Saturday, August 31, 2019

Advantages and Disadvantages of mobile phone Essay

Cell phones are a great invention and a popular way to communicate—half of all Americans and Europeans use one. They allow us to work on the go and stay in touch. When put in the hands of a teenager, however, they can have some effects of which adults should be aware. It is a common sight – cell phones (mobile phones) in the hands of people, especially teenagers. Literature has provided in-depth evidence of the uses, advantages, disadvantages, impact, consequences and concerns about the use of mobile phones. Why teenagers fancy this device, is an interesting observation where the experts attach its significance to teenagers’ identity factor. The usage of mobile phones has re-shaped, re-organised and altered several social facets. Particularly focussing on teenagers’ mobile phone usage, literature has provided evidence of them being used for both positive purposes and negative reasons. Is the gap between uses and negative impact widening? Are consequences and concerns superseding positive uses? How do parents/caregivers perceive the overall usage of mobile phones by their teenagers? Are there any solutions, possibilities and avenues to address such problems? These are the basic queries that drive this study. PACG is the acronym for parents/caregivers used in this document. Objectives: This study is centred around parents/caregivers’ (PACG) perceptions of their teenagers’ mobile phone usage: †¢ To gain an overall understanding of teenagers’ mobile phone usage (positive purposes and negative impacts) †¢ To understand the influence of texting on teenagers (such as text language on proper language, text messaging on communication skills) †¢ To understand the effects on teenagers’ physical (such as driving, health) and psychological (such as bullying, un-monitored time usage, family time) safety issues. Methods: A mixed methods approach was employed to explore the research problem. Quantitative data was collected through questionnaires (18 closed and 02 open-ended questions) and qualitative data through interviews (approximately  21 questions). The survey and interview participants were parents/caregivers of teenagers aged 13 to 19 years irrespective of their teenagers’ mobile phone possessions. They were broadly divided into seven ethnic groups. 115 PACG completed the questionnaires through survey and 07 participants from the survey sample were interviewed (one from each ethnic group). Results: Teenagers possessing mobile phone/s were 96.5% (n=111). A further breakup of age groups indicated that all the 17-19 olds had mobile phones. In addition, not possessing mobile phone/s is higher in the age bracket 15-16 year olds when compared to 13-14 olds. Chi-Square tests established significance between independent and dependent variables, in the following relationships. The results are briefly mentioned. †¢ ‘Gender’ with ‘teenagers sharing with PACG, if bullied: A high percentage of PACG said that their teenagers share with them if they are bullied. It was also evident that girls share more with PACG, if bullied, than boys do †¢ ‘Ethnicity’ with ‘Interruption of personal time with PACG’: A high percentage of PACG said that their personal time is to ‘some extent’ interrupted due to social bonding enabled by their teenagers’ mobile phone usage †¢ ‘Ethnicity’ with ‘PACG feeling secure with teenagers’ un-monitored times usage’: A high percentage of PACG said that they feel secure with their teenagers’ mobile phone usage during un-monitored times †¢ ‘Ethnicity’ with ‘PACG feeling using mobile phones while driving is risky’: A high percentage of PACG said that using mobile phones while driving is risky †¢ ‘Ethnicity’ with ‘PACG feeling to ban mobile phone use while driving’: A high percentage of PACG supported a ban to use †¢ ‘Ethnicity’ with ‘PACG feeling to have an age limit to possess a mobile phone’: More than fifty percentage of PACG supported a minimum age limit for possessing a mobile phone either by saying ‘yes’ or ‘probably’. Conclusion: Parents/caregivers of this study express both positive and negative impact towards teenagers’ mobile phone usage. On a positive note, PACG perceive that mobile phones are very useful devices for communication and co-ordination of activities. They also find that they are compulsory as they are used as safety devices especially in emergencies. Voice and text features are considered as the basic required facilities in teenagers’ mobile phones by PACG. On the negative side, PACG express that teenagers are  addicted and obsessed with texting, while some of the PACG feel that it distracts the teenagers from their study time and other important activities. Some PACG hold the service providers responsible for this because of texting plans. Bullying and abusive messages have been perceived as the major problem mediated by mobile phones. PACG express that teenagers with their mobile phones are out of control for them. They also add that teenagers lose control over the information enabled by their mobile phones. Every interviewed PACG expressed concerns on internet access via teenagers’ mobile phones. The overall findings from this study reveal that parents/caregivers’ perceptions of teenagers’ mobile phone usage are not satisfactory. Although they express a mixed opinion, they lean towards negative impacts. A very high number of interview participants expressed the view that negative impacts outweighing positive purposes with teenagers’ mobile phone usage. This further leads to recommendations from PACG on proper usage, future research, avenues and possibilities to implement solutions for problems. PACG mainly perceive that educating teenagers (on consequences and tackling issues) and providing mobile phones to teenagers from the age of 14 years (the legal age to stay home unsupervised and mature enough) will help in ameliorating the negative impacts. In addition, PACG support to ban using mobile phones while driving. These are the outcomes of the study Cell phones and mobile phones are the main invention of modern technology and also have historically been given to human beings to send messages, entertain and ultimately help them make life easier. Also, cell phones have become one of the fastest growing communication technologies. Although mobile phones have greatly facilitated people’s lives, people more and more depend on using cell phones and cannot leave it frequently, especially young people nowadays. There is no denying that cell phones bring a wide variety of benefits to teens, but it also have many negative side effects to teens no matter for their health, study habits and behaviors. Therefore, I believe that the usage of mobile phones should be limited to a wide range of teenagers because the advantages far outweigh the disadvantages. To begin with, if we confine teens to use cell phones will make their campus and social life become inconvenient because cell phones allow teenagers to keep in touch not only with their friends, but also with family members, schools and emergency services. Dr. Stefania  Kalogeraki points out â€Å"mobile phones provide a direct communicative channel between teenagers and peer groups, parents and children; therefore the device enhances social interactions and bonding with peers and family†. Despite of the fact that mobile phones can be the excellent tools to stay in touch with people; it also can be a weapon for young people to hurt themselves. Cell phone becomes an addition for a large amount of teenagers around the globe, and its use by this age group has many disadvantages with short-term and long-term consequences. It also will cause lots of jumbo problems for youngsters without proper supervision and responsible use. For their health, radiation, this is the biggest issue for young people who use cell phones everywhere, every day and even every moment. Dr†¦ Cell phones are there to make communication and life much easier, but people engage regularly in multi tasking when they are behind the wheels. â€Å"Cell phones are a great invention and a popular way to communicate—half of all Americans and Europeans use one. They allow us to work on the go and stay in touch, however there are ways in which cell phones can affect teenagers† (Reynolds, 2012). It is important to understand the effects because although â€Å"parents see †¦ cell phones role as a mixed blessing for their teenagers, it can bring distressing things into their lives’’ (Lenhart, Madden, Smith, Purcell, Zickuhr & Raine, 2011). What are possible effects of cell phones on teenagers? There are several ways in which cell phones can affect teenagers, such as educational, social and health, which can all be both positive and negative. Social effects of cell phones can be sex-ting, cyberbullying and social networking. Educational effects are effects relating school and education of a teenager. Health effects are health risks and benefits for a teenager while using a cell phone. There are m any different effects of cell phones on teenagers but the most important ones that are mainly looked at are educational, social and health. This essay will cover the positive and negative educational, social and health effects of cell phones. Positive Effects of Mobile Phones Communication Convenience Mobile Phone is the best way to communicate. We can stay in touch with our  loved ones anywhere, anytime, just because of mobile phones. All thanks to their small size, lightweight, that make them portable. Entertainment Life is nothing less than a hell without any entertainment in it. Thanks to mobile phones that let us entertain while on the go. The mobile phones getting launched nowadays, come with super impressive features related to entertainment. Mobile manufacturers know it pretty well that entertainment is demand of today. This is the reason why mobile phones are nothing less than a complete portable entertainment devices. Useful in Studies and Business Mobile phones are quite useful in studies and business. In both fields, the mobile phone has become like compulsory gadget. Students can access Internet on their mobile phones while on the go, and thus can get knowledge of any topic they wish to. The business persons can keep updated with the markets up and downs, can stay in touch with their employees and clients. Work as Boon in Emergencies Just consider any emergency situation in which you want to talk to your friend, relative or anyone else? Mobile Phone is what works as boon in such situations. You might have faced any emergency situation in which mobile phone helped you, have you? Whether you have faced it or not, it’s quite easy to understand the role of mobile phones in emergencies. Boon is what we can call the mobile phones in such situations, right? Negative Effects of Mobile Phones Bad Impact on Studies The students are just addicted to mobile phones. They can be seen playing games, chatting, and talking to their friends on their mobile phones most of the times. This is the reason why they don’t get time for studies. In fact, students are more interested in wasting their time on mobile phones, rather than spending it on studying. Accident and Health Issues Most of the accidents that happen daily arise because of mobile phones. The  mobile phones have resulted in dangerous driving, whose direct impact can be seen in increasing no. of accidents. Apart from accidents, mobile phones have bad impact on health as well. Several researches conducted by the health experts have proved the bad impact of mobile phones on health. These are the positive and negative impacts of mobile phones on our lives. These is no doubt mobile is a necessity these days, but we should take care of the negative points too and use this technology accordingly. the influence of mobile technology on our lives is huge and even greater on teenagers. In the age in which they’re developing as individuals all that mobile phones birng leaves a strong trace on their growing up. The usage of mobile phones in their age should be controlled but they shouldn’t be discouraged from using them as they bring many benefits. Positive Effects on Teenagers That it provides a sense of security for teenagers as well as their parents, is one of the prominent argument that is put forth by those in favor of cell phones. You will seldom come across someone who doesn’t understand the importance of cell phones or who hasn’t used his/her cell phone in times of emergency. It is this convenience of reaching each other, both for teens and their parents in emergency situations, which makes cell phone one of the most important devices in the world today. At the same time, the recently launched handsets with GPS on board are also of great help, considering that the parents can now keep a track of their child’s whereabouts by tracing his cell phone in real time. Not to forget, cell phones have also given a boost to social networking by giving teenagers the ability to reach out to more people. Negative Effects on Teenagers While terms like safety and connectedness may give the rising trend of cell phone use by teenagers a thumbs up, there are quite a few negative aspects of the same which have put it under the scanner of late. For instance, studies reveal that those teenagers who are addicted to cell phones are prone to sleep disturbances, anxiety and depression. Other than these psychological problems, the use of cell phones is also known to come heavy  on our eyes and thumb in form of repetitive strain injuries – which are similar to those injuries that are caused as a result of using the computer for extended hours on a regular basis. Even though the researchers are divided on this, there do exist some studies which associate cell phone use with brain tumor and low sperm count. While cell phones may improve socialization for teenagers, it restricts the kind of people that these teens come across and widens the gap between them and their parents. Distracted driving is by far the worst of the various negative effects of using a cell phone, with thousands of accidents – mainly those involving teenagers, being attributed to the very trend of attending calls or texting while driving. At the same time, the critics also highlight the fact that the device which was predominantly devised for communication and entertainment is also being used for a lot more than that of late, and accessing pornography is just one of these activities. Initially, it was the computer that was the main source of banned pornographic material for teenagers, but the advent of multimedia cell phones has made it a lot easier for these teens to access pornographic material which ethically they shouldn’t. Similarly, sexual harassment in form of sexting – sending lewd messages, or making porn videos and circulating them, is also on rise. While cyber bullying has been one of the most talked about issues related to Internet use, a relatively ne w but similar concept referred to as ‘text bullying’ is slowly gaining steam especially in school environment. All these arguments and counterarguments has made this topic one of the heated subjects of debate of late. The argument on safety is no doubt justified, but that happens to be one of the very few positive effects of cell phone use – especially with the negative effects of this practice existing in plenty. Overuse or abuse of cell phones cannot be justified at all. It is this blatant abuse of cell phones by individuals belonging to the age group of 13-18 that has put it under the knife for all the wrong reasons. At the end of the day, technology can be of great help when used in correct manner – its misuse, on the other hand, can spell disaster for the user. Negative effects: Physical- mobile phones can affect you, such as brain damage. Mental-mobile phones could interrupt studies. Emotional-mobile phones could cause to phone bullying. Social-the wrong person could get hold of mobile number, so be careful. My objectives are to gather information related to my question, to learn more about mobiles phones having an effect on our youth today. I will carry out my research by exploring the internet, researching books and I will also ask other people what they think about the question for my project. History About Hexagonal call technology When mobile phones were first introduced to the public they had used a technology called the hexagonal cell. Hexagonal cell had enabled the first mobile phone to work, this was developed by Bell Labs. â€Å"Hexagonal technology allowed mobile phones to be used while on the move, this was done by transmitting wireless signals from one tower to another†. This technology had enabled mobile phones to gain reception from anywhere when on the move, this works by the mobile phones transmitting phone signals to the nearest tower to you but when on the move it does this quicker and it is always moving to other towers to get good reception for phones. Good effects of using a mobile phone Travel Safety It is a good idea to let a family member or friend know where you are, where you are going next, and when you arrive. This is good for teenagers to let there parents know if they are alright. Traffic Problems A mobile phone is handy to have to inform the person that you are late and you could come to an arrangement about the time you will arrive. Accidents When we least expect it, accidents happen. Some can be minor accidents and some can be major accidents. If the accident is bad and you need to call for help such as an ambulance to come and help you. This is a big help and you can call for help by using a mobile phone and the call is for free. Staying in Touch Having a mobile phone gives you a privilege to stay in touch with people all over the world with a simple phone call or a text message. Teenagers are always on the phone to there friends. Finding Your Way If Lost This can happen to any of us, a mobile phone could help us get out of this. A mobile phone will allow you to make a call of your choice and you could ring a person to help you make your way back to wherever you want to go. This is good way to help out teenagers if they don’t know there way around. In Case of Emergency In case of an emergency a mobile phone is really useful to have, if you are in trouble with anything use your mobile phone to call 999, this is a free call but this is only to be called if in an emergency. If teenagers carry around a mobile phone they are more likely to be safer then not having one because this mobile phone will allow them to call the police if in trouble with anything. Bad effects of using a mobile phone Addiction Using mobile phones a lot can lead to addiction, especially to teenagers, as wasting time on communicating with people via text messages and phone calls. Auto Accidents Talking or sending SMS text messages on a mobile phone while driving is proven to be as dangerous as driving under the influence of alcohol. Sleep Loss Mobile phones cause’s teens and young adults to lose sleep, finding it difficult falling and staying asleep, this could increased stress and fatigue. Increased Expenses Mobile phone usage is expensive and can easily lead you to keep buying credit which can cause a lot of money if addicted, this could cause high stress levels. Environmental Effects Improper disposal of cell phones and their batteries can release harmful, non-biodegradable chemicals into the environment. Brain Damage Some Pros Are as following: – Parents can be in touch with their children and know their whereabouts. – Your kids can reach you in the event of an emergency and vice versa. – If in danger, your children can reach the authorities or a medical provider. – Phones can be silenced during class or study periods and active only in appropriate places. – Students can take pictures of class projects to e-mail or show to parents. Ordinarily, parents do not see projects that are completed in groups in school. – Students can text message missed assignments to classmates that are absent. A buddy system can be put into place. – Many cell phones are equipped with calculators-plenty of new math curricula encourage the use of a calculator when problem-solving. A student should become accustomed to having a calculator handy for both homework and real life math applications. Con’s of Cellular Usage – They disrupt the class with noises from the phone and ringtones and you can text other students during class and not pay attention. – Some groups have raised concern, for example, over the possibility of brain tumors, headaches, and dizziness. Others suggest that cell phone usage may have caused some reproductive effects in both males and females.

