccaccio s description published in ‘The Decameron’ (1350) outlined some of the symptoms conveying the black death first betrayed itself by the emergence of certain tumors in the groin or the armpits, some of which grew as large as a common apple, others as an egg (Ewen Callaway 2011) . During the Black Death, there was no knowledge of bacteria, viruses or microbiology leading to the ‘great majority of people believing that the disease was god s punishment of their sins’. However over time few physicians who knew classical Greek medicine believe it was miasma. Miasma was pollution of the air by toxic vapors containing putrid matter which spread by the wind (Benedictow 2004). This gave people more scientific views on the origins of the black death even with little evidence or knowledge.Show MoreRelatedThe Plague : The Great Plague1064 Words   |  5 Pagesanything to stop its deadly trail. The disease struck and killed with terrifying speed, leading Italian writer Boccaccio to declare, its victims â€Å"ate lunch with their friends and dinner with their ancestors in paradise.† Certainly, modern medicine understands plague and now has treatment available; however, history will reveal how easily a pandemic can resurface and become deadly once ag ain. History of the Great Plague For years, historians taught the Black Death of Europe originated in China, butRead MoreThe London Plague Of 1348 And 16651692 Words   |  7 Pagesrefers to two periods of disease outbreak in England. One plague, the Black Death, began in 1348. Another plague, the Great Plague, began in 1665. Both of these outbreaks killed a substantial amount of the population at the time. The plague exists in two forms: bubonic and pneumonic. A bubonic plague is spread by flea bites and results in painful sores on the body. A pneumonic form of the plague is airborne and spread by coughing and sneezing. Both the Black Death and the Great Plague existedRead MoreThe Middle Ages : A Look At The Dark Ages718 Words   |  3 Pagesthe period including social disorder, political turmoil and widespread disease. The Middle Ages was a period between 500 A.D. to 1500 A.D. during which Europe experienced many drastic changes following the fall of Rome. Some of these changes were beneficial, but the ch anges also caused negative effects too. Overall, the Middle Ages was a dark time for Europe. The Middle Ages was a dark time for Europe because there was widespread disease and famine. For example, Throughout the first century of theRead MoreThe Death Of The Plague1532 Words   |  7 PagesFourteenth century western Europe— already plagued by overpopulation, economic depression, famine, and malnutrition, plummeted into an unprecedented scope of devastation as the bubonic plague annihilated two-fifths of its population. Coined the Black Death in reference to its symptomatic bodily discoloration, the pandemic’s ability to wipe out such a tremendous population is indicative of susceptibility before tragedy even struck. From 1000 to 1300, Europe’s population problematically doubled- consumersRead MoreThe Spread of the Plague 1671 Words   |  7 PagesThe word plague means a dangerous disease that quickly spreads and causes death. Alexander Yersin identified the cause of the bubonic plague. He discovered that the disease was being caused by a deadly bact erium which he named after himself, Yersinia pestis. Yersin worked with a scientist named Pasteur in France to develop a treatment to fight the plague. Yersin was the first to suggest that rats and fleas were the main cause for the spreading of the plague. Symptoms of the plague emerge after oneRead MoreThe Black Death And Its Effects On Society843 Words   |  4 PagesThe most devastating and tragic mortal disease, the Black Death, spread across Europe in the years of 1346-53. The Black Death became one of the deadliest infectious diseases in history. This fatal and rapidly spreading disease horrified people of its time. The disastrous natural catastrophe was only compounded with other setbacks in fourteenth century Europe. Those set backs include, warfare, religious turmoil and peasant unrest. Also known as the bubonic plague, it struck Europe in 1347 and killedRead MoreCauses And Effects Of The Black Death775 Words   |  4 PagesThe Black Death was the most dangerous and conta gious widespread disease in history. The Black Death lasted from 1347 to 1351 spreading across Europe killing millions. This is classified as the longest disease that still hasnt had a proper cure for. The disease originated in China and spread across trade routes by interaction and communication. Rodents and Fleas caused the disease by a simple bite to a human even animals causing them to have numerous symptoms which led to death. The Black Death hadRead MoreThe Death Of The Black Death905 Words   |  4 Pagesgrew were dying. On the wake of these seven distressing years of weather and famine was the greatest plague of all times, The Black Death. In 1347 AD, The Black Death began spreading throughout Western Europe. Over the time span of three years, the widespread epidemic killed one third of the population in Europe with pretty near twenty five million people dead. The Black Death killed many more Europeans than any other endemic or war up to that time, vastly impacting the Chur ch, the people, and the economyRead MoreAnalysis Of Primary Sources