The Essence of Teamwork - 1460 Words

Nathan Leonard Maxwell IV E302 Professional World of Work 07/26/04 The Essence of Teamwork Two are better than one, because they have a good reward for their hard work. For if one of them should fall, the other one can raise his partner up. But how will it be with just the one who falls when there is not another to raise him up? Ââ€" Ecclesiastes 4:9, 10 As the scriptural text quoted above implies, teamwork can accomplish what the individual cannot do on his or her own. Teamwork is defined as a small number of people with complementary skills who are committed to a common purpose, performance goals, and approach for which they are mutually accountable. (Katzenbach and Smith, 1993) In todays society, with so much emphasis on pride†¦show more content†¦However, there is also a greater risk for conflict because of different perspectives and the lack of diversity awareness. Time to market pressure is the result of increasing global competition and a concern for product quality and availability. Such pressure encourages project teams to develop products and services of the highest quality doing so within a short amount of time. Stress, burnout and conflict can easily be experienced when project teams are not able to adapt to the demands of the customer or upper management. My Co-Op Experience with ZF Sachs Automotive of America In my co-op experience with ZF Sachs Automotive of America, I had the opportunity to experience each of the aforementioned challenges to teamwork firsthand. I worked with an engineering team that developed products for global and diverse companies like Ford, Toyota and Daimler Chrysler. Therefore, our team was a diverse one consisting of American, Mexican and German Engineers. We also met as a cross-functional team with technicians and sales managers. There were also situations in which team meetings with customers had to be held by teleconference or videoconference around eight or nine oclock at night because of different time zones. Conflicts always seemed to arise between Engineers who worked in Troy, MI and Engineers who worked in Mexico because lack of familiarity with each other and different manufacturing processes. In one case, the manufacturing facilities inShow MoreRelated The Essence of Teamwork Essay1442 Words   |  6 PagesThe Essence of Teamwork â€Å"Two are better than one, because they have a good reward for their hard work. For if one of them should fall, the other one can raise his partner up. But how will it be with just the one who falls when there is not another to raise him up?† – Ecclesiastes 4:9, 10 As the scriptural text quoted above implies, teamwork can accomplish what the individual cannot do on his or her own. Teamwork is defined as â€Å"a small number of people with complementary skills who are committedRead MoreThe Importance Of Team Working And The Keys For Successful Teamwork894 Words   |  4 PagesTeamwork plays one of the most important roles to succeed in any industry field. To achieve a goal, team members are required to work with the other members cooperatively. Speaking of food business, especially kitchen environment, it is of great significance. The purpose of this paper is to address the importance of team working and the keys for successful teamwork in the kitchen. A discussion of the kitchen environment and the writer’s actual experiences are presented, followed by the concept ofRead MorePWC: Leadership Roles1504 Words   |  6 Pagesdo what needs to be done. Teamwork in a company or organization has great importance for more than one reasons. Companies, who have adopted this concept, have reported increased performance in work production. This group project approach has improved employee morale and increased input when managed correctly. The benefits of teamwork can make a positive effect on the company that incorporates this type of teamwork approach. Let us discuss the significance of teamwork in the workplace, which canRead MoreLeading Change Within An Organization808 Words   |  4 Pagesmore- it goes without saying communication should be early and often, and seems like this point is obvious when it comes to leading change. However, the significance of utilizing the correct technique is a critical component of communication. In essence, delivering appropriate messages, soliciting feedback, preparing those impact by the change, and motivating others to act aid in achieving the desired outcome (Gilley, Gilley, McMillan, 2009). Con sequently, communications should be enthusiasticRead MoreOvercoming The Five Dysfunctions Of A Team By Patrick Lencioni782 Words   |  4 Pagesingrained into us that teamwork is congenial and effortlessly achieved. When in fact it wasn’t until society was introduced to Overcoming the Five Dysfunctions of a Team, written by Patrick Lencioni, did