Four Freedoms Essay

The poster that I chose to do my analysis on is by Adam Lewin. His art is modern and is representative of current events. He is an illustrator and an art director. He has studied at the Pratt Institute, the Gerrit Rietveld Academie in Amsterdam, and New York University (http://www. thoughtsondemocracy. blogspot. com/ 2009). The poster is representational of what is currently happening in American culture today. Lewin’s poster persuades me not to want to live in the United States anymore. His poster depicts our freedoms being taken away from us. The â€Å"Freedom of Speech† picture persuades me not to want to protest. It conveys to me that if we go out into the streets and exercise our freedom of speech we will be gagged and hauled off to jail. The Police in the poster look menacing and colossal, and the protester looks small and meager. The â€Å"Freedom of Worship† poster persuades me not to tell anyone what religion I am for fear that I may get killed, for not being the right religion. The man looks as though he is lying on a gurney and has been shot dead because he was worshiping to the wrong religion. Lewin’s â€Å"Freedom From Want† reminds me that we should not feed our children McDonald’s. Children know what the golden arches mean before they can even read. The fast food industry has made Americans huge. The little boy in the picture has a super-size coke in front of him, and he looks like he is pointing to get some more food, which he clearly does not need. This persuades me that there is no freedom from want because Americans are gluttons. They want as much as they can possibly acquire to fill them up emotionally. Lastly, â€Å"Freedom From Fear† persuades me not to want to break any laws (running a red light, talking on cell phone while driving) big brother is always watching us especially at every stop light. On the positive side it might make some people feel safe and might deter a criminal from committing a crime. Lewin’s and Rockwell’s posters look completely opposite from each other. Rockwell’s poster is indicative of what the people looked like in the 1940’s (wholesome). It seemed to be a more innocent time, but it wasn’t. Rockwell was painting an ideal instead of reflecting a reality. Whereas, Lewin is doing the opposite, he is reflecting the reality of the current American way of life. However, there are many similarities between the two pictures. In Rockwell’s â€Å"Freedom of Speech† painting it looks as though the people in the painting are giving the man respect and listening to what he has to say. However, I read that these men did not agree with what this man was saying. Therefore, it relates to Lewin’s poster because both these men are being degraded for speaking their minds. Also both men look like they are from the working class. The religion that I saw represented in Rockwell’s â€Å"Freedom of Worship â€Å"is Christianity. Thus the painting failed to represent multiple religions. This relates to Lewin’s poster because in my opinion Lewin’s poster is suggesting that the man in the picture is dead. This suggests that the predominate religion of the 1940’s (Christianity) is dying. practicing one Also people should have the right to practice any religion they want as FDR suggested in his speech. Lewin’s and Rockwell’s â€Å"Freedom FromWant† relate because neither of these scenes are lavish and the food seems to be the focal point. Also, the elderly woman seems to be the one serving everyone and the boy in the picture is pointing as though he is waiting for someone to serve him or give him more food. Although these two pictures look completely different they relate to each other in the same way. They both depict safety and security. When I was a little girl my mother use to tuck me into bed every night and this made me feel safe as the mother and father in the Rockwell painting are doing to their children. The man is holding a paper which tells of the horrors going on overseas. They are protecting their children from the evils of the world and easing their young minds. I think that Lewin’s depiction of the cameras eases the American people’s minds or maybe the powers that be. Surveillance cameras may help catch criminals or even terrorists. The poster, which depicts four separate themes, will be shown to reflect contemporary understandings of democracy and the democratic system in operation. The theme in the upper left hand corner under â€Å"Freedom of Speech† depicts a young man being dragged by two police officers. Although our Constitution guarantee’s freedom of speech, nevertheless the arrest of this young man portrays what occurred recently when the Wall Street protesters gathered peacefully in front of the New York stock exchange, yet they were arrested and thrown in jail for disturbing the peace. However, what they were actually doing was exercising their first amendment rights of free speech. The second image on the top right hand corner under â€Å"Freedom of Worship† depicts a dead person. Unfortunately this depiction is very true in today’s society. We are constantly informed of suicide bombers in Afghanistan, Pakistan, and Iraq who , in the name of religion, strap bomb belts on themselves and blow themselves up in mosques and other places where their co-religionists ( of different sects) are worshiping. It also suggests to me that the practice of one religion in the United States no longer exists. Since there are people from all over the world living in the United States we have an array of different religions. The third image on the bottom left hand corner under â€Å"Freedom of Want† depicts a young man pointing to a half empty glass. This expresses the current division in contemporaneous society of the haves and the have not’s. This young boy seems overweigh and is probably a member of the have not’s. I say this because insufficient funds results in poor eating habits, such as overindulgence of processed foods. The final image on the lower right hand corner under the caption â€Å"Freedom from Fear† depicts an array of surveillance equipment. Thanks to the increased awareness of crime coupled with modern high technology, these surveillance cameras are designed to catch criminals in the act of committing a crime there by resulting in quicker arrests and convictions, and possibly preventing the crime from being committed in the first place. Surveillance cameras which were installed in all entrances to the London underground have effectively prevented a repeat of the 2005 underground bombings. Therefore commuters have no fear using the â€Å"tube† and are thus free from fear, exactly as the artist intended to demonstrate.