Related On The Black Death885 Words   |  4 PagesRelated to the Black Death Only a small number of primary sources exist that write at length about the spread of the bubonic plague in Europe during the 14th century. With disease ravaging the continent, and medical science still in its infancy, mortality rates were extremely high. Anyone with training to help treat the disease was too busy handling patients to write in great detail about the spread of the disease. The virility of the disease also meant that many people who saw the disease and its effectsRead More The Middle Ages or the Dark Ages Essay786 Words   |  4 Pagesand confusion. Although the Middle Ages is often known as the age of faith, a more appropriate title for the time period would be The Dark Ages because of the black death, wars and the collapse of government. The Black Death caused intense suffering and many problems across Europe. According to the book, The Black Plague the black death started when a twenty-five year old man who skinned a sick bobcat. â€Å"A Few days after this, the rancher began to feel sick. He suffered from headaches, chills, fever

The Reign of Terror - 894 Words

The Reign of Terror was a time during the French Revolution hundreds of thousands of people were executed by various means: guillotine, shot, and drowned. The Committee of Public Safety, lead by Maximilien de Robespierre, were in charge of these executions, and with the job of finding anti-revolutionaries forces. Many thought that what Robespierre was doing would just lead to a greater anti-revolution movement, which would in turn increase the number of executions. Others did not take action against the terror; for fear that they themselves might be executed. Those who were still loyal to the revolution saw the terror as a noble cause; they saw it as a way to rid France of anti-revolutionary forces. While the terror started as an†¦show more content†¦As said by the British Prime Minster, William Pitt, the French people are urged into the field by the fear of the guillotine. Most often the people would join the revolutionary army just to escape the wrath of the army (Doc14). Charles James Fox, A member of parliament and a sympathizer of the revolution, the leaders of the French people were â€Å"guilty of such unheard of crimes and cruelties.† The other countries were even able to recognize how the terror was nothing more than a way to fear the people into following the revolutionaries’ commands (Doc13). Louis Antoine, in a speech to the National Convention, talked about how the French peoples’ greatest mistake was thinking that concentration authority would save the state. He thought this was a mistake; because, the concentration of the authority lead to even more chaos within the terror (Doc5). Many did think that the revolutionaries in charge of the trials for anti-revolutionary cases were much disorganized and in disarray, as seen in this picture by an unknown artist who; most likely disagreed with the terror. The artist depicts a scene where a revolutionary committee is deliberating were or not a person is guilty. In the paint ing, you see many different uniforms for the people, no one is looking in the same direction, dogs are running around the room and the guards look almostShow MoreRelatedReign of Terror1070 Words   |  5 Pages The Reign of Terror: Was It Justified? The Reign of Terror started in 1789 and was a time when supporters of the French Revolution ran wild and started killing non-supporters or counterrevolutionaries. The French held a ceremony if you will, in Paris for the execution of King Louis XVI on January 21, 1793. This was because Louis was having financial, and harvest issues. In June of 1789 King Louis called the Estates Meeting to discuss taxes and money problems. Then some men disliked whatRead MoreThe Reign of Terror1316 Words   |  6 Pagesliberty developed into the Reign of Terror. The Reign of Terror was a period in the French revolution characterised by brutal repression and executions which took place from 1793 to 1794. It was a time of bloodshed and murder, aimed to destroy counter revolutionaries and conspirators, and attack foreign enemies, which resulted in the deaths of around 20,000 to 40,000 people, and was viewed by Robespierre as an inevitable period to stabilise France. The Reign of Terror was caused by the evolutionRead MoreThe Reign of Terror4635 Words   |  19 PagesThe Reign of Terror History is said to be written by the winners, but is it possible to rewrite history? In a way, the French, like many who have preceded them, and many who will proceed them have done the impossible, rewriting history. From trivial folklore, such as George Washington chopping down a cherry tree, to the incredibly wrong, the African slave trade; peoples views of history can be shaped and molded. The French have done a superb job of instilling all of us with the concept thatRead MoreCauses Of The Reign Of Terror766 Words   |  4 PagesThe Reign of Terror was one of historys symbolic events that have changed the world for the better. Have started with King Louis XVIs reign in 1789 to 1793 (document B); which lead France down a rabbit hole of poverty, starvation of the people, and an unfair tax system (background essay). All of Frances problems have manifested into something that King Louis has done, but cannot stop. With the help of Maximilien Robespierre, the Reign of Terror was declared to fix a corrupted government. The ReignRead MoreRobespierre and the Reign of Terror1544 Words   |  7 Pagesthousand to forty thousand died; it is still unknown exactly how many people were lost through the blood drenching event of the Reign of Terror.