civilization start to realize that teamwork is hard to measure and even harder to achieve because the has been loosely used as well as misinterpret. Lencioni understands that teamwork is a difficult thing to measure and achieve, his book reminds us that the power that comes from teamwork cannot be deniedRead MoreChapter1-Introduction. Existing Studies Focus On The Impact1030 Words   |  5 PagesChapter1-Introduction Existing studies focus on the impact of teamwork and productivity on implementing, quality improvement. For example developing a culture within the work place where teamwork is a vital necessity can significantly improve performance, effectiveness, efficiency, morale, job satisfaction, unity of purpose, communications, innovative thinking, quality, speed in getting things done, and loyalty to an organization (Warrick, 2014). In corporate America, superiority and personal recognitionRead MoreThe Governing Body Of Soccer945 Words   |  4 Pagesspherical ball into the other team’s goal without using their hands. The evolution of the game has allowed soccer become the best sport in the world because it teaches teamwork, goals, and camaraderie. The word teamwork is used very regularly; however, it is much easier said than done, especially when it comes to sports. Teamwork is about remaining positive, having trust, accepting responsibility, supporting and encouraging each other (US Youth Soccer). As proved time and time again, the wholeRead MoreLeadership Role and Style: Personal Narrative1080 Words   |  4 Pagesdecision, I feel it would benefit the group if everybody in the group would express their ideas until they come up with one idea together. Group thinking requires conformity so that it focus on the interpersonal transaction between group members (Teamwork The Essence Of Workplace Productivity 2010). From there, in order to maintain, the groups creativity, I used tactics to generate positive mood . For example, I would tell humorous stories about my own life in order for a positive mood to be shown toRead MoreThe Impact Of Organizational Behavior On Sports Industry1152 Words   |  5 Pagesof teamwork pays a huge role in future success. Without balanced group it will be difficult to achieve goals but what is teamwork? There are several ways to define teamwork but for some color why not think of it as the French do. The French language has an excellent expression to describe it: esprit de corps. This means a sense of unity, of enthusiasm for common interests and responsibilities, as developed among a group of persons closely associated in a task, cause, enterprise, etc. Teamwork canRead MoreTeam Building and Improving Team Performances600 Words   |  3 Pagescustomers (Karli, James Scout, 2013). Besides, owing to the numerous emerging and current casinos offering similar serv ices, team building would aid significantly in creating a competitive advantage. This compelled the management to implement teamwork within all the departments of the casino, from the top management to the lowest ranks of housekeeping. In this endeavor of team building, the management improved on creating team contracts. They also implemented clear team objectives, and significantly

Essay about Heathcliff in Wuthering Heights by Emily Bronte

Heathcliff in Wuthering Heights by Emily Bronte The central conflict in the novel Wuthering Heights written by Emily Bronte is Heathcliff. Heathcliffs internal conflicts affect how all of the other characters interrelate. Heathcliff throughout the book never does anything honorable or dignified. Heathcliff creates whirlwinds of problems by just being present, sometimes, by not even doing a thing. Heathcliffs problems not only the affect the Earnshaws but also their neighbors Edgar Isabella Linton. Heathcliff comes to live with the Earnshaws, which also includes their children Catherine and Hindley. As Graham Holderness states, The gipsy brat old Mr. Earnshaw brings home with him has neither name nor status, property†¦show more content†¦(Berg 59) Catherine provides Heathcliff with love, support, a sense of right and wrong, and a feeling of self-esteem. Heathcliff is addicted to the emotions that Catherine provides for him, that he is unable to provide for himself. Catherine cannot, at first, decide whom to marry. Catherine wonders if she should marry the man she loves or the man that can provide her with material security. Catherine tells Nelly that Ive no more business to marry Edgar Linton than I have to be in heaven: and if the wicked man in there had not brought Heathcliff so low, I shouldnt have thought of it. It would degrade me to marry Heathcliff now (Bronte 120) Catherine also states that Whatever our souls are made of, his {Heathcliffs} and mine are the same, and Lintons {Edgar} is as different as moonbeam from lightening, or frost