Buying Happiness: The Depressing Reality of Materialism, written by Peter Dobson

In the article â€Å" Buying Happiness: The Depressing Reality of Materialism, written by Peter Dobson, he analyses the causes of depression as well as the potential cure. Dodson makes clear what he believes to be the root of depression for people in society. Dodson’s arguments are clear throughout his article and with the statistical data used, it seems to be the best possible to strengthen. His article is not specific to any one group of people but actually to everyone who is a consumer. Dodson is very persuasive in his argument and he is successful at dong so because of his supporting evidence. It is made easy for the readers to understand and relate to his arguments. Dodson’s argues that one of the major reasons many are depressed is due to the many activities people participate in that actually does not result in much emotional, physical or mental benefit. Dobson was persuasive in this argument because many can relate to the experience of feeling empty even after participating in a number if activities. This is because there are always new things to buy, new sites to surf which can only hold out attention for so long and keep us excited or happy for even less. Those who consume themselves in these activities frequently tend to be more materialistic, who replace the void of happiness with many useless things. Dodson is quite persuasive when he analyses this because he references the feelings that a person may encounter as well as the effect it has on the relationships with others around them and the world they now feel secluded in. Dodson makes his readers think about their own experiences, which many will be able to relate to his arguments. Dodson gets in to the minds of his reader’s by analyzing what people do compared to what they should be doing. He is successfully persuasive in how he presents his arguments because the reader’s may already know that with lack of interaction and socialization comes the feeling of depression. Dodson observes trends in Canadians and uses statistical data published by the Washington post in 2006 to help argue that Americans spend less time with their families and more time at work. Dodson’s argument is persuasive once again. He makes a strong correlation between working and the time spent with family. Less time with family equals more time eating along and less human contact, which is needed for the growth of humans and maintaining mental health. Less time with family can leas to depression because more time is taken consumed in work you would rather not do. Dodson is persuasive because he takes a sensitive topic such as family and he breaks it down to show how family is one of the strongest and significant structure needed in anyone’s life. He proves that without much of a family structure or the necessary time spent with family, people tend to feel more isolated and less supported. Dobson makes clear that without one another, especially those who mean a lot to you then we don’t have much to build happiness from. With all the trends and repetitive behavior Dodson put into perspective, the readers are easily persuaded to believe that we as people and as a society are moving down a path with a dead end. We tend to assume that those with high standards of living should automatically be happy. Dodson makes clear with facts that material goods can only allow people to live comfortably but in no way does this guarantee happiness. Dodson is persuasive because he states facts that are easily agreed with. People in society can understand what it takes to be happy and understand that having wealth and material things can possibly harm us rather than do us any good because it simply doesn’t fulfill our deepest desires. It actually suppresses it causing more of a void and desire to be happy. Having to buy the latest fashion and keep up with trends while losing more sleep can all lead to stress. The thought alone is tiresome. This is what Dodson tries to get his readers to understand and relate to. He paints a picture to his readers about how easy it is for these activities to lead to lowered self esteem and reduced sense of well being, which is nothing close to rewarding. This alone is a huge trigger for depression. Dodson uses his own analysis and it is successfully used to persuade his readers that there is a certain lifestyle to be lived by for regular people. He makes clear on what leads to depression and what we should be doing to cure this illness. The supporting evidence used helps the readers to understand the point of view and put themselves in relatable situations. Dodson persuades his readers that we are not on the correct path and are actually steered away from what the true meaning of happiness is. Dodson Summary In the article â€Å"Buying Happiness: The Depressing Reality Of Materialism†, by Peter Dodson, he analyses the causes of depression in society as well as potential cures. He argues that society is on a dead path to happiness and that levels of depression are actually at all time high. Money buys happiness† is one of the notions our society abides by which is actually hindering and the leading cause of depression. We are nowhere near happiness because we are misguided by what we believe true happiness to be. The author addresses the issues and correlation between money and material goods. He addresses the assumption that people who have high standards of living are believed to be happy, which is fal se. Money and material goods only provide a comfortable lifestyle but in no way does it guarantee happiness. Studies have actually shown that in addiction to this, intense pursuit of wealth and material goods can actually lead a person to become ill. Dodson argues that people are more prone to depression when they embrace materialism. Materialistic people tend to participate in activities, which actually provide them with no physical, mental or emotional benefits. They are only provided with short-term satisfaction but nothing to truly fulfill their deepest desires. Engaging in these activities also leads to lack of social interaction and doing things that are better for their well being. Dodson also addresses the fact that more people are working more thus leading to less time spent with family, which is an important part of growth. We require interaction with others and the less this is being done the more depressed people become. More time is spent doing activities alone such as: eating, watching tv and none to discuss personal problems with. With the many different trends Dodson proves how we are moving in the wrong direction and need to change a lot of our activities and mindset in order to move away from depression and towards happiness.