[Footnote] Throughout the French revolution, specifically the eleven month, 1793-1794 Reign of Terror, revolutionary leaders, such as Maximilien Robespierre believed in enforcing fear to resolve t he instability of France. â€Å"Terror is nothing else than swift, severe, indomitable justice; it flows, then, from virtue†-Maximilien Robespierre.[Footnote] This periodRead MoreCauses of the Reign of Terror1367 Words   |  6 PagesThe reign of terror was a period of violence in which occurred from 1793- 1794 after the strong onset of the French Revolution. It was a time of fierceness and anger, resulting in the deaths of thousands of people living in France at that period of time. The terror followed the trial and execution of King Louis XVI in 1793 and was incited by the conflict between the Girondins and Jacobins. Soon after, King Louis’ wife, Marie Antoinette, was executed in the guillotine- the new form of constitutionalistRead MoreThe Revolution Of The Reign Of Terror792 Words   |  4 Pagesof government, and the Reign of Terror’s new revolutionary government was no exception. Although the revolutionary government was meant to replace a tyrannical go vernment, it quickly turned into the dictatorial government it tried to replace and in many cases stepped far outside of the bounds of lawful or just action. During late 18th century France in the time period between the execution of King Louis XVI and the execution of Maximilien de Robespierre, the Reign of Terror senselessly guillotinedRead MoreReign of Terror Essay630 Words   |  3 PagesReign of Terror DBQ: Discuss the advantages and disadvantages of the Terror as an instrument of the French Revolution. France was experience a great amount of change in the summer of 1793, when the Jacobins succeeded the moderates in the National Convention. With the radical Jacobins in power, the country was in tumult, and a Reign of Terror ensued due to a law of suspects that legalized local revolutionary committees. Because of this, thousands of people were killed by guillotine or other methodsRead MoreThe Nazi Reign Of Terror878 Words   |  4 Pagespeople treated differently or did they suffer the same consequences under Nazi rule? The answer is, that while non-Jewish people often suffered the same fate as the Jews, the Jewish people suffered a more heinous and cruel version of the Nazi reign of terror as evidenced by historical accounts recounted by concentration camp survivors and those who lived during this time. Under the Nazi rule, the leader, Adolf Hitler’s design was to eradicate all groups other than the blue-eyed, fair-haired AryansRead More The Reign Of Terror Essay4589 Words   |  19 Pages The Reign of Terror   Ã‚  Ã‚  Ã‚  Ã‚  History is said to be written by the winners, but is it possible to rewrite history? In a way, the French, like many who have preceded them, and many who will proceed them have done the impossible, rewriting history. From trivial folklore, such as George Washington chopping down a cherry tree, to the incredibly wrong, the African slave trade; peoples views of history can be shaped and molded. The French have done a superb job of instilling all of us with the

The Age Of Onset Type 1 Diabetes Essay - 2342 Words

Age of onset Type 1 diabetes can start at any age but most commonly it is before the age of 40, particularly during childhood (Wisse 2015). Type 2 diabetes most often occurs after the age of 45, but in recent years it is starting to occur before this age in children and teenagers (Dickinson 2016). Body Weight In terms of how a person’s weight is with type 1 diabetes, it varies from person to person. Having type 1 diabetes can also make the person lose weight unexpectedly (Wisse 2015). Most people with type 2 diabetes tend to be overweight or obese. However there are still people who have a normal body weight that can develop the condition (Dickinson 2016). Heredity Researchers have still not been able to identify whether type 1 is hereditary or not. However, it is known that almost ninety per cent of type 1 diabetics have had no family members with the illness (AMRC 2016). Even though certain genes can make someone pre disposed to the condition, it has been found that an extra environmental trigger causes the disease to form (AMRC 2016). Type 2 diabetic patients have a stronger connection in having heredity as the cause of the illness even though it can still be caused by other factors. However, if the patient has a history of family members who have had the condition it can be challenging to determine if the diabetes was caused by genetics or other risk factors (American Diabetes Association 2016). Insulin Type 1 diabetics do not produce insulin. Since there is noShow MoreRelatedHigh Incidence Of Early Onset Type 2 Diabetes1613 Words   |  7 PagesThe High Incidence of Early-Onset Type 2 Diabetes Introduction Diabetes is a metabolic body condition in which the pancreas is unable to secrete enough insulin, hence leading to increased levels of blood sugar. Age, genetics, weight and ethnicity are the four main risk factors