Compare and Contrast Plessy V. Ferguson and Brown V. Board...

Huiliang Yang HIS 112 Professor McLeod 4/24/10 Compare and Contrast Plessy v. Ferguson and Brown v. Board of Education The Supreme Court has significant impact on molding the society of the United States, so does it play an important role in the process of the realization of equal protection on the right to education. From Plessy to Brown, every case that had milestone meaning indicated the evolution on the equal protection of the right to education, and also marked the progress of American civilization. However, there are different points between Plessy and Brown. Brown v. Board of Education was educational case of black race, but Plessy v. Ferguson is not it; the result of Plessy is isolation but equal, the Brown show us that†¦show more content†¦Why these people have to join counter culture movement? They have dissatisfaction and criticism of the mainstream culture and existing systems. Sympathy for the minorities and women, even the desire for peace are a common feature of these movements. I believe that many the participants of counter-cultural movement are also member of the New Left M ovement. Hippies are good representation of the counter culture movement, it usually involve drug abuse, sex and abortion. History professor Theodore Roszak points out the hippies and radical students have a same point, which is counter-culture. (Roszak, 1995) In his views, counter-cultural movement is all social protest movements in the United States, such as democracy movement, womens liberation movement, black civil rights movement, and anti-war movement. These movements absolutely have some actions what we cannot accept, but it is not violence. Drug abuse, sex, abortion and other revolt actions, you can say they are criminal, but they do not use force to attack someone. Another side, there are many wars and movements were occurred every decade or couple in the United States, so â€Å"violence is American as cherry pie† is not a good description for 1960s. From the middle 1960s to the beginning of 1970s, America waged the Vietnam War which was the longest and the most consumed in the history of America.Show MoreRelatedDwight D. Eisenhower and Civil Rights Act Essay995 Words   |  4 PagesDouglas Mac Arthur HUAC The Hollywood 10 Alger Hiss Whittaker Chambers Richard Nixon J. Edgar Hoover Klaus Fuchs Julius and Ethel Rosenberg Joseph McCarthy Red Scare Adlai Stevenson Dwight D. 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Hesitation Phenomena Free Essays

Hesitation phenomena is one of two types of pauses that occur during our speech and the other type is breathing pauses. Although hesitation does not have a linguistic function, it plays a role in the study of speech production and speech planning. There are three main categories of hesitation: 1- silent pauses,   2- filled pauses, which composes of non-linguistic or non-lexical vocalizations and the most common ones are: umm, ah and er. We will write a custom essay sample on Hesitation Phenomena or any similar topic only for you Order Now 3- speech disturbances such as slips of the tongue, stuttering, repeating, omitting or repairing speech. Psycholinguists have paid special attention as to where these pauses -whether silent or filled- occur in our speech. Some studies- like the one conducted by Boomer 1965- found that pauses are more frequent after the first word in the phonemic clause. On the other hand, some studies found that most pauses occur before important lexical words. Even though the findings of these studies goes to different directions, it has one thing in common that it suggest that speech planning and speech production are processes that happen in a parallel manner.In this experiment subjects are asked to perform tasks on speaking spontaneously and reading aloud as well as talking about a concrete object and an abstract concept. All topics are determined by the experiment conductors. The aim of this experiment is to ascertain whether the frequency of hesitation is higher in one of the tasks and to find whether hesitation occurs mostly in clauses or between them. Subjects All subjects participants in this experiment are undergraduate females ages 20-24 and speak English as a second language.Experiments conducted on 5 subjects. Methods : We’ve applied our experiments systematically putting in considerations the rules we must follow in order to get clear results. First of all we’ve chosen three different topics for our experiments : ( Reading aloud Vs Spontaneous speech ):1 †¢ We’ve chosen ( Chocolate production ) as a topic that the participants should talk about , a passage which is 17 lines including difficult concepts and lexical words . †¢ Then we’ve decided to have a standardized