Friday, August 30, 2019

Building the Emotional Intelligence of Groups

80 HARVARD BUSINESS REVIEW By now, most executives have accepted that emotional intelligence is as critical as IQ to an individual's effectiveness. But much of the important work in organizations is done in teams. New research uncovers what emotional intelligence at the group level looks like-and how to achieve it Building the Emotioncil Intelligence of Groups W by Vanessa Urch Druskat and Steven B. Wolff HEN MANAGERS EIRST STARTED HEARING ABOUT the concept of emotional intelligence in the 1990s, scales fell from their eyes. The basic message, that effectiveness in organizations is at least as much about EQ as IQ, resonated deeply; it was something that people knew in their guts but that had never before been so well articulated. Most important, the idea held the potential for positive change. Instead of being stuck with the hand they'd been dealt, people could take steps to enhance their emotional intelligence and make themselves more effective in their work and personal lives. Indeed, the concept of emotional intelligence had real impact. The only problem is that so far emotional intelligence has been viewed only as an individual competency, when the reality is that most work in organizations is done by teams. And if managers have one pressing need today, it's to find ways to make teams work better. MARCH 2001 81 Building the Emotional Intelligence of Groups It is with real excitement, therefore, that we share these findingsfromour research: individual emotional intelligence has a group analog, and it is just as critical to groups' effectiveness. Teams can develop greater emotional intelligence and, in so doing, boost their overall performance. Why Should Teams Build Their Emotional Intelligence? No one would dispute the importance of making teams work more effectively. But most research about how to do so has focused on identifying the task processes that distinguish the most successftil teams-that is, specifying the need for cooperation, participation, commitment to goals, and so forth. The assumption seems to be that, once identified, these processes can simply be imitated by other teams, with similar effect. It's not true. By analogy, think of it this way: a piano student can be taught to play Minuet in G, but he won't become a modem-day Bach without knowing music theory and being able to play with heart. Similarly, the real source of a great team's success lies in the fundamental conditions that allow effective task processes to emerge-and that cause members to engage in them wholeheartedly. Our research tells us that three conditions are essential to a group's effectiveness: trust among members, a sense of group identity, and a sense of group efficacy. When these conditions are absent, going through the motions of cooperating and participating is still possible. But the team will not be as effective as it could be, because members will choose to hold back rather than fully engage. To be most effective, the team needs to create emotionally intelligent norms -the attitudes and behaviors that eventually become habits-that support behaviors for building trust, group identity, and group efficacy. The outcome is complete engagement in tasks. {For more on how emotional intelligence infiuences these conditions, see the sidebar â€Å"A Model of Team Effectiveness. ) at more levels. To understand the differences, let's first look at the concept of individual emotional intelligence as defined by Daniel Goleman. In his definitive book Emotional Intelligence, Goleman explains the chief characteristics of someone with high El; he or she is aware of emotions and able to regulate them-and this awareness and regulation are directed both inward, to one's self, and outward, to others. â€Å"Personal competence,† in Goleman's words, comes from being aware of and regulating one's own emotions. Social competence†is awareness and regulation of others' emotions. A group, however, must attend to yet another level of awareness and regulation. It must be mindful of the emotions of its members, its own group emotions or moods, and the emotions of other groups and individuals outside its boundaries. In this article, we'll explore how emotional incompetence at any of these levels can cause dysfunction. We'll also show how establishing specific group norms that create awareness and regulation of emotion at these three levels can lead to better outcomes. First, we'll focus on the individual level-how emotionally intelligent groups work with their individual members' emotions. Next, we'll focus on the group level. Andfinally,we'll look at the cross-boimdary level. Working with Individuals' Emotions /(†¢// Kasper, head ofher company's customer service department, is naturally tapped tojoin a new cross-functional team focused on enhancing the customer experience: she has extensive experience in and a real passion for customer service. But her teammatesfind she brings little more than a bad attitude to the table. At an early brainstorming session, Jill sits silent, arms crossed, rolling her eyes. Whenever the team starts to get energized about an idea, she launches into a detailed account of how a similar idea went nowhere in the past. The group is confused: this is the customer service star they've been hearing about? Little do they realize shefeels insulted by the very formation of the team. To her, it implies she hasn't done her job well enough. Three Levels of Emotional Interaction Make no mistake: a team with emotionally intelligent members does not necessarily make for an emotionally intelligent group. A team, like any social group, takes on its own character. So creating an upward, self-reinforcing spiral of trust, group identity, and group efficacy requires more than a few members who exhibit emotionally intelligent behavior. It requires a team atmosphere in which the norms build emotional capacity (the ability to respond constructively in emotionally uncomfortable situations) and influence emotions in constructive ways. Team emotional intelligence is more complicated than individual emotional intelligence because teams interact 82 When a member is not on the same emotional wavelength as the rest, a team needs to be emotionally intelligent vis-ci-vis that individual. In part, that simply means being aware of the problem. Having a norm that encourages interpersonal understanding might facilitate an awareness that Jill is acting out of defensiveness. And picking up on this defensiveness is necessary if the team Vanessa Urch Druskat is an assistant professor of organizational behavior at the Weatherhead School of Management at Case Western Reserve University in Cleveland. Steven B. Wolff is an assistant professor of management at the School of Management at Marist College in Poughkeepsie, New York. HARVARD BUSINESS REVIEW Building the Emotional Intelligence of Croups A Model of Team Effectiveness better decisions, more creative solutions, higher productivity study after study has shown that teams are more creative and productive when they can achieve high levels of participation, cooperation, and collaboration among members. But interactive behaviors (ike these aren't easy to legislate. Our work shows that tbree basic conditions need to be present before such behaviors can occur: mutual trust among members, a sense of group identity (a feeling among members that they belong to a unique and worthwhile group), and a sense of group efficacy (the beliefthat the team can perform well and that group members are more effective working together than apart). At the heart of these three conditions are emotions. Trust, a sense of identity, and a feeling of efficacy arise in environments where emotion is well handled, so groups stand to benefit by building their emotional intelligence. Group emotional intelligence isn't a question of dealing with a necessary evil-catching emotions as they bubble up and promptly suppressing them. Far from it. It's about bringing emotions deliberately to the surface and understanding how they affect the team's work. It's also about behaving in ways that build relationships both inside and outside the team and that strengthen tbe team's ability to face challenges. Emotional intelligence means exploring, embracing, and ultimately relying on emotion in work that is, at the end ofthe day, deeply human. articipation, cooperation, collaboration trust, identity, efficacy group emotional intelligence wants to make her imderstand its desire to amplify her good work, not negate it. Some teams seem to be able to do this naturally. At Hewlett-Packard, for instance, we learned of a team that was attempting to cross-train its members. The idea was that if each member could pinch-hit on everyone else's job, the team could deploy efforts to whatever task required the most attention. But one member seemed very uncomfortable with learning new skills and tasks; accustomed to being a top producer in his own job, he hated not knowing how to do a job perfectly. Luckily, his teammates recognized his discomfort, and rather than being annoyed, they redoubled their efforts to support him. This team benefited from a group norm it had established over time emphasizing interpersonal understanding. The norm had grown out of the group's realization that working to accurately hear and understand one another's feelings and concerns improved member morale and a willingness to cooperate. Many teams build high emotional intelligence by taking pains to consider matters from an individual member's perspective. Think of a situation where a team of four must reach a decision; three favor one direction and the fourth favors another. In the interest of expedience, many teams in this situation would move directly to a maMARCH 2001 jority vote. But a more emotionally intelligent group would pausefirstto hear out the objection. It would also ask if everyone were completely behind the decision, even if there appeared to be consensus. Such groups would ask, â€Å"Are there any perspectives we haven't heard yet or thought through completely? † Perspective taking is a team behavior that teamwork experts discuss often – but not in terms of its emotional consequence. Many teams are trained to use perspectivetaking techniques to make decisions or solve problems (a common tool is affinity diagramming). But these techniques may or may not improve a group's emotional intelligence. The problem is that many of these techniques consciously attempt to remove emotion from the process by collecting and combining perspectives in a mechanical way. A more effective approach to perspective taking is to ensure that team members see one another making the effort to grapple with perspectives; that way, the team has a better chance of creating the kind of trust that leads to greater participation among members. An executive team at the Hay Group, a consulting firm, engages in the kind of deep perspective taking we're describing. The team has done role-playing exercises in which members adopt others'opinions and styles of interaction. It has also used a â€Å"storyboarding† technique, in 83 Building ttie Emotional Intelligence of Croups which each member creates a small poster representing his or her ideas. As team members will attest, these methods and others have helped the group build trust and increase participation. Regulating Individuals'Emotions Interpersonal understanding and perspective taking are two ways that groups can become more aware of their members' perspectives and feelings. But just as important as awareness is the ability to regulate those emotions-to have a positive impact on how they are expressed and even on how individual team members feel. We're not talking about imposing groupthink or some other form of manipulation here-clearly, the goal must be to balance the team's cohesion with members' individuality. We're simply acknowledging that people take their emotional cues from those around them. Something that seems upsetting initially can seem not so bad – o r ten times worse depending on whether one's colleagues are inclined to smooth feathers or fan flames. The most constructive way of regulating team members'emotions is hy establishing norms in the group for both confrontation and caring. in a meeting where one team member arrived angry because the time and place of the meeting was very inconvenient for him. When another member announced the sacrifice the man had made to be there, and thanked him, the man's attitude turned around 180 degrees. In general, a caring orientation includes displaying positive regard, appreciation, and respect for group members through behaviors such as support, validation, and compassion. Interpersonal understanding, perspective taking, confrontation, caring-these norms build trust and a sense of group identity among members. And all of them can be established in teams where they don't arise naturally. You may ask, But is it really worth all the effort? Does it make sense to spend managerial time fostering new norms to accommodate a few prickly personalities? Of course it does. Teams are at the very foundation of an organization, and they won't work effectively without mutual trust and a common commitment to goals. Working with Group Emotions Chris couldn't believe it, but he was requesting a reassignment The team he was on was doing good work, staying on budget, and hitting all its deadlines – though not always eleIt may seem illogical to suggest that an emotionally gantly. Its leader, Stan Evans, just got a promotion. So why intelligent group must engage in confrontation, but it's was being on the team such a downer? At the last major stanot. Inevitably, a team member will indulge in behavior tus meeting, they should have been serving champagne -so that crosses the line, and the team must feel comfortable much had been achieved. Instead, everyone was thoroughly calling the foul. In