of Type 2 diabetes. Common symptoms include frequent urination, persistent fatigue, slow healing process for cuts and wounds and blurred vision. Type 2 diabetes affects 1 out of 10 people in America, as research has concludedRead MoreTypes Of Type 1 Diabetes Mellitus1713 Words   |  7 Pages Introduction: Type 1 Diabetes Mellitus is a disease that occurs when insulin-producing beta cells of the pancreas are damaged or are being destroyed (Mahan, Escott-Stump Raymond, 2012). The gradual destruction of the beta cells of the pancreas usually leads to complete insulin deficiency, which ultimately manifests itself in the following symptoms at clinical onset: â€Å"high blood glucose (hyperglycemia), frequent urination (polyuria), excessive thirst (polydipsia), and a significant amount of weightRead MoreType 1 Diabetes Mellitus And Mellitus1711 Words   |  7 Pages Introduction: Type 1 Diabetes Mellitus is a disease that occurs when insulin-producing beta cells of the pancreas are damaged or are being destroyed (Mahan, Escott-Stump Raymond, 2012). The gradual destruction of the beta cells of the pancreas usually leads to complete insulin deficiency, which ultimately manifests itself in the following symptoms at clinical onset: â€Å"high blood glucose (hyperglycemia), frequent urination (polyuria), excessive thirst (polydipsia), and a significant amount of weightRead MoreThe Management Of Diabetes And Early Childhood Patients1239 Words   |  5 Pagesof this paper is to discuss the topic and objectives for the management of diabetes as it pertains to the Healthy People 2020 agenda. The National Diabetes Statistics Report, 2014 shows that in 2012, 29.1 or 9.3 % of the population had diabetes (as cited by the CDC, 2014). The paper will be reviewing social media websites focused on health disorders to analyze and share some of the lived experiences of patien ts with diabetes and from that create a strategy for empowering patients living with the diseaseRead MoreThe Effects of Genetic and Environmental Factors on Type 1 Diabetes Type 1 diabetes is an600 Words   |  3 PagesFactors on Type 1 Diabetes Type 1 diabetes is an autoimmune disorder, in which the pancreas does not produce insulin. It usually begins in childhood or adolescence. In Type 1 diabetes, the body’s immune system destroys beta cells in the pancreas that produce insulin. Insulin is a hormone that converts sugar, starches, and food into energy. Without insulin, blood glucose levels become too high, which is known as hyperglycemia. To prevent hyperglycemia, people with Type 1 diabetes must takeRead MoreObesity Essay796 Words   |  4 PagesObesity: A Factor for Early Onset Menarche Menarche is a sudden, initial encounter of menstruation by a female and said to be a sign of sexual maturation (Ahmed et al., 2016). In a recent study, a reduction in the onset of menarche in females for a period of four years was observed in the West. Factors that have been considered to contribute to early menarche onset includes, dietary intake, socio-economic status, BMI, and physical activity. In the article, Ahmed et al (2016) also mentions thatRead MoreMy Dad Was Diagnosed With Type 2 Diabetes1063 Words   |  5 Pageswith type 2 diabetes when he was only 39 years old. â€Å"At first I was in disbelief and that I didn’t think that this would happen to me,† he recalls. Before his diagnosis, my Dad was constantly eating, and did not exercise much. His parents had developed diabetes when they entered their eighties. Considering that my grandparents and my dad have all been diagnosed with diabetes means that I run a great risk of becoming diabetic also. My Dad had experienced several early signs of diabetes thatRead MoreDiabetes : Diabetes And Diabetes1433 Words   |  6 Pages Diabetes mellitus (sometimes called sugar diabetes) is a condition that occurs when the body can t use glucose (a type of sugar) normally. Glucose is the main source of energy for the body s cells. The levels of glucose in the blood are controlled by a hormone called insulin, which is made by the pancreas. Insulin helps glucose enter the cells. In diabetes, the pancreas does not make enough insulin (type 1 diabetes) or the body can t respond normally to the insulin that is made (type 2 diabetes)Read MoreDiabetes Mellitus As A Chronic Metabolic Disorder Essay1622 Words   |  7 Pages Chapter - 23 Diabetes Diabetes Mellitus is a chronic metabolic disorder that prevents the body to utilise glucose completely or partially. It is characterised by raised glucose concentration in the blood and alterations in carbohydrate, protein and fat metabolism. This can be due to failure in the formation of insulin or liberation or action. Since insulin is produced by the p cells of the islets of Langerhans, any receding in the number of functioning cells will decrease the amountRead MoreDiabetes- Informative Speech outline Essay892 Words   |  4 PagesGeneral Purpose: To inform Specific Purpose: To inform audience of the signs you can look for and types of diabetes. I. Introduction A. Attention Getter:   Show of hands. How many of you all have or know someone with Diabetes? B. Reason to Listen:    According to the â€Å"2013 Fast Fact Sheet† from the American Diabetes Association, nearly 26 million children and adults in the United States have diabetes, which is nearly 10% of the U.S. population. *exact facts are: 25.8 mil and 8.3% C. Credibility

