ShantanuT01/DACTYL-Pretraining huggingface dataset:
Introduction Teamwork occupies a special place in the operational models of most organizations worldwide. This comes from the realization that it is the most efficient way of achieving the goals of an organization. Globalization is the major force behind the changes seen in workplaces because it is causing inevitable interaction of different cultures. This realization has been the motivation for learning institutions to adopt the use of group based models of learning to enrich the learning process. This paper relates to the experiences derived from a team-based approach to learning. It focuses on the formative stages and the operational dynamics of the team. The goal of the team is to analyze the operations of Qantas in order to identify sustainable business practices and the change management process at the airline. Initial Functioning of the Group There are two reasons behind the formation of the group. The first reason is that the course under study calls for the analysis of an organization in order to determine elements such as its operations and its change management strategy. This group is working on Qantas Airlines as the case study. The second goal for the team’s formation is to develop an appreciation of how teams function. In addition to the primary objective of analyzing the operations of Qantas, using a team model to do it promises to provide all the members with an idea of how team function and the dynamics controlling the development process. Teams tend to develop through certain stages that follow a logical progression. Different scholars refer to these stages using various terms. According to Phillips and McConnell (2005), teams go through five stages in their development process. These stages are, “formation, disequilibrium, role definition, maturity and maintenance”. They take on a logical progression that follows the dynamic processes at work in the life of the team. However, the more popular way of looking at the team development process is by the model developed by Bruce Tuckman that labeled the stages of team development as Forming, Storming, Norming, and Performing. Since then different scholars have developed variations to it to accommodate new research and to increase awareness to some of the core issues covered under each of the stages. One of those variations presented by Williams (2006, p. 323) adds three stages to the process titled, “de-norming, de-storming, and deforming” after the performing stage in Tuckman’s model. The goal for these additions is to show that teams are not permanent but must disintegrate after the attainment of the objectives. Another example of variations to Tuckman’s model presented by Heldman and Mangano (2009, p. 187) is the addition of a stage called “adjourning”, after Tuckman’s performing stage. These examples show that there is agreement among scholars to the fact that teams go through a logical development cycle. In order to discuss the development process of the tea
Looking into the literature of the world from the most primitive to the most modern one, it becomes evident that man has studied thousands of subjects, has worked out in respect of countless topics, made wonderful discoveries, and introduced magnificent inventions regarding science, history, geography, mathematics, biology and much more. But he did not make a serious effort in studying his own self and human behavior till the 19th century. It is in the 19th and 20th centuries that man started looking into human psychology and its systematic study applying modern methodology and using research techniques. Human behavior is a complex phenomenon and required a complete and comprehensive process to be understood. Theories were articulated and researches were conducted in order to get acquainted with human nature, action, reaction, attitude, and behavior and solve the social, psychological, and cultural problems faced by the individuals. Case history, group discussion, interview-conducting, questionnaire, controlled group observation, and others are the forms of modern techniques of valid human behavior studies. Case history is an imperative method to observe human behavior. It is a technique through which the questions hidden in the subconscious and concealed from the individual himself can be estimated by a professional researcher as well as a therapist that can assess the real problem faced by the individual or group under study. Case history is a detailed account of the facts affecting the development or condition of a person or group under treatment or study, especially in medicine, psychiatry, or psychology. (Free dictionary.com) The study of human behavior and personality development are exceedingly complex phenomena. Several theories have been articulated on the question of how a personality passes through different phases of growth from childhood to adolescence, and what are the components which determine transformations in a child from premature years to maturity. Also, theorists analyze whether the deviant behavior in people is a learned one or man’s behaviors are due to uncontrollable genetic impulses. Also, variation in the intensity of aggression and violence among people is due to differences in their hormones. “The only influence”, Cervone views, “which parents would have on their children’s personality is a biological one. They pass their genes on to their children. According to the trait theories, parents’ interpersonal interactions with their children would exert little effect on the child’s personality development.”(2001). Using Case History to Study Behavior Person-centered and Psychodynamic approaches have won significant recognition in respect of psychoanalysis treatment methodology in contemporary times. Both these approaches maintain similarities and differences from each other and are applied while treating patients suffering from mental disturbances and disorders. A case study is one of the most important techniques to assess human behavior. Case history or person-centered counseling signifies the therapeutic technique that facilitates the patients for attaining personal growth by maintaining close relations between t