one manufacturing team we studied, dispirited over a setback they hadn't foreseen, which turned a member told us about the day she selfishly decided to out later to be no big deal. It seemed no matter what hapextend her break. Before long, one of her teammates pened, the group griped. The team even saw Stan's promostormed into the break room, saying, â€Å"What are you dotion in a negative light: â€Å"Oh, so I guess management wants ing in here? Get back out on the floor-your team needs to keep a closer eye on us† and â€Å"I hear Stan's new boss you! The woman had overstepped tbe bounds, and doesn't back this project. † Chris she got called on it. There were had a friend on another team no hard feelings, because the woman knew the group valued Inevitably, a team member will who was happy to put in a good word for him. The work was inher contributions. indulge in behavior that crosses herently less interesting â₠¬â€œ but hey, Some teams also find that a at least they were having fun. little bumor helps when pointing out errant behavior. Teasing Some teams suffer because someone who is habitually late they aren't aware of emotions comfortable calling the foul. or meetings, for instance, can at the group level. Chris's team, make that person aware of how for instance, isn't aware of all it has achieved, and it doesn't acknowledge that it has fallen important timeliness is to the group. Done right, coninto a malaise. !n our study of effective teams, we've frontation can be seen in a positive light; it's a way for found tbat having norms for group self-awareness-of the group to say, â€Å"We want you in-we need your conemotional states, strengths and weaknesses, modes of intribution. And it's especially important when a team teraction, and task processes-is a critical part of group must work together on a long-term assignment. Without emotional intelligence tbat facilitates group efficacy. con frontation, disruptive behavior can fester and erode Teams gain it both through self-evaluation and by solicita sense of trust in a team. ing feedback from others. Establishing norms that reinforce caring behavior is often not very difficult and usually a matter of concenSelf-evaluation can take tbe form of a formal event trating on little things. When an individual is upset, for or a constant activity. At Sberwin Williams, a group of example, it may make all the difference to have group managers was starting a new initiative that would require members acknowledge that person's feelings. We saw this higher levels of teamwork. Group members hired a con- the line, and the team mustfeel 84 HARVARD BUSINESS REVIEW Building the Emotional Intelligence of Croups sultant, but before the consultant arrived, they met to assess their strengths and weaknesses as a team. They found that merely articulating the issues was an important step toward building their capabilities. A far less formal method of raising group emotional awareness is through the kind of activity we saw at the Veterans Health Administration's Center for Leadership and Development. Managers there have developed a norm in which they are encouraged to speak up when they feel the group is not being productive. For example, if there's a post-lunch lull and people on the team are low on energy, someone might say, â€Å"Don't we look like a bunch of sad sacks? With attention called to it, the group makes an effort to refocus. Emotionally competent teams don't wear blinders; they have the emotional capacity to face potentially difficult information and actively seek opinions on their task processes, progress, and performance from the outside. For some teams, feedback may come directly from customers. Others look to colleagues within the company, to suppliers, or to professional peers. A group of designers we studied routinely posts its work in progress on walls throughout the building, with invitations to comment and critique. Similarly, many advertising agencies see annual industry competitions as a valuable source of feedback on their creative teams' work. Croups are most creative when their members collaborate unreservedly. People stop holding back when there is mutual trust, rooted in emotionally intelligent interactions. Regulating Group Emotions Many teams make conscious efforts to build team spirit. Team-building outings, whether purely social or Outward Bound-style physical challenges, are popular methods for building this sense of collective enthusiasm. What's going on here is that teams and their leaders recognize they can improve a team's overall attitude-that is, they are regulating group-level emotion. And while the focus of a team-building exercise is often not directly related to a group's actual work, the benefits are highly relevant: teams come away with higher emotional capacity and thus a greater ability to respond to emotional challenges. The most effective teams we have studied go far beyond the occasional â€Å"ropes and rocks† off-site. They have established norms that strengthen their ability to respond MARCH 2001 ffectively to the kind of emotional challenges a group confronts on a daily basis. The norms they favor accomplish three main things: they create resources for working with emotions, foster an affirmative environment, and encourage proactive problem solving. Teams need resources that all members can draw on to deal with group emotions. One important resource is a common vocabulary. To use an example, a group member at the Veterans Health Administration picked up on another member's bad mood and told him that he was just â€Å"cranky† today. The â€Å"cranky† term stuck and became the group's gentle way of letting someone know that their negativity was having a bad effect on the group. Other resources may include helpful ways to vent frustrations. One executive team leader we interviewed described his team's practice of making time for a â€Å"wailing wall† – a few minutes of whining and moaning about some setback. Releasing and acknowledging those negative emotions, 85 Building the Emotional Intelligence of Croups the leader says, allows the group to refocus its attention on the parts of the situation it can control and channel its energy in a positive direction. But sometimes, venting takes more than words. We've seen more than one intense workplace outfitted with toys – like soft projectile shooters-that have been used in games of cube warfare. Perhaps the most obvious way to build emotional capacity through regulating team-level emotion is simply to create an affirmative environment. Everyone values a team that, when faced with a challenge, responds with a can-do attitude. Again, it's a question of having the right group norms-in this case, favoring optimism, and positive images and interpretations over negative ones. This doesn't always come naturally to a team, as one executive we interviewed at the Hay Group knows. When external conditions create a cycle of negativity among group members, he takes it upon himself to change the atmosphere of the group. He consciously resists the temptation to join the complaining and blaming and instead tries to reverse the cycle with a positive, constructive note. One of the most powerful norms we have seen for building a group's ability to respond to emotionally challenging situations is an emphasis on proactive problem solving. We saw a lot of this going on in a manufacturing team we observed at AMP Corporation. Much of what this team needed to hit its targets was out of its strict control. But rather than sit back and point fingers, the team worked hard to get what it needed from others, and in some cases, took matters into its own hands. In one instance, an alignment problem in a key machine was creating faulty products. The team studied the problem and approached the engineering group with its own suggested design for a part tbat might correct the problem. The device worked, and the number of defective products decreased significantly. Building Norms for Three Levels of Group Emotional Intelligence Group emotional intelligence is about the small acts that make a big difference. It is not about a team member working all night to meet a deadline; it is about saying thank you for doir)g so. It is not about in-depth discussion of ideas; it is about asking a quiet member for his thoughts. It is not about harmony, lack of tension, and all members liking each other; it is about acknowledging when harmony is false, tension is unexpressed, and treating others witb respect. The following sidebar outlines some of the small things tbat groups can do to establisb tbe norms that build group emotional intelligence. take them down a notch. And what was with that name, anyway? Some kind ofinsidejoke, Jim guessed. Too bad nobody else got it The last kind of emotional intelligence any high-performing team should have relates to cross-boundary relationships, just as individuals should be mindful of their own emotions and others', groups should look both inward and outward emotionally. In the case of the Bugs, This kind of problem solving is valuable for many reathe team is acting like a clique – creating close emotional sons. It obviously serves the company by removing one ties within but ignoring the feelings, needs, and conmore obstacle to profitability. But, to the point of our cerns of important individuals and teams in the broader work, it also shows a team in control of its own emotions. organization. It refused to feel powerless and was eager to take charge. Some teams have developed norms that are particularly helpful in making them aware of the broader organizational context. One practice is to have various team members act as liaisons to important constituencies. Many Jim sighed. The â€Å"Bugs† team was at it agair. Didn't they see teams are already made up of members drawn from different parts of an organization, so a cross-boundary perthat while they were high-fiving one another over their impressive productivity, the rest of the organization was paying spective comes naturally. Others need to work a little harder. One team we studied reahzed it would be imfor it? This time, in their self-managed wisdom, they'd deportant to understand the perspective of its labor union. ided to make a three months'supply of one component. No Consequently, a team member from HR went to some changeover meant no machine downtime and a record low lengths to discover the right channels for having a union cost per unit But now the group downstream was swamped with inventory it didn't need and worried about shortages of member appointed to the group. A cross-boundary perspective is especially important in situations where a something else. Jim braced himself for his visit to the floor. eam's work will have significant impact on others in The Bugs didn't take criticism well; they seemed to think they were flawless and that everyone else was just trying to the organization – for example, where a team is asked to Working with Emotions Outside the Group 86 HARVARD BUSINESS REVIEW Building the Emotional Intelligence of Groups Individual Interpersonal Understanding 1. Take time away from group tasks to get to know one another. 2. Have a â€Å"check in† at the beginning of the meeting – that is, ask how everyone is doing. 3. Assume that undesirable behavior takes place for a reason. Find out what that reason is. Ask questions and listen. Avoid negative attributions. 4. Tell your teammates what you're thinking and how you're feeling. Perspective Taking 1. Ask whether everyone agrees with a decision. 2. Ask quiet members what they think. 3. Question decisions that come too quickly. 4. Appoint a devil's advocate. Group Team Self-Evaluation 1. Schedule time to examine team effectiveness. 2. Create measurable task and process objectives and then measure them. 3. Acknowledge and discuss group moods. 4. Communicateyour sense of what is transpiring in the team. 5. Allow members to call a â€Å"process check. (For instance, a team member might say, â€Å"Process check: is this the most effective use of our time right now? â€Å") Seeking Feedback 1. Askyour†customers†howyou are doing. 2. Post your work and invite comments. 3. Benchmark your processes. Cross-Boundary Organizational Understanding 1. Find out the concerns and needs of others in the organizati on. 2. Consider who can influence the team's ability to accomplish its goals. 3. Discuss the culture and politics inthe organization. 4. Ask whether proposed team actions are congruent with the organization's culture and politics. Norms That Create Awareness of Emotions Norms That Help Regulate Emotions† Confrortting 1. Set ground rules and use them to point out errant behavior. 2. Call members on errant behavior. 3. Create playful devices for pointing out such behavior. These often emerge from the group spontaneously. Reinforce them. Caring 1. Support members: volunteer to help them if they need it, be flexible, and provide emotional support. 2. Validate members' contributions. Let members know they are valued. 3. Protect members from attack. 4. Respect individuality and differences in perspectives. Listen. 3. Never be derogatory or demeaning. Creating Resources for Working with Emotion 1. Make time to discuss difficult issues, and address the emotions that surround them. 2. Find creative, shorthand ways to acknowledge and express the emotion in the group. 3. Create fun ways to acknowledge and relieve stress and tension. 4. Express acceptance of members' emotions. Creating an Affirmative Environment 1. Reinforce that the team can meet a challenge. Be optimistic. For example, say things like, â€Å"We can get through this† or†Nothing will stop us† 2. Focus on what you can control. 3. Remind members of the group's important and positive mission. 4. Remind the group how it solved a similar problem before. 5. Focus on problem solving, not blaming. Solving Problems Proactively 1. Anticipate problems and address them before they happen. 