from fire. (Bronte 121) Catherine wants to be with Heathcliff even though she knows all about him. But Catherines need for psychological security and material comforts out weighs her desire to be with Heathcliff. (Goodlett 124) Catherine marries Edgar Linton and moves to Thrushcross Grange and is separated from Heathcliff. Heathcliff begins to lead Hindley to destruction, and courts Isabella in order to hurt Edgar. When he finds out that Catherine married Edgar in his absence. During Heathcliffs marriage to IsabellaShow MoreRelated The Character of Heathcliff in Wuthering Heights by Emily Bronte632 Words   |  3 PagesThe Character of Heathcliff in Wuthering Heights by Emily Bronte In Wuthering Heights Heathcliff is both a romantic hero and a villain. As a romantic hero he is noble, brave and involved in a passionate love affair, he is also the main character. He is called a villain that means he is spiteful and only thinks about himself. Nobody, except Catherine and maybe Hareton like him. He immediately turns Lockwood against him, because he patronises Lockwood in a sophisticated manner that LockwoodRead MoreHeathcliff The Byronic Hero in Wuthering Heights by Emily Bronte1337 Words   |  6 PagesHeathcliff The Byronic Hero in Wuthering Heights by Emily Bronte When one starts reading Wuthering heights I’m sure they think to themselves that the book will be just another romantic novel. They wait for Heathcliff to comeRead More How does Emily Bronte present Heathcliff in the novel Wuthering Heights?1076 Words   |  5 PagesHow does Emily Bronte present Heathcliff in the novel Wuthering Heights? The novel Wuthering Heights is a gothic tale of love, loss, and redemption. Heathcliff who is one of the lead characters is presented to the reader in many forms throughout the novel. He is portrayed as a man who loves a woman, vindictive and as an outcast. He is also very demanding and appears to be an evil person. During Heathcliffs early years at the Earnshaws home, it is obvious that Heathcliff shows his vindictiveRead MoreEmily Brontes Wuthering Heights: Mental Illness and Feminism1663 Words   |  7 Pagesliterary work. Wuthering Heights is a great example of a book with its own hidden secrets that can surface with a little research. Emily Bronte’s Wuthering Heights depicts the oppression of women from mentally unstable individuals. Overview of Author Emily Bronte was born in Yorkshire, England on July 30, 1818 (â€Å"Emily Jane Bronte 1), to a family dedicated to literature (â€Å"Emily Jane Bronte† 2). Education was also important to the Bronte family, but it always seemed to take a pause for Emily due to familyRead MoreWuthering Heights By Emily Bronte1555 Words   |  7 Pages2015 Wuthering Heights (1847) by Emily Brontà « Introduction The novel Wuthering Heights was written in 1847 by Emily Brontà «. The plot unravels with Lockwood visiting his landlord at Wuthering Heights; as Lockwood stays the night, he starts to discover items within the home and later a fatal vision appears, which causes him great curiosity. Lockwood returns back to his residence at Thrushcross Granges and listens to the history of his landlord, Heathcliff; told by an old servant at Wuthering HeightsRead MoreEmily Bronte s Wuthering Heights Essay1220 Words   |  5 Pagesthe Brontà « sisters have both written novels centered on orphans’ pursuits of love that may have challenged civilized society. Emily Jane Brontà « and Charlotte Brontà « are among the six children born to Reverend Patrick Brontà « and Maria Branwell Brontà « (â€Å"Emily Brontà «Ã¢â‚¬ ). The loss of their mother and two eldest sisters resulted in different responses between Charlotte and Emily, while Emily became shyer, Charlotte developed a dominant attitud e (â€Å"Charlotte Brontà «Ã¢â‚¬ ). Initially unsuccessful, Wuthering HeightsRead MoreEmily Bronte s Wuthering Heights1283 Words   |  6 PagesEmily Brontà «Ã¢â‚¬â„¢s Wuthering Heights is told from a complicated point of view. The narrator of the past is Nelly Dean, while the present time narrator is Mr. Lockwood. Set as a story within a story, Nelly tells Lockwood an eyewitness account of her dealings with the Earnshaws and the Lintons, while Lockwood is the outsider who records in his diary Nelly’s stories of Wuthering Heights and Thrushcross Grange. From the novel’s beginning, Lockwood proves himself to be objective, while Nelly is subjectiveRead MoreWuthering Heights1634 Words   |  7 PagesEmily Brontà «, known for her novel Wuthering Height, was inspired for her writing through her siblings from a young age. Brontà « was born in Yorkshire, England in 1818. She had one younger sibling, Anne, and four older ones, Maria, Elizabeth, Charlotte, and Patric k Branwell. When Brontà « and her family moved to Haworth in West Yorkshire, Maria and Elizabeth both died of tuberculosis. Emily was