Introduction An attitude can be defined as a disfavor or favor that is openly expressed towards a place, a person, a thing, or an object. In fact, Allport refers it as the most indispensable and distinctive concept of the contemporary social psychology (1935, p.789) particularly within the area of management. One can identify the attitude of his/her leader through evaluation. One can evaluate how leaders display certain tendencies in favoring or disfavoring certain objects. Chaiken and Eagly verify this when they say that attitude is a psychological predisposition, which is displayed through assessing a certain entity with inclinations of favor or disfavor (Eagly, 1998, p. 269). Positive attitude is a crucial component of good leadership in management. In his theories of leadership, Chemers (1997, p.3) argues that leadership is a process that involves social influence where one person enters the will to assist and to support others to accomplish a particular task. A leader is a manager at a certain level. Therefore, the attitude of the leader is likely to determine the kind of leadership that he/she exercises. Burns asserts that, for a leader to be transformational to his/her people, he/she must portray good personal relations. He/she must be creative and charismatic (1978, p.27). This paper seeks to explore on how attitude reflects leadership as it applies to professional development in management. Can a leader perform while his or her lousy attitude bars him or her from inspiring, motivating, and even instilling confidence on others? Attitude and Likeability When addressing the issue of professional development in management, one cannot avoid the subject of leadership. A leader with a bad attitude is a poor leader and manager. Leadership is mostly perceived as a contest of likeability. In most instances, leaders are seen as the most liked and respected people. A leader who scores highly in likeability is accorded the full faith and even trust by the stakeholders. Any organization led by such a leader also experiences the warmth of a positive relationship. Such leadership portrays good attitude among the staff as the gap between the leader and the stakeholders is reduced. A leader who scores lowly in likeability faced self-inflicted obstacles. Such obstacles become a barrier to effective leadership in any organization. In fact, Chemers (1997, p.4) argues that leadership development thrives through influence. It is therefore imperative that managers and staff at large should base any good leadership within an organization on the roots of good attitude. As a leader, ones likeability must always be high. A manager with a good attitude towards his or her stakeholders and his work is likely to score high in likeability. It is therefore important for a manager to always ask them whether the people, project, and or organization he/she manages have confidence in him/her
The term “Music Concrete” is used to describe music that is developed from recorded sounds, particularly natural and artificial sounds. It is a type of electronic, acoustic music (Palombini 14). Music concrete can include sounds from recordings of human voices, conventional instruments, and the natural surroundings, as well as sounds developed from digital signal processors. Initially, music concrete was based mainly on the creation and manipulation of electronic sounds instead of recorded sounds. The conjectural and artistic aspect of music concrete was created by Pierre Schaeffer in the early 1940s (Reydellet 10). Pierre Schaeffer’s work started at the Studio d’Essai de la Radio Diffusion National, which was originally meant for the opposition movement in French radio. In August 1944, Studio d’Essai de la Radio Diffusion National was the first to air in liberated France. It was during this period that Pierre Schaeffer started to conduct experiments on Radiophonic techniques using the existing sound techniques (Palombini 14). Schaeffer’s work was influenced by his encounters with voice actors and Radiophonic art. The two factors played a significant role in arousing and reinforcing his concept of sound-based composition. Schaeffer’s work was also influenced by the existing film technology. Actually, cinematography served as the basis for music concrete. According to Battier, before Pierre Schaeffer, a number of musical experts, including Jean Epstein had drawn attention to the way in which recorded sounds disclose the concealed aspects of acoustic music (190). Even Schaeffer mentioned Epstein when referring to extra melodic sound material. Epstein had already envisaged the use of natural sounds in creating musical tones and dissonance (Battier 191). Schaeffer’s work was basically assembling concrete sounds from different sources to create music, rather than scribbling musical concepts and entrusting their realization to conventional musical implements. According to Reydellet, music concrete is not all about a distinctive musical sound and tone but emphasizes