Group Working Positivity Free Essays

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. We will write a custom essay sample on Group Working Positivity or any similar topic only for you Order Now 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 avoid 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. â₠¬ ¢ 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. †¢ Can 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 instructions 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 ta rgets 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 o f 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 their 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 m aking 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 their 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 speech 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 deadlines, 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 ha s 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 discussing 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 â € ¢ Praising group progress towards objectives †¢ 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) Brainstorming Brainstorming 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 down 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 Charts Putting 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 groups. 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: |Individualism 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-down. 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 Conflict Due to groups involving people of different personalities, 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/write 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 exploring 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 Work You 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? †¢ 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 meeting 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 Jersey: 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 B ono, 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 Sixty 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 can 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 prog ress 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 s hould 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 offer 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’ Model Edward 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. Red 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 thinking 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 (process, 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 another’s contributions ? Members of the group were polite to one another ? Disagreement / conf lict 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 How to cite Group Working Positivity, Papers

Marketing and Customer Relationship Management

Question: Discuss about the Marketing and Customer Relationship Management. Answer: Introduction The Australian hotel (lodging) industry is selected by me to express the market structures in an adequate and a more extensive way. With regards to financial matters, market structure assumes a noteworthy part to uncover all the significant parts of a market in which a firm or industry works its business. For case, monopoly, oligopoly, duopoly, perfect competition and monopolistic competition are the real sorts of market structures. A business or industry can go from one market to other to fulfill upper hands over the contenders. A monopoly is a market structure where just a single maker delivers a ware. In this kind of market structure, an organization does not have any contenders. The firm has full control over the market due to no other substitute accessible in the market. A duopoly is another type of market structure in which there are just two merchants for an item. Additionally, in an oligopoly structure, a couple firms/procurers give distinctive items/administrations and furth ermore control the entire business. Monopolistic rivalry implies defective rivalry in which numerous makers create separate items from each other. Furthermore, in a perfect competition market structure, many firms/industry pitches a homogeneous item to clients. This research essay assesses the market structures of Australian inn industry in a proper manner. Market structures in the Australian Hotel Industry The Australian inn industry is expansive industry that contributes into the development of the national economy. The Australian inn industry is a noteworthy financial driver at the neighborhood, state and national level. There are around six thousand lodgings inside industry that produce around $14 billion incomes for each year (Cummins, 2016). Moreover, nearby providers have a high extent of the Australian inns that add to create business and upgrade family wage in their groups. The states controls of Australia did not bound any constraint identified with section and exit in the lodging business. It demonstrates that the Australian inn industry makes due into perfect competition market structure. Then again, the distinctive state directions identified with alcohol permitting and EGMs are additionally connected with the market structure of Australian lodging industry (Australian Hotels Association, 2009). The ABS study