2. Take the initiative to understand and get what you need to be effective. 3. Do ityourself if others aren't responding. Rely on yourself, not others. Building External Relationships 1. Create opportunities for networking and interaction. 2. Ask about the needs of other teams. 3. Provide support for other teams. 4. Invite others to team meetings if they might have a stake in what you are doing. MARCH 2001 87 Building the Emotional Intelligence of Groups design an intranet to serve everyone's needs. We've seen gaining the confidence of outsiders, adopting an ambasmany situations in which a team is so enamored of its so- sadorial role instead of an isolationist one. lution that it is caught completely by surprise when othA manufacturing team we saw at KoSa displayed very ers in the company don't share its enthusiasm. high social skills in working with its maintenance team. It recognized that, when problems occurred in the plant, Some of the most emotionally intelligent teams we the maintenance team often had many activities on its have seen are so attuned to their broader organizational plate. All things being equal, what would make the maincontext that it affects how they frame and communicate tenance team consider this particular manufacturing their own needs and accomplishments. A team at the group a high priority? Knowing a good relationship chemical-processing company KoSa, for example, felt it would be a factor, the manufacturing team worked hard needed a new piece of manufacturing equipment, but seto build good ties with the maintenance people. At one nior management wasn't so sure the purchase was a pripoint, for instance, the manufacturing team showed its ority. Aware that the decision makers were still on the appreciation by nominating the maintenance team for fence, the team decided to emphasize the employee safety â€Å"Team of the Quarter† recognition-and then doing all benefits of the new machine-just one aspect of its desirthe letter writing and behind-the-scenes praising that ability to them, but an issue of paramount importance to management. At a plant safety meeting attended by high- would ultimately help the maintenance team win. In turn, the manufacturing team's good relationship with level managers, they made the case that the equipment maintenance helped it become one of the highest prothey were seeking would greatly reduce the risk of injury ducers in the plant. to workers. A few weeks later they got it. Sometimes, a team must be particularly aware of the needs and feelings of another group witbiin the organizaA Model for Group Emotional tion. We worked with an information technology comIntelligence pany where the hardware engineers worked separately from the software engineers to achieve the same goalWe've been discussing the need for teams to learn to faster processing and fewer crashes. Each could achieve channel emotion effectively at the three levels of human only so much independently. When finally a hardware interaction important to them: team to individual memteam leader went out of bis way to build relationships ber, team to itself, and team to outside entities. Together, with the software people, the two teams began to coopthe norms we've been exploring help groups work with erate – and together, they achieved 20% to 40% higher per- emotions productively and intelligently. Often, groups formance than had been targeted. with emotionally intelligent members have norms like these in place, but it's unlikely any group would unconThis kind of positive outcome can be facilitated by sciously come up with all the norms we have outhned. norms that encourage a group to recognize the feelIn other words, this is a model for group emotional intelings and needs of other groups. We saw effective norms ligence that any work team for interteam awareness at a could benefit from by applying division of AMP, where each it deliberately. Nee seen many situations manufacturing team is responsible for a step in the manufacWhat would the ultimate in which a team is so enamored emotionally intelligent team turing process and they need one another to complete the look like? Closest to the ideal of its solution that it is caught product on time. Team leaders are some of the teams we've there meet in the morning to completely by surprise when seen at IDEO, the celebrated understand the needs, resources, industrial design firm. IDEO's and schedules of each team. If others in the company don't creative teams are responsible one team is ahead and another for the look and feel of products share its enthusiasm. is behind, they reallocate relike Apple's first mouse, the sources. Members of the faster Crest toothpaste tube, and the team help the team that's behind and do so in a friendly Palm V personal digital assistant. Thefirmroutinely wins way that empathizes with their situation and builds the competitions for the form and function of its designs and relationship. even has a business that teaches creative problem-solving techniques to other companies. Most of the examples we've been citing show teams that are not only aware of but also able to influence outThe nature of IDEO's work calls for high group emosiders' needs and perspectives. This ability to regulate tional intelligence. Under pressure of client deadlines and emotion at the cross-boundary level is a group's version of budget estimates, the company must deliver innovative, the â€Å"social skills† so critical to individual emotional intel- aesthetic solutions that balance human needs with engiligence. It involves developing external relationships and neering realities. It's a deep philosophical belief at IDEO 88 HARVARD BUSINESS REVIEW Building ttie Emotional Intelligence of Croups that great design is best accomplished through the crerelationships with those individuals and groups. On disative friction of diverse teams and not the solitary pursuit play at IDEO is a curious model: a toy truck with plastic of brilliant individuals, so it's imperative that the teams at pieces on springs that pop out of the bed of the truck IDEO click. In our study of those teams, we found group when a button is pressed. It turns out the model comnorms supporting emotional intelligence at all three levmemorates an incident that taught a variety of lessons. ls ofour model. The story centers on a design team that had been working for three weeks on a very complex plastic enclosure First, the teams at IDEO are very aware of individual for a product. Unfortunately, on team members' emotions, and the Thursday before a Monday they are adept at regulating A team can have everything client deadline, when an engithem. F or example, an IDEO deneer was taking it to be painted, signer became very frustrated going for it-the brightest and it slipped from his pickup bed because someone from marketand exploded on ing was insisting a logo be apmost qualified people, access to 70 mph. The team the road at was willing plied to the designer's product, to work through the weekend to which he felt would ruin it visuresources, a clear mission – but rebuild the part but couldn't finally. At a meeting about the prodish it without the help of the still fail because it lacks group uct, the team's project leader outside fabricator it had used picked up on the fact that someemotional intelligence. on the original. Because they thing was wrong. The designer had taken the time to build a was sitting off by himself, and things â€Å"didn't look right. The project leader looked into the situation and then initiated a negotiation that led to a mutual solution. IDEO team members also confront one another when they break norms. This is common during brainstorming sessions, where the rule is that people must defer judgment and avoid shooting down ideas. If someone breaks that norm, the team comes down on him in a playful yet forceful way {imagine being pelted by foam toys). Or if someone is out of line, the norm is to stand up and call her on it immediately. If a client is in the room, the confrontation is subtler- perhaps a kick under the chair. Teams at IDEO also demonstrate strengths in groupfocused emotional intelligence. To ensure they have a high level of self-awareness, teams constantly seek feedback from both inside and outside the organization. Most important, they work very closely with customers. If a design is not meeting customer expectations, the team finds out quickly and takes steps to modify it. Regulating group emotion at IDEO often means providing outlets for stress. This is a company that believes in playing and having fun. Several hundred finger blasters (a toy that shoots soft projectiles) have been placed around the building for employees to pick up and start shooting when they're frustrated. Indeed, the design firm's culture welcomes the expression of emotions, so it's not uncommon for someone – whether happy or angryto stand up and yell. IDEO has even created fun office projects that people can work on ifthey need a break. For example, they might have a project to design the company holiday card or to design the â€Å"tourist stop† displays seen by visitors. Finally, IDEO teams also have norms to ensure they are aware of the needs and concerns of people outside their boundaries and that they use that awareness to develop tWARCH 2 0 0 1 good relationship with the fabricator, its people were willing to go above and beyond the call of duty. The lighthearted display was a way for teammates to show the engineer that all was forgiven-and a reminder to the rest of the organization of how a team in crisis can get by with a little help from its friends. Where Do Norms Come From? Not every company is as dependent on teams and their emotional intelligence as IDEO. But now more than ever, we see companies depending on teams for decisions and tasks that, in another time, would have been the work of individuals. And unfortunately, we also see them discovering that a team can have everything going for it-the brightest and most qualified people, access to resources, a clear mission-but still fail because it lacks group emotional intelligence. Norms that build trust, group identity, and group efficacy are the key to making teams click. They allow an otherwise highly skilled and resourced team to fulfill its potential, and they can help a team faced with substantial challenges achieve surprising victories. So how do norms as powerful as the ones we've described in this article come about? In our research, we saw them being introduced from any of five basic directions: by formal team leaders, by informal team leaders, by courageous followers, through training, or ft-om the larger organizational culture. (For more on how to establish the norms described in this article, see the sidebar†Building Norms for Three Levels of Group Emotional Intelligence. â€Å") At the Hay Group, for example, it was the deliberate action of a team leader that helped one group see the importance of emotions to the group's overall effectiveness. Because this particular group was composed of managers 89 Building ttie Emotional Intelligence of Groups from many different cultures, its leader knew he couldn't assume all the members possessed a high level of interpersonal understanding. To establish that norm, he introduced novelties like having a meeting without a tahle, using smaller groups, and conducting an inventory of team members'various learning styles. Interventions like these can probably be done only by a formal team leader. The ways informal leaders or other team members enhance emotional intelligence are typically more subtle, though often just as powerful. Anyone might advance the cause, for example, by speaking up if the group appears to be ignoring an important perspective or feeling-or simply by doing his or her part to create an affirmative environment. Training courses can also go a long way toward increasing emotional awareness and showing people how to regulate emotions. We know of many companies that now focus on emotional issues in leadership development courses, negotiation and communication workshops, and employee-assistance programs like those for stress management. These training programs can sensitize team members to the importance of establishing emotionally intelligent norms. Finally, perhaps more than anything, a team can be influenced by a broader organizational culture that recognizes and celebrates employee emotion. This is clearly the case at IDEO and, we believe, at many of the companies creating the greatest value in the new economy. Unfortu- nately, it's the most difficult piece ofthe puzzle to put in place at companies that don't already have it. For organizations with long histories of employees checking their emotions at the door, change will occur, if at all, one team at a time. Becoming Intelligent About Emotion The research presented in this article arosefromone simple imperative: in an era of teamwork, it's essential to figure out what makes teams work. Our research shows that, just like individuals, the most effective teams are emotionally intelligent ones-and that any team can attain emotional intelligence. In this article, we've attempted to lay out a model for positive change, containing the most important t3'pes of norms a group can create to enhance its emotional intelligence. Teams, like all groups, operate according to such norms. By working to establish norms for emotional awareness and regulation at all levels of interaction, teams can build the solid foundation of trust, group identity, and group efficacy they need for true cooperation and collaboration-and high performance overall. 9 Reprint R0103E To order reprints, see the last page of Executive Summaries. To further explore the topic of this article, go to www. hbr. org/explore. (A^^l^ j-iywi 1 â€Å"I'm in a rut They throw the ball, I bring it back. They throw it again, I bring it back again. What's the point of it ail? † 90 HARVARD BUSINESS REVIEW