raised in the rural countryside in solitude, which provided a background for her Gothic novel, Wuthering HeightsRead MoreAnalysis Of Emily Bronte s Wuthering Heights 1589 Words   |  7 PagesReading Analysis Wuthering Heights Tramel – 2nd period November 4, 2016 Introduction The self-consuming nature of passion is mutually destructive and tragic. The gothic Victorian novel, Wuthering Heights, was written by Emily Bronte and published in 1847 where Bronte challenges ideas of religious hypocrisy, social classes, gender inequality and mortality. Wuthering Heights was first ill received being too much removed from the ordinary reality in the mid-nineteenth-century; however, Emily Bronte’s novelRead MoreWuthering Heights by Charlotte Bronte1143 Words   |  5 Pagesa devilish, preternatural passion that tamer beings can scarcely recognize as love.† (Duclaux) Wuthering Heights by Emily Brontà « is considered a masterpiece today, however when was first published, it received negative criticism for its passionate nature. Critics have studied the novel from every analytical angle, yet it remains one of the most haunting love stories of all time. â€Å"Wuthering Heights is not a comfortable book; it invites admiration rather than love.† (Stoneman) The novel contains

School Law and Renewable Energy Technologies Free Essays

SUGGESTED ARGUMENTATIVE ESSAY THESIS STATEMENTS POWER AND THE INDIVIDUAL/SOCIETY 1- Same sex marriages should be legalized. 2- Same sex marriages should not be legalized. 3- The production and sale of cigarettes should be illegal. We will write a custom essay sample on School: Law and Renewable Energy Technologies or any similar topic only for you Order Now 4- The production and sale of cigarettes should not be illegal. 5- Military service should be compulsory. 6- Military service should not be compulsory. POWER AND NATIONS 1- Religion is the main cause of wars. 2- Religion does not cause wars. 3- Turkey should ban trade with China. 4- Turkey should not ban trade with China. – The most powerful nation on Earth is __________. POWER AND LAW ENFORCEMENT 1- Gambling should be legalized. 2- Gambling should not be legalized. 3- Juvenile offenders should be tried and punished as adults. 4- Juvenile offenders should not be tried and punished as adults. 5- Law enforcement cameras are an invasion of privacy. 6- Law enforcement cameras are not an invasion of privacy. 7- Convicted sex offenders should be exposed. 8- Convicted sex offenders should not be exposed. 9- Sex offenders should be castrated. 10- Sex offenders should not be castrated. 1- Intellectual property should be protected under the law. 12- Intellectual property should not be protected under the law. 13- Current intellectual property rights laws negatively impact the development of new technologies. POWER AND THE MEDIA 1- The Turkish media is biased. 2- The Turkish media is not biased. 3- File sharing programs should be banned. 4- File sharing programs should not be banned. 5- Social networking sites are a threat to personal privacy. 6- Social networking sites are not a threat to personal privacy. 7- The government should censor Internet content that is deemed inappropriate. – The government should not censor Internet content. 9- Advertisements are informative. 10- Advertisements are manipulative. 11- Censorship is a threat to democracy. 12- Censorship is a must. POWER AND THE ENVIRONMENT 1- Recycling should be mandatory. 2- Recycling should not be mandatory. 3- Governments should mandate the shift to biofuels. 4- Governments should not mandate the shift to biofuels. 5- Pesticides should be used in agriculture. 6- Pesticides should not be used in agriculture. 7- Governments should support sustainable agriculture. – Governments should not support sustainable agriculture. 9- Renewable energy technologies (wind energy, hydroelectricity, biomass, and solar power) should be stimulated by governments. 10- Renewable energy technologies (wind energy, hydroelectricity, biomass, and solar power) should not be stimulated by governments. POWER AND EDUCATION 1- Creationism/ evolution should be taught in schools. 2- Creationism/evolution should not be taught in schools. 3- Religious education should be mandatory. 4- Religious education should be optional. 5- Foreign language instruction should begin in kindergarten. – Foreign language instruction should not begin in kindergarten. 7- Sex education should be included in the secondary education curriculum. 8- Sex education should not be included in the secondary education curriculum. 9- Homeschooling is a better option to public schools. 10- Public schools are a better option t o homeschooling. 11- School uniforms should be mandatory. 12- School uniforms should not be mandatory. The following topics are banned!!! nuclear power plants globalization global warming animal testing death penalty euthanasia internet addiction genetically modified organisms [pic] How to cite School: Law and Renewable Energy Technologies, Essay examples