of the financial year 2005 outlined that New South Wales and Vict oria state hold the high piece of the overall industry inside industry. The beneath graph is useful to demonstrate the aftereffects of overview in a precise way: In addition to this, the number of inhabitants in the country is an imperative variable of the lodging business on account of high populace state has high inn proportion/partake in the market. The directions identified with section and leave, alcohol permitting and EGMs are likewise imperative component of the lodgings share of a country. The enhanced pieces of the pie demonstrate the perfect competition market structure inside the business (Maggon Chaudhry, 2015). Moreover, in the Australian lodging industry, the vast majority of the inns are relatively little size inns because of they hire few workers to work. The Australian lodging industry dependably works its business in exceptionally directed modern condition. Along with this, the administration directions of the Australian lodging industry inn industry are identified with the authorizing of the offer of alcohol and electronic gaming machines (EGMs). As of late, the majority of the states have been allowed EGMs, alcohol serve and gaming operations inside lodgings. These adjustments in the controls significantly affect the structure of the Australian lodging industry in view of directions are obliged at the state level. The Australian inn industry is flawless rivalry as there are vast quantities of controls to work together exercises legitimately (McManus, 2013). In addition to this, alternate states and domains directions identified with the alcohol serving, EGMs and gaming operations in lodgings additionally lead a flawless rivalry industry structure. The ABS review of FY2005 showed that aggregate work in the lodging business was 81,675; that is advanced in the beneath graph: The diagram point towards the normal worker numbers between the states. It likewise shows that the normal number of representatives of little size lodgings is among 41.4 to 27.7. It means the ideal rivalry structure of the inn business as far as size and quantities of work. As far as proprietorship structure, the Australian inn industry is portrayed by autonomous proprietors, little proprietors or establishment association. The little and autonomous proprietors covers around 88% of the business share, while the substantial inn gatherings and huge establishment lodging bunches just covers staying 12% of the business share. This shows the substantial inn bunches don't have control on the general inn industry (Patiar Mia, 2015). The high shares of little and autonomous proprietors indicate distinctive brand names and diverse sorts of administrations as far as quality, size, plan, shading, shape, execution, and highlight offered by the Australian lodgings. The possession structure addit ionally shows the ideal rivalry structure inside the Australian inn industry. Along with this, financing, tourism framework speculation, income unpredictability, and long haul execution are the significant qualities or components that contributed into the development of the inn business in Australia. Additionally, the legislature likewise offers help to the tourism foundation venture. It is a result of visit, travel and lodging industry playa a noteworthy part in the financial development of the country. Income unpredictability and long haul execution arranged organizations are the pointers of consistent development of the lodging business inside country (Cummins, 2016). So, these qualities of the business indicate towards the perfect competition market structure of the Australian hotel industry. Conclusion On the premise of the above discussion, it can be reasoned that, the quantity of lodgings and the share of states indicate that the business has consummate rivalry showcase structure. Besides, the little size, autonomous proprietors, establishment alliance, and so on focus toward the perfect competition structure inside the Australian lodging industry. Alongside this, the country doesnt have directions identified with section or exit in the business. It implies that business firms can enter or leave lodgings whenever they need to do. Furthermore, simple to survey financing, income unpredictability, tourism foundation speculation, and long haul execution, and so on attributes are an indication of perfect rivalry structure in the hotel industry. References Australian Hotels Association. (2009). The Australian Hotels Industry. Retrieved From: https://aha.org.au/wp-content/uploads/2016/07/PWC-Hotel-Industry-Report-20092.pdf Cummins, C. (2016). Hotel sector predicts strong growth. Retrieved From: https://www.smh.com.au/business/property/hotel-sector-predicts-strong-growth-20160505-gonht7.html Maggon, M., Chaudhry, H. (2015). Revisiting Relationship Marketing and Customer Relationship Management in Leading Tourism and Hospitality Journals: Research Trends from 2001 to 2013. Journal of Relationship Marketing 14(1), 53-77. McManus, L. (2013). Customer accounting and marketing performance measures in the hotel industry: Evidence from Australia. International Journal of Hospitality Management 33, 140-152. Patiar, A., Mia, L. (2015). Drivers of Hotel Departments' Performance: Evidence From Australia. Journal of Human Resources in Hospitality Tourism 14(3), 316-337.