duration of recording each data which is one minute . The participants included in this experiments will read the passage , at the same time we prepares a recorder to record the speaker while she’s talking . †¢ One important aspect that we had to put into consideration is that the recording should be 100% clear i n order to be easy for us for analyzing the speech . †¢ After the speaker finish reading the passage, here comes our rule to analyze the record tape putting in our minds the types of hesitation pauses such as † pauses , complex pauses , filled pauses and word lengthening † After that the speaker should speak spontaneously about chocolate , we prepares our tape recorder and a stop watch because in this step the participants are allowed to talk only for 1 minute. Sometimes we get forced to interrupt the speaker because of the one-minute limit. 2 ( Concrete Vs Abstract ): In this experiment we’ve chosen two different general topics that the speaker should talk about : Concrete : Food Abstract : Democracy †¢ Before the speaker started to talk about the Concrete topic which is food we should prepare a recorder and stop watch. The speaker must talk for 1 minute about food. †¢ Then, we will replay the sound clip and write our comments. †¢ And when we come to the Abstract topic which is democracy, we will follow the same procedure. By conducting those experiments, including their steps systematically, we will be provided with results that will help us in drawing a clear, final conclusion that we wish to reach. Data: |Speaking spontaneously |Reading aloud | |†¦.I don’t know much about chocolate , but I know it is a tree ,|The strange-looking tree that is the source of chocolate was | |I mean that we can have chocolate from a tree specialize only |named Th-Theobroma cacao, food of the gods, over 200 years ago | |in producing chocolate [uh]†¦. and there is I mean there are |by the great Swedish botanist; [uh] Carolus Linnaeus. The | |different types of chocolate liquid, milky and solid†¦.. There |bright red or yellow cacao seed pods grow directly from the | |are different colors and flavors white chocolate which tends to|trunk of the tree.Each pod contains 30-40 almond like white | |be milky, brown which is the original and [uh] oh yes the dark |seeds in a sticky, unappetizing pulp that resembles insect | |chocolate which is flavored like coffee. We-ll†¦ what else to |larvae [uh]. Scientists generally agree that the native people | |say [laughs] oh yes I like chocolate although it has a lot of |of South America were initially attracted to this cacao pulp | |calories and makes you fat [laughs] and [um] that’s it. |for its sweetness.But no one knows for certain what led to the| | |discovery of chocolate in the bitter and inedible raw seeds. | | |Cacao trees grow only in the regions within 20 degrees | | |noth-.. north and 20 degrees south of the equator . [um] | | |Scientists believes that the first species of cacao grow in | | |South America. |I love chocolate†¦ specially the dark one†¦ It’s really  good |The strange looking tree†¦ that is the source of chocolate was| |for the heart and [um] it’s really rich in caffeine [uh] I also|named [um]†¦ Thobroma cacao, food of the gods over 200 years | |love chocolate cake, chocolate ice-cream and everything that |ago by the great Swedish botanist, [um]. .. Carolus Linnaeus. | |has chocolate in it†¦ [uh] . .. But I always worry about the |The bright red or yellow cacao seed†¦ pods grow directly from | |calories in the chocolate.. . products that I eat because I can |the trunk of the tree.Each pod contains†¦ 30-40 almond-like | |get really fat real quick if I eat chocolate all the time.. . so|white seeds†¦ in a sticky†¦ unappetizing pulp†¦ that | |I try not to snack on chocolate that much †¦ but we really |resembles insect la. .. larvae. Scientists generally agree that | |can’t resist it can we? I mean it’s just a guilty pleasure†¦ |the native people of South America were. .. initially†¦ | |and it tastes so good  and there is nothing like chocolate. I |attracted to this cacao pulp for its sweetness. But†¦ no one | |mean, you can fake it, try healthy stuff†¦ ut really nothing |knows for certain what led to the discovery of chocolate in the| |taste like chocolate even caramel is not  as sweet as |bitter and [um] inedible. . | |chocolate†¦ | | |First of a-ll [uh] I wanna say that chocolate is [uh] one type |The strange looking tree that is the source of chocolate was | |of my favorite food [uh] I pref-er many types of chocolate, I |named [uh] the o†¦ the obroma cacao.. food [uh] food of the go. †¦| |don’t like white chocolate or dark chocolate [um].What else, |food of the gods, over 200 years ago by the great Swedish bo.. | |my favorite type more specificall-y