P1 describe the type of business, purpose and ownership of two contrasting businesses. Essay

P1 describe the type of business, purpose and ownership of two contrasting businesses. For this assignment I am going to select two businesses, one which will be local and not-for-profit organization and the second will be an international business and for profit. The two businesses I have chosen to use for this task are Asda Stores Ltd. and Welcare, Reigate. Type of Business: Asda Stores Limited, commonly known as ASDA, is the second largest retail store and a national public limited company. It is a profitable business and it is the subsidiary of American company Wal-Mart. It was founded in 1949. Furthermore as Asda is a profitable business it is also in the private sector. Welcare is a local charitable, non-profit organization. They earn no profit out of their work however do accept forms of donations and fundraisers. The charity was set up by a church over 100 years ago. It was originally founded in 1894. Furthermore as it a nonprofit business and is giving service it is in the public sector. Purpose of the business: A charity is a group of profitable people whose aim is to give a service and help those in need. Welcare charity provides services which include social work and family support, support groups and life skill workshops and also a children’s health clinic. They work to keep families together, and encourage parents to give their children a happier childhood. Asda is a retail supermarket and the purposed of Asda is to make profit and to supply goods to customers. It sells general merchandise such as food, drink, clothing and various other items. It also has services such as insurance, financial services and a mobile telephone network. Business Ownership and level of liability: Asda was founded by Associated Dairies & Farm Stores Limited in 1949. This is situated in Leeds. The company has limited liability, therefore any debts within the company are paid by shareholders investment and this means the owner wouldn’t have to sell their assets and belonging to pay the debt. Being a shareholding company you can freely sell shares, this is an easy way to have money contributed to the company. Welcare was founded in 1894, and was originally called The Diocesan Association for the Care of Friendless  Girls. This company has limited liability, this means any debt is paid for and the owners do not have to sell any assets.

The Advantages of Starting Your Own Business

The advantages of starting your own business Many people dream of owning a business and see it as a way to control their own destiny. Starting a business is an exciting thing that offers many benefits. However, you should also analyze what it takes to run a successful business or how much it costs to start up. Although, having your own business is still more beneficial since you can do what you enjoy doing, you can manage your work schedule and last of all you can earn a higher salary from your own business.Owning a business gives you the opportunity to work in a field you enjoy. Workings in an area you are passionate about helps you better handle responsibilities in your business. Owning your own business allows you to create and contribute, which gives your personal satisfaction. Most entrepreneurs working in a field they enjoy also bring in their expertise, which allows them to offer innovative products and services to customers. The second aspect is independence. Entrepreneurship gives you the control over your own business.If you operate a project, you can make the final management decisions regarding your company. Owning a business gives you the power to control whole business. You can participate in every step of the decision-making process. Moreover you can manage your time and adjust your work schedule. For instance, if you have to do something else during the work hours, you can leave and re-schedule your obligations for some other day or after 5 pm. When you work for an employer, you know your annual salary and little opportunity is available to earn more money on your job.Starting your own business gives you the potential to earn a high salary. Productivity, pricing and marketing plans are all in your hand, and the income you earn relates to those activities. Although earning a high salary is not a guarantee forever. However, if it becomes successful, the rewards will be much greater than work for a company. However, there are also disadvantages whe n you have your own business. One is having the risk of losing not just your money, but also the time and energy you put up if the business does not work out.Another is the overwhelming feeling, in the beginning, of learning several things to start and run the business. And since the business is yours, you are the one take responsible for everything about it. In consequently, starting a business can be scary. But great rewards await entrepreneurs who are lucky enough to create successful businesses not only you can earn earn more salary and become self-independent but also you reward your own life. Although only you can decide if you are ready to create something, here are some of the rewards of going out on your own.

Innocence to experience

Blake was tuned to the huge social and political forces of the late 18th century. This can be seen in Blake's poem ‘The Tyger' as he uses two symbols of revolution; French Revolution and the Industrial Revolution which both happened in the 18th century! The title ‘The Tyger' is a symbol which was used in 18th century newspapers, similar to Blake's symbolic description of the French Reign of Terror. The ‘Times' newspaper talked about the Reign of Terror as a Tyger: â€Å"a tiger stalking the streets of Paris†. This ‘Tyger' was used to symbolize the power, machinery, evil, violence and energy of the revolutions going on at this time. The description ‘Tyger Tyger burning bright' is a pun because ‘burning' could be seen to represent destructiveness whilst ‘bright' is a deep, powerful word for revolution. In the third line ‘What immortal hand or eye, Could frame thy fearful symmetry?' which has a questioning tone, means that Blake is awestruck on what kind of God would want or allow the French Revolution. In the second verse which talks about Satan's energy, it starts with a questioning tone about heaven or hell ‘deeps or skies'. The question ‘Burnt the fire of thine eyes' is addressed towards Lucifer (the Devil). Verse two and three shows the imagery of the industrial revolution ‘In what furnace was thy brain'. Blake says God is a blacksmith who wrestles with power and energy which is beneficial and at the same time destructive. In the fifth verse: ‘When the stars threw down their spears And water'd heaven with their tears: Did he smile his work to see? Did he who made the Lamb make thee?' This is saying that if there were only good and no evil, there would be no good because there would be no comparison to what is good and what's not. He basically says man needs a bit of ‘lamb' (goodness, kindness, peace) and a bit of ‘Tyger' (power, strength). Blake's poems don't just speak about his current times but can apply to nowadays. ‘The Tyger' is a time symbol of revolution because it can relate to modern society: huge powerful machines such as the nuclear power station. It can relate to the revolution in his time; such as the French Revolution (1789) and the Industrial Revolution but can also relate to more modern revolution; such as the Russian Revolution (1917). Blake did not just dislike the church and revolution but also criticizes and explores the effects of a culture governed by commerce. This can be seen in the poem ‘London'. This poem talks about a London which is overpowered by commerce, government and religion. One of the main places where he enforces this in this poem is on line four ‘Marks of Weakness, marks of woe' which means the people (London) allow themselves to be controlled by commerce. The word ‘marks' is also repeated in this sentence twice and once earlier on; this is a politician's method to repeat the same word three times to enforce his subject. The phrase ‘charter'd street' in the first line suggests that every street is filled with commerce and instead of a list of freedoms; there is a list of restrictions. This word is also repeated on the second line; ‘Near where the charter'd Thames does flow' which is saying that every street and river is devoted to making money and even though the river is symbol of peace and freedom, it is a type of harnessed freedom. Blake doesn't just see London governed by commerce but a corrupt government and monarchy. In the second verse Blake says ‘The mind-forg'd manacles' which is a metaphor meaning that people's minds are in chains and people mindlessly accept a monarchy, a corrupt government and the misery of every day existence because the church brain-washes people into not rebelling and to put up with their terrible lives. However, I think Blake's attacks of the church seem to be of the late 18th century because of his poems such as ‘Chimney Sweeper', ‘Little Black Boy' and ‘Sick Rose'. In the chimney sweeper the children are made to think that no matter how dreadful the church is, in the after life you will be with god, and the children will be celebrating this. They are also brain washed from the church and the society of that time to make the children accept their lives as slaves. In the poem ‘Little Black Boy', black people are indoctrinated from the church and the society to think that white is superior and that black is horrible thing to be and they should look up at the white people. A mother gets told this from the church and so therefore it is passed down the family. These are told to them because they believe the church and think the church is good so they put up with a bad life. This can also be shown in the poem ‘The Sick Rose'. The name Rose is a metaphor for a flower, a name, love, passion, joy and England. It is saying that England is diseased and it's people are turning unhealthy. This can be shown because it is saying that the priest can't have sex so they try to stop others. On the other hand it is wrong in saying that attacks of the church seem to be of the late 18th century because there is still racism and social injustice. We are still indoctrinated but in many different ways by adverts, media, technology and government etc. Blake's poems in the Songs of innocence and Experience can relate to his time but also modern society. His psychic and emotional views about the society he describes are relevant to the 18th century, but they are also relevant today.