Women and Men an Example of the Topic Psychology Essays by

Women and Men As human beings, there are some aspects in our thought that we cant account for why we particularly think that way. Sometimes, we discover we have some preconceived ideas about a group of people, an issue or about a thing, not knowing what informs our perspective of the issue we are thinking of. When this happens, then we have a stereotype about the idea in question. Need essay sample on "Women and Men" topic? We will write a custom essay sample specifically for you Proceed Stereotypes can be said to be fixed ideas about a thing, concept, or a group of people as a result of an oversimplification of certain studies about the concept, thing or group of people. Generally speaking, stereotypes have been in human thought as far back as society has existed and could be both negative and positive as it comes as a result of biases that fill the minds of people. Thus, we can say that all stereotypes are fallacies because they draw a conclusion from the number of evidence which they have observed. An example of stereotypes is the claim that Black people are better in sports than white people. Indeed, the society has made a definition of the roles that men and women should fill. Today, it is not absurd to note that some attributes are expected to be peculiar to women and men in the society. It is believed that each sex should be appreciated by the restrictions of the various boundaries that the society has placed on them. Therefore, when some things are done by women or men in the society, people say that these actions expected because the fact that it is accepted of the sex to behave in that manner. One of the ways by which the society displays their stereotype on both sexes is by ascribing some gender roles to men and women in the society. In our society today, one of the prevalent stereotypes that are being held by people generally is the fact that women should be tender and soft while men should be hard. The question that this essay seeks to answer is why people hold this position? In this essay, attempt will also be made in ascertaining whether the basis of their claim is really sound. As I perceive, the first reason why people hold this position is because of the psychological makeup of both sex. The truth is that men are wired in such a way that they rely more on facts rather that sentiments and emotions. This is probably what accounts for the way they think and behave generally. On the other hand, because of their psychological makeup, women tend to be more emotional and this makes them tenderer and less hard than men. Oftentimes, there is a unique distinction between how these two sexes think. Psychological findings have proved that due to the brain formation of men, they tend to think in the factual way and tend to have an analytic approach to issues. On the other hand, the composition of the brain of a woman makes her thinking to be directed towards a rather softer and sentimental/emotional way and this is how they view life. Overtime, I believe that the gender roles that have been ascribed to the woman and the man can also be the responsible for this claim. Naturally, because of the physiological makeup of men, the society tends to believe that man should be responsible for the duties that require strength while women, who look more fragile, should handle tasks that demand lesser strength. Apart from this, man is entrusted with leadership over women therefore although men have emotions; they tend not to want to show it as they see it as a sign of weakness. At this point, the question is given the gender roles that have been attributed to both men and women, should men be taught in way by which women are taught in the society? Would this make them better? Personally, I am of the opinion that this would be a welcomed idea because men have caved under the burden of responsibility that the society has placed on him but still does not recognize some aspects that are in him. He wants to show that he is stronger and that he is in charge and that he has everything under control. As much as I appreciate the fact that men are standing up to their responsibilities, I believe he should be taught in a way where he will appreciate the emotional side of him rather than seeking to ignore it. This, for me, is the balanced life. Reference: Media Awareness Network, What is a Stereotype? Media Awareness Network, Exposing Gender Stereotypes Hurst, E. Social Inequality: Forms, Causes, and Consequences(2007) Boston: Pearson Education, Inc