is Galaxy†¦. [uh], from |botanist , [uh] carols†¦. Linnaeus. The bright red or yellow | |other names of chocolate [um], what else, I like to eat |cacao seed po-ds grow directly from the trunk of the tree. Each| |chocolate as a [uh] a dessert o-r even during a meal†¦.. [um]†¦. |pod contains 30-40 almond like white seeds in a sticky, [uh] | |[laughs], let me think†¦. I don’t like [uh] chocolate-flavored |unappetizing pu-pulp that resem†¦[uh] resembles an.. uh] insect| |cake. |larvae. Scientists generally agree that the native people of | | |South America were initially attracted to this cacao pulp for | | |its s-sweetness. | |Hi [laughs] I-’ll talk about chocolate. Chocolate is†¦ [um] nice|The strange-looking tree that is the source of chocolate was | |sweet kind of food, is brown of course [laughs]. Some chocolate|named th-e obr-ama cacao, food of gods, over 200 years ag-o by | |is dark and other is light chocolate.And we have also white |the great Swe-dish bo-tanist, carolus [laugh] Linnaeus. The | |chocolate†¦. [um] I really like chocolate that much because I |bright red yellow cacao se-ed pods grow directly from the | |like any kind of sweet that has chocolate†¦[um] like nice†¦ [um] |tru-nk of the tree. Each pod contains 30-40 almond†¦[eh] like | |cupcake, ice-cream, I don’t know [laughs] that’s all what I |white seeds in a sticky, una–ppetizing pulp that resembles | |have about chocolate. O-k I prefer light chocolate than dark |insect lar–vae.Scientists generally agree that native people | |chocolate because it’s a little bit better. |of South America were initially attracted to this cacao pulp | | |for its sweetness. | |[um] Chocolate i-s the thing that I-.. worship the most in my |The strange-looking tree that is the source of chocolate was | |life. [em] I honestly [uh] I adore chocolate, I’m addicted to |named †¦. Theobroma c-cacao, food of the gods, over 200 years | |chocolate. I feel pleasure when I eat chocolate. I feel [uh] |ago by the great Swedish bo-botanist, Carolus Linnaeus.The | |more active even though I’m a lazy person. [uhh]. . What else†¦. |bright red o-r yellow cacao seed †¦ [uh] pods grow directly from| |[laughs]†¦ healthy? No, not for me, no because I have acne so- |the trunk of the tree. Each pod contains [uh] 30-40 almond-like| |it raises so much a-nd it hurts a lot but I can’t quit†¦.. |white seeds in a sticky, un-unappetizing [uh] pulp that | |[laughs] what else? I hate dark chocolate [uh] but I like the |resembles [uh] insect la-larvae. [uh] Scientists generally | |white chocolate and milk chocolate. The type I like the most |agree that the native people of South America were initially | |i-s actually brown chocolate. |attracted to this cacao pulp for its sweetness. | |Concrete |Abstract | |Fo-od, actually I don’t like food that’s why am thin†¦ [um] no, |Demo-cracy†¦ actually, I don’t know much about democracy and I’m| |I like some sort of food like , for example, [um] some kind of |not interested in democracy, but all I know is that†¦ democrac-y| |Chinese food, Italian food like pizza, basta, no I hate basta†¦. is something li-ke†¦ you have the right of choice or you are | |[uh] I like light kind of food not heavy o-r†¦ [laugh]†¦. [um] I |free to do whatever you like, whatever you want †¦. [um] as long | |like fast food and I hate food that made at home or in houses |it has the benefit of the whole society†¦ This is what I think, | |because I think it’s a little bit hea–vy and causes stomach | an-d here in Kuwait, all the things that they are practicing is| |ache most of the time — [eh] yeah.. Food, I do like sweet |democracy in Kuwait†¦ but I don’t think so †¦[um] that’s why | |food more than salty food I don’t know why, maybe because I’m |there is something they always fight for. This is all what I | |like children. |know about democra-cy and I’m really not interested in | | |democracy b-ut I think if you practice it in a correct way or| | |in a rig-ht way †¦. [um] it will be a nice thing [laugh]. | |[um] Food is what keeps us alive [uh] it’s my guilty |Democracy is reedom†¦ it’s very important because without | |pleasure†¦ i love food [um]†¦ I think about it almost all the|freedom you have nothing. .. without freedom we are not | |time [um] †¦ I love nutritional healthy food [uh] to keep me |humans.. . [uh] I think it’s very important for countries to have| |healthy [uh] but I also like junk food or fried food which I |a democratic system [uh] rather than a communist one [uh] | |know everyone say that we shouldn’t eat but†¦ after all we are|because that [uh] encourages the society to be [uh] well, more | |only living once so [um] †¦ hy not eat all the food you |intellectual and mo-re productive perhaps. And to feel a sense | |want†¦ you can always exercise †¦ and burn