the general forms. It must also be presented through unconventional means. As a result, music concrete is fundamentally based on the use of sounds as a basic compositional resource. In addition, it emphasizes the significance of performance in sound-based performance (12). This essay will explore factors that promoted the development of concrete music and how they have helped in the development of other musical instruments. Music concrete and the emergence of post-war technologies The growth of music concrete was promoted by the emerging technologies in the post-world war II era (Teruggi 213). In the late 40s, a classical radio studio was made up of shellac record players and recorders, microphones, mechanical resounds, filters, and a mixing table. These technologies restricted the activities of the composers. The shellac recorder player was able to read sound both normally and in reverse. It could also change the speed of sound at predetermined ratios, thus allowing the change of keys (Teruggi 214). The shellac recorder records all the
Differences between Piaget and Erickson’s Personality Theories The developmental theory postulated by Jean Piaget and the psychosocial theory advanced by Erik Erickson revolve around biological characteristics as integral basis for the growth of knowledge (Leming & Dickinson, 2011). However, the two theories differ regarding the role played by the environment during the process of learning. According to Piaget, environmental and biological components play fundamental and complementary roles in a person’s development. It is biology that is used in adapting to the environment. Unlike Piaget, Erickson perceives growth as prompted by social and environmental elements. He argues that attitudes, cultures, beliefs, and values affect an individual’s perception and cognition. According to Piaget, cognitive growth goes through definite, biologically unaffected and universal chronological stages (Miazga, 2000). He believes that each stage offers structured techniques of interacting with the environment. Piaget formulates four stages, which he sees as fundamental in development. In his linear postulation, each stage builds upon the former while paving the way for the next. Erickson, conversely, proposes eight stages in individual cognitive development. He holds that due to the differences in individuals as they grow, the stages of progression are not essentially linear or as orderly as propagated by Piaget. According to Erickson there is a possibility of going back to a previous stage to correct a task that was not properly completed before the individual biologically advanced to the next stage (Miazga, 2000). In contrast, Piaget asserts that the stages are tiered and that each stage has to be completed before one can advance to the next stage. Piaget asserts that every single stage is unique and, therefore, discontinuous. On the contrary, the eight stages formulated by Erickson are all interconnected, and all participate in an individual’s personality development. Another point of divergence in the two theories lies in the individual stages themselves. According to Piaget’s model there are four distinct stages (Miazga, 2000). People get to the final stage of development when they are around the age of eleven. Unlike Piaget’s, Erickson’s model comprises eight interrelated stages. In Erickson’s theory, the final stage is reached at around the age of fifty-five. Similarities between Piaget and Erickson’s Personality Theories Before looking at the similarities in the personality theories of Erickson and Piaget, it is important to note that they are both developmental psychologists who introduce new outlooks to their concept
Introduction The modern economic development is largely dependent on the investments in new media technologies. New media technologies, ICTs, convergence, and digitisation are seen as the new engines of economic growth for many countries from the perspectives of labour transactions and trade. The digitisation together with technological convergence era have marked a new era for economic development through alteration of the traditional approaches to organisational governance, production systems, forms of labour organisation, and alterations of means of surveillance coupled with business counter surveillance strategies. One of the peculiar advantages of new media and digitisation convergence akin to boosting economic development of many nations is attributed to the capacity of new digital communication developments. The argument is the capacity to make it possible for media organisations and or individuals to deliver various audio, text, and even video materials over the same wired, fibre optic, and or wireless connections to a myriad of destinations within seconds or fractions of seconds. This way, the technological developments of the twentieth century have made it possible for multiple products to be merged together to one product that carries the advantages possessed by all other products. However, as argued in the a paper, although these changes have been instrumental in the propagation of many countries’ economies in terms of effectiveness and efficacy in the management of organisational communications systems, there are still dominant challenges that are associated with any form of convergence. Such challenges include increased risks to which an organisation can be susceptible to among them being cyber security threats. With this challenge and many others notwithstanding, the main focus of the paper is to discuss and analyse why new media technologies, ICTs, convergence, and digitisation are seen as the new engines of economic growth for many countries coupled with offering an explanation of how countries have responded to the challenges. New media technologies, ICT, digitisation and convergence as engines of economic growth ICT encompasses a myriad of services coupled with networks, which facilitate the accumulation without negating the flow of both private and public crucial information. With regard to the United Nations Economic Commission for Africa (2004), ICT involves “internet service provisions, telecommunications, and information technology equipment and services, media and broadcasting, libraries and documentation centres, commercial information providers, network- based information services and other related information and communication activities” (p.11). Scrutin