Encyclopedia of Language and Education †Free Samples to Students

Question: Discuss about the Encyclopedia of Language and Education. Answer: Introduction Over the years there has been a constant need for learning to be integrated due to the different nature of people worldwide. With the constant interactions between different people, there is need for understanding each other. This can only be enhanced trough understanding one another despite the various languages that different people in the different parts of the world use. Over the years, countries have introduced different languages in their school's curriculum. This allows the students to learn their subjects in different languages. An example is in Canada where in the 1970s, they implemented an immersion project whereby English speaking learners could learn French by studying curricular subjects in the French language (Snow,1998). Content-based instructions commonly known as CBI is a method used in the learning of secondary languages. This approach is used primarily as the learner blends both the language and some form of simulating content management. However, There are many different approaches to learning languages such as English for a specific purpose ( ESP)- this is the learning of a language for occupational purposes (Snow,1998). In CBI, the students/learners are focused on getting the language in a certain subject which is of interest to them such as music, or a movie. The learners are exposed to this subjects based on the language they want to learn. This method has been seen to be beneficial since it combines both the students' interests in a specific subject matter and the language being learned. The need to direct all the students' attention in one given area or profession strengthened the use of CBI. This is mainly because the student focuses on the area of specialization; this allows the student to master the language quickly because they learn it unconsciously. According to Met,(1999), the most effective way of learning a new language is the acquisition of it naturally and unconsciously. With CBI built on a principle of communicative language teaching, the teachings done here are mainly focused on those contents used in the language that are not within the bounds of the language. This means that the teaching does not entirely focus on the grammar of the language, but on the context which the language is used and applied. This makes it easily understood by the learners. With this all the tree principles of the CBI are underlined, that is the understanding of content, the use of the content in both academic and individual circumstances and improvement of interaction using the language itself. According to Met,(1999), there are four models used in CBI. That is theme based, sheltered model, Adjunct model, and skill-based model. This is where by the language is taught by the teacher, and the syllabus is based on different themes or topics such as countries (Eskey,1992). This is a model whereby a specialist in a particular field teaches the students in the second language (Eskey,1992). This model involves students being grouped in two courses one based on the content and the other the language. This is whereby the students are restricted to focus on one specific area. This allows the students to learn and write about the material they are being taught in the second language. The use of CBI, in teaching new language is based on creating both meaning and giving information to the learner. This is because it explains the role of the language more. That is as a propeller of learning content and as a way to portray the role of the language in a particular context (Stryker,1997). Through this, the language can be visualized by the learner, such that they understand how and when the words are used, in addition to all the linguistic features that the language employed and in what context it can be applied. This is done as the learners are exposed to case studies and narrative texts in the language (Snow,1998). Theory of learning With this, the CBI sees the use of language to be more of skill involving different activities. This has led to the students being exposed to the various skills required in learning a new language such as watching and listening to some audio and video clips, then writing of summaries and oral interactions. When the language is being taught, the content is made easily understood. This is through the use of numerous relevant examples, use of clear and audible audio speeches in the language (Kasper, 1999). This is in addition to the constant interactions between the students and the teachers in the language. This is