Thursday, August 29, 2019

Indian & European Relations in the 1600s Essay

Spain in North America 1560s: Spanish give up search for Indian gold. Focus on defending their empire from English (who were plundering treasure ships and Caribbean ports) and French Protestants (who began to settle in Florida though the Spanish had already claimed the land). Spanish establish fort at St. Augustine, Florida (1565) to protect route of the treasure fleet. They also massacre French Protestants. Raids by Native Americans wipe out military outposts and religious missions. 1573: The Comprehensive Order for New Discoveries says that missionaries, not conquistadors, have to pacify the land. Franciscan friars set up missions in Nuevo Mà ©xico (New Mexico) and attack Native Americans. Native Americans do forced labor. 1680: Popà © leads revolt, kills 400 Spaniards and forces remaining 1500 to flee to El Paso, and destroys Spanish missions (Pueblo Revolt of 1680). Spaniards return, Native Americans make a deal that lets them practice their own religion and end forced labor, but they have to help th e Spaniards. Outcome: Spanish fail to convert Native Americans, Santa Fe left vulnerable. In Florida, raids by English leave St. Augustine vulnerable. French in North America 1608: First permanent settlement, Quebec, is founded 1662: King Louis XIV turns New France into a royal colony, tries to get people to move there. Cannot get enough people. New France becomes an area for trading furs. Rise of the Iroquois: French introduce diseases that kill many Indians. Indians get guns from fur trade, which leads to war. The Five Iroquois Nations come out on top, have control of the fur trade in Quebec (with the French) and New Amsterdam (with the Dutch). French Jesuits try to win Indian converts. They do not exploit the Indians, and they come to understand their culture. They eventually win converts by adapting Christianity to the needs of the Indians. Outcome: Despite efforts of the Jesuits, French fur trade causes devastation through disease and loss of Indian culture. Iroquois warriors kill many, though they too are harmed: French burned their villages and killed many warriors in 1666 and again in 1690. Dutch in North America Dutch set up a fur-trading post (Fort Orange) along the Hudson River. West India Company has monopoly on the fur. Later, Dutch founded New Amsterdam and made it the capital of New Netherland. Colony didn’t thrive: small population made it vulnerable. Fort Orange succeeds as a peaceful and successful fur-trading post. Dutch near New Amsterdam are more aggressive towards Indians. 1640: war. After the war, West India Company ignores New Netherland, focuses on slave trade. 1664: Dutch fall under control of the English under the Duke of York 1673: Dutch assault momentarily recaptures the colony Edmund Andros takes control, in retaliation imposes English law and demands allegiance. Outcome: Dutch, who had once been dominant, are now a subject people. Chapter 6: Making War and Republican Governments (1776-1789) Patriots demand that colonists join Loyalist or Patriot side – cannot stay neutral. Patriots have advantage to get supporters b/c they control local governments. Patriots make army, and Patriots encouraged people to support the army by taking a more active role in govt. Character of politics changes when common people exert influence: democratic army launches age of republican revolution. Americans forced to retreat, Britain pushed back Americans into PA. When winter comes, Britain halts their campaign and Patriots catch them off guard, winning small victories. Armies and Strategies Howe doesn’t want to destroy Americans, just wants them to surrender and compromise. Howe cannot win decisive victory, Washington avoids defeat. Washington’s handicaps: Fights only defensively, has unfit recruits, Radical Whig Patriots believe army is threat to liberty. American Victory at Saratoga Britain’s goal: isolate New England North’s colonial secretary Germain’s plan: attack Albany from 3 sides. Burgoyne, St. Leger, and Howe will attack. Howe’s different plan: attack Philadelphia (home of Continental Congress), end rebellion w/ single victory. Howe uses his plan slowly. Continental Congress flees to PA’s interior. Howe’s slow attack directly leads to defeat of Burgoyne’s army. Burgoyne’s actions: fights, then stalls. Americans led by General Gates slows Burgoyne’s progress. Burgoyne’s army stuck in Saratoga, NY. Beaten back while trying to raid VT. Has troops w/drawn to help Howe. Meanwhile, Gates’ forces grow. October 1777: Burgoyne forced to surrender. Turning point of the war. Social and Financial Perils British naval blockade causes disruption in New England fishing industry, and British occupation causes decrease in domestic trade and manufacturing. People move out, decrease in population. Chesapeake colonies: blockade cuts tobacco exports. Short supply of goods = army starts getting supplies from the people. Women and Household Production Women: 1 Increase output of homespuns 2 Participate in farmwork Despite this, goods remain scarce and prices rise. War also created deprivation, displacement, and death. War divides communities b/c of Patriots’ violence. Financial Crisis State govts are weak, don’t create new taxes. Creation of fiat money, Continental Congress and colonies’ economies crumble. Valley Forge Starvation and sickness for Americans during the winter in Valley Forge, but Baron von Steuben raises morale. Continental army becomes tougher and better disciplined. The Path to Victory, 1778-1783 1778: Continental Congress allies w/ France. Alliance gives Continental Congress money, supplies, and later troops. Also confronts Britain w/ international war that challenges domination of Atlantic. The French Alliance Alliance starts w/ secret loan to colonies to avenge France’s loss of Canada to Britain. Later turns into a formal alliance. Negotiating the Treaty American diplomats ensure treaty specifies that French support cannot end until the United States is independent. Alliance revives colonies and Continental Congress. The British Response War is becoming unpopular in Britain. Some British support Americans and campaign for domestic reforms. George III initially committed to crushing rebellion, but after British defeat at Saratoga changes his mind. Tries to prevent American and French alliance (Parliament repeals Tea Act, Prohibitory acts, and renounces right to tax colonies). War in the South French and Spanish (who joined the war against Britain in 1779) agendas cause British to shift focus of the war to the South. Britain’s Southern Strategy British plan: 1 Focus on winning tobacco and rice colonies (VA, Carolinas, GA) then rely on local Loyalists to hold them 2 Exploit racial divisions between slaves and Patriot owners – get slaves to flee At first, British are winning. But tide turns. Dutch join fight against British. France dispatches troops to America Partisan Warfare in the Carolinas General Green fights in Carolinas. Fighting goes back and forth. Britain is weakened by this war of attrition, and British decide to give up Carolinas to Greene and focus on VA instead. Benedict Arnold and Conflicting Loyalties Benedict Arnold switched from American side to British side. Fights for George III in VA. Britain Defeated Washington and the French fleet surround Cornwallis and his troops on land. Cornwallis is outnumbered, cannot escape by sea. October 1781: Cornwallis surrenders in Yorktown The Patriot Advantage Why the Americans won the war: 1 Some British mistakes 2 Widespread Patriots in America 3 Many Americans support war through taxes and joining the militia 4 Patriots led by experienced politicians 5 George Washington Americans refuse to support British army, refuse to accept occupation by Loyalist forces, and endure the inflation caused by the war. Diplomatic Triumph Peace talks begin in 1782, but French and Spanish stall b/c they still hope for major naval victory or territorial conquest. Ignoring Treaty of Alliance, Americans sign a separate peace w/ the British. September 1783: Treaty of Paris. Great Britain recognizes independence of the colonies. Britain gets: 1 Canada 2 Rights for merchants to pursue legal claims for prewar debts 3 Americans will encourage state legislatures to return confiscated property to Loyalists and grant them citizenship America gets: 1 Great Lakes and land east of the Mississippi River 2 Fishing rights 3 Freedom of navigation on the Mississippi 4 British cannot seize property like slaves 1783: Treaty of Versailles – Britain makes peace w/ France and Spain Chapter 10: Creating Republican Institutions, 1776 – 1787 The State Constitutions: How Much Democracy? Many states had written state constitutions when the Continental Congress urged them to in 1776. The Rise of Popular Politics, 1820-1829 Expansion of the franchise = most democratic symbol of the Democratic Revolution. Gives ordinary men more power than anywhere else in the world. The Decline of the Notables and the Rise of Parties American Revolution weakened the deferential society, but didn’t overthrow it. Wealthy notables still dominated the political system at first. 1810: Struggle to expand suffrage began. State legislatures grant broader voting rights to diffuse criticism and deter migration to the west. The new voters refused to support politicians that flaunted their high social status. Democratic politics is corrupt. Martin Van Buren: 1 Created political machine, the Albany Regency. 2 Patronage: gives government jobs to party members in return for their loyalty. (Spoils system) 3 Insists on party discipline, requires elected officials to follow dictates of the party caucus. The Election of 1824 Five candidates, all Republicans, campaigned for presidency. Jackson received most popular votes, but Adams won because Clay made a â€Å"corrupt bargain† with Adams, where Clay would vote Adams into presidency if he would become secretary of state. Presidency of John Quincy Adams: the last notable president Supports American System (protective tariffs, national bank, subsidized internal improvements) Resistance to the American System: southerners oppose protective tariffs because they raised the price of manufactures, and smallholders feared powerful banks that could force them into bankruptcy. Politicians oppose American System on constitutional grounds (for example, saying that the national government’s income couldn’t fund state improvement projects because those projects were the responsibility of the states). Southerners were also angry about the Tariff of 1828, which raised duties on raw materials and textiles. Southerners also dislike Adams’s pro-Indian policy. Jacksonian Impact 1 Expanded potential authority of President by identifying it with the voice of the people. 2 Upheld national authority by threatening use of military force, laying foundation for Lincoln’s later defense of the Union. 3 Reinvigorated Jeffersonian tradition of limited central government by undermining American System of national banking, protective tariffs, and internal improvements. 4 Undermined constitutional jurisprudence of Marshall by appointing Taney as Marshall’s successor. Taney partially reversed nationalist and property-rights decisions of Marshall. Example: In the case Charles River Bridge Co. v. Warren Bridge Co. (1837), Taney says that a charter doesn’t necessarily bestow a monopoly, and a legislature could charter competition (in this case, a competing bridge co.) to help the public. This decision directly challenges what Marshall said in the Dartmouth College v. Woodward case, where Marshall stresses the binding nature of a contract by saying that a state cannot invalidate a contract. Other cases that place limits on Marshall’s nationalistic interpretations by enhancing role of state governments: Mayor of New York v. Miln (1837): New York state can use â€Å"police power† to inspect health of immigrants. Briscoe v. Bank of Kentucky (1837): When it issues currency, a bank owned by the Kentucky doesn’t violate the provision of the Constitution that prohibits states from issuing â€Å"bills of credit.† As a result of the Taney Court’s decisions, the role of state governments in commerce was greatly enhanced. 5 States write new constitutions that extend democracy, many of which introduce classical liberalism (laissez-faire). Laissez-faire says the government role in the economy should be limited.

Heroic Code in the Iliad and the Odyssey :: essays research papers

     In Webster’s Dictionary, a legend is characterized as an individual noted for fearless acts or respectability of direc...