Introduction: Community and Its Resources   * community: New Orleans.   * resources:       + the Office of Emergency Preparedness.       + community warning system.       + storm shelters (“Hurricanes,” n.d.).       + emergency text messages from the City of New Orleans (“Hurricane preparedness,” n.d.).       + 17 evacuspots.       + special needs registry.       + city-assisted evacuation (“Hurricanes & tropical weather,” n.d.). The City of New Orleans is at high risk of hurricanes, so there are many community resources available. After the devastating category 5 Hurricane Katrina, which led to catastrophic damage to the city in 2005, some new safety measures and response activities were introduced (Schneider, 2015). There are many options for citizens to stay informed about dangerous changes in weather. For citizens that cannot reach evacuspots, there is a register where they can request additional assistance. The Roles of Community Organizations and the Needs They Will Fulfill   * Informing citizens;   * arranging evacuation;   * helping people and pets;   * providing shelter and food;   * arranging the safe return of people after the situation is stabilized. The major function of community resources is informing the people living in New Orleans about upcoming storms and hurricanes. By doing so, the citizens’ need for staying aware of the situation will be fulfilled. The next highly important duty of community organizations is arranging the evacuation of people and pets. These measures are taken in accordance with such statutes as the Post-Katrina Emergency Management Reform Act of 2006 and the Pets Evacuation and Transportation Standards Act of 2006 (Haddow, Bullock, & Coppola, 2014). Another role of community organizations is providing people with necessary hygienic items, food, and shelter for the period of evacuation. This function fulfills the basic physical needs of citizens and their pets. Finally, local organizations are responsible for the return of citizens to their homes after the hurricane or for building new homes for them in case their houses have been destroyed. How Community Organizations Will Respond to the Hurricane   * send emergency text messages;   * inform on the radio and TV;   * announce the evacuation;   * arrange assisted evacuation for immobile citizens and other vulnerable populations;   * organize the appropriate coordination between infrastructure organizations;   * address neighboring cities, state organizations, and the federal government for help. The response to a disaster is the third phase in the emergency management structure, the first two being mitigation and preparedness, and the last one being recovery (Edwards, 2014). The main role in the process of response belongs to community resources since they are the closest to the disaster area. The primary response to the hurricane is making sure that all citizens are aware of the situation. The next imm
Introduction Romeo and Juliet is a tragedy by William Shakespeare, and it is considered to be one of the most significant plays in world literature. The story has always attracted the attention of the general public, linguists, and litterateurs. Lively descriptions, profound characters, and proper use of metaphors make the tragedy especially emphatic. In this research work, several issues are going to be discussed. The paper will be focused on the image of the lovers and the aspects of love; the metaphorical language of the play will also be studied. The research will allow seeing how the concept of love develops throughout the plot and how the author skillfully portrays his characters. Main Themes and Conflicts and Their Role in the Play In Romeo and Juliet, love is the central theme of the tragedy, and the images of the protagonists are mostly shaped by the relationships and challenges they had to face. With the help of his characters, Shakespeare showed that love may bring both happiness and struggle. In order to understand the concept of love and other aspects that shape the protagonists, it would be useful to analyze scientific sources. Although love is often associated with happiness and a promising future, the relationships between Romeo and Juliet are challenged by their feuding families, violence, and the pressure of society. According to Kottman, the play presents “a conflict between the lovers’ individual desires and the reigning demands of family, civic, and social norms in relation to which those desires are formed” (1). He emphasizes that the main obstacle for the characters’ relationship is the rivalry of their families, where fathers have a decisive role. King emphasizes that “the patriarch’s dominance results in a division of self: the emotional self, and the public self” (38). As an example, Juliet obeys