observed to familiarise the learner more with the new style. Apart from that, there is always constant feedback that is issued by the teacher to the student(Brinton,2003). This enables the students to identify their mistakes in the language and avoid a repetition. By this, the learners emulate others who have more experience in the same to develop their skills. In the CBI, systems there are specific objectives that are used in teaching the second language. Some of them are; The content is always taught in the second language The major priority is the learning of the content and not the language. This means that the content here is of more importance to the student than the rubrics of the language. The content that is taught is based on the curriculum but not the language. Students are evaluated on how well they have mastered the content being given The teachers of the language are the ones who select the objectives of the language to be taught. Syllabus According to Stoller, (2008), a syllabus is a document that defines the course outline and expected milestones at the end of the course. The syllabus used for CBI is mainly based on the content that is being taught. An example of this is the use of visual and audio contexts to relay the information to the students. This includes the use of maps and even charts (Eskey,1992). The syllabus involves the use of different learning activities, the roles of teachers and roles of the student. Types of learning activities Being a highly interactive method, the following activities are used. Building of vocabulary Use of language skills Interaction with others Observation of content material management Studying skills. Teachers role Within the teachers being the key figure in CBI, their characters are most crucial. Some of them are Provision of a platform for student interactions Provision of constant feedback to the students on the language Create continuous interest for the students Supporting the students always. With the learner being the key beneficiary of the CBI, they have the following roles to perform Support fellow learners in the same area. Have a self-conviction of learning more Being patient and willing to learn the new language. Always practice the new language. The Role of instrumentation material. The instructional material should be able to create high levels of confidence in students. It should be able to correct errors made by the learners. Some of the strengths of this method include the fact that it makes the learning of the second language more interesting to the learner. In addition to that, it makes the learner have a greater understanding of the world as it incorporates real-life situations (Heo,2006). This method also makes the students develop skills such as note-taking and listening. These skills can be instrumental in their lives. This adds on to the capabilities of critical thinking that are gotten from this method (Brinton,1997). Due to its focus on a new language, it poses challenges like creating confusion for the learners this is because it is hard for them to find sources of information in the second language. Conclusion In conclusion, whereas CBI may be demanding and confusing to the learners at times, it creates a sense of reward and passion for the second language as it incorporates relatable material for the learners. It involves the student much as they learn the new language through something they love doing. References. Brinton, D. M., (1997). New Ways in Content-Based Instruction. New Ways in TESOL Series II. Innovative Classroom Techniques. TESOL, 1600 Cameron Street, Suite 300, Alexandria, VA 22314-2751 (members, $22.95; nonmembers, $25.95).. Brinton, D., Snow (2003). Content-based second language instruction. University of MichiganPress. Eskey, D. (1992). Syllabus design in content-based instruction. The CATESOL Journal, 5(1), 11-23.Heo, Y. (2006). Content-based instruction. TESL W orking Paper Series. Kasper, L. F., (1999). Content-based college ESL instruction. Routledge. Kaufman, D., Crandall, J. (2005). Content-Based Instruction in Primary and Secondary School Settings. Case Studies in TESOL Practice Series. Teachers of English to Speakers of Other Languages, Inc. 700 South Washington Street Suite 200, Alexandria, VA 22314. Snow, M. A. (1998). Trends and issues in content-based instruction. Annual review of applied linguistics, 18, 243-267. Stoller, F. L. (2008). Content?based instruction. In Encyclopedia of language and education (pp.1163-1174). Springer US. Stoller, F. L., Grabe, W. (1997). A six-T's approach to content-based instruction. The content-based classroom: Perspectives on integrating language and content, 78-94. Stryker, S. B., Leaver, B. L. (Eds.). (1997). Content-based instruction in foreign language education: Models and methods. Georgetown University Press.