it†¦ what else |of loyalty and [um] †¦ well without democracy we will have | |. .. [uh] †¦ well i also love foo-d from different cultures, |civil wars and [uh] rebellion actions and maybe revolution. So | |from different [um] . .. like †¦ different cuisines. |definitely, I think democracy [uh] maintain the peace and order| | |in the country. .. nd also maintain the relationships with | | |other countries. | |Food, yummy! [laughs] Food is important in our life, provide us|[oh] Such an interesting topic [laughs] Democracy is related to| |with energy specially the health food , ops! Sorry, I mean |politics and it is applied by satisfy all the groups in your | |healthy food like fruits and vegetables†¦ And here in Kuwait we |country to practice their rights equally [uh]†¦. Here in | |have different restaurants which specialize with different |Kuwait.. -ell, Kuwait is considered as one of the democratic | |types of food like Chinese, Indian, American and Kuwaiti food |countries and you can see that through media and journalism and| |[uh]†¦. W-ell, my favorite is Chinese [laughs]†¦. what to say |I mean journalism from the days o f sheikh Abdallah Al-Salem, | |[um]†¦ Ok, I have an advice, beware of what you are eating |so– if there is no democracy the society will be divided into | |because it will affect your health a-nd [uh] practice sports in|groups and a war may start.Thank god we are in a democratic | |order to not be fat like me [laughs]. |area [laughs] | |†¦Ã¢â‚¬ ¦.. [uh] Food generally is [uh] considered as [uh] one |Ok, democracy and the concept of democracy in the world.. [uh] | |requirement of†¦ requirement to live [uh] in order to live, you |the concept of democracy in the world differs [uh], if you | |have to eat †¦Ã¢â‚¬ ¦[uh] generally I†¦ I like to eat, you know, many |consider generally or specifically. Most nations or countries | |types of food. uh] I’m not a picky person in my†¦ food.. and |assume they are democratic .. democratic or they†¦ look for, or| |I-†¦ and I like to try new†¦ new dishes of food [um], on the |seek democracy. But, in fact or indeed they .. are very very | |other hand, I specifically don’t like meat . |very , you know, away from democracy. To me I think democracy | | |is [uh] democracy is that space of freedom which enables you | | |to.. uh] to act freely but this freedom ends when you hurt | | |someone or [um] others. . oth-others around you . | |Ok, when it comes to food I’m not healthy. I’m so addicted to |[uh].. Democracy.. When I hear the word democracy I always | |junk food [uh] though I like American food, Italian but I hate |relate it to [uh] something that.. has to do with politics | |Chinese kind of food. [uhh] I don’t like rice alth-ough at home|which I have no clue about.I don’t have enough knowledge about| |they cook a lot of rice, like†¦ in every single minute of the |policy and I don’t want to know anything about policy but | |day. [um] A-nd [uh]†¦ I’m not organized in my eating schedule. |democracy [uh]. . al-so has to do with our daily life [er] you | |Like [uh].. I’m only obligated to eat breakfast and that’s all. |know, I can compare it .. or . . it could be equal to-.. justice| |And then the rest of the day is all junk food. [uh]†¦ But I like|maybe.. to be-. . fair. [uh] Democracy may-be†¦ could be.. [um] | |to go on a healthy diet, you know.But I’m luck I’m on shape, |between parents a-nd their children maybe. They can be | |thank God. |democratic, like, [uh] not- not to prefer a child over another†¦| | |maybe. | Analysis: Categorizing according to types of pauses: When examining the data we collected, we could pinpoint four types of speech pauses: silent pauses, filled pauses, word lengthening and nervous laughter. Complex pauses such as swallowing, breathing and stops between sentences were not taken into consideration.Also, timing was not included. |Types of hesitation pauses taken into account | |Filled pauses (uh, um, .. etc) | |Silence (†¦. ) | |Word lengthening (we-ll, .. etc) | |Nervous laughter | Results: Speaking spontaneously |Reading aloud | | |24 |18 |Silent pauses | |25 |16 |Filled pauses | |12 |20 |Word lengthening | |8 |1 |Nervous Laughter | |69 |55 |Total | | 55. 6% |44. 3% |Percentage | [pic] [pic] |Abstract |Concrete | |20 |27 |Silent pauses | |20 |27 |Filled pauses | |14 |9 |Word lengthening | |2 |4 |Nervous Laughter | |56 |67 |Total | |45. 5% |54. 4% |Percentage | [pic] [pic] Discussion: Many people tend to hesitate to make important decisions or to take necessary action. Hesitation might be caused by lack of self-confidence, nervousness, or the person may be looking for a feedback for what s/he will talk about.It seems like subjects hesitate before difficult and unfamiliar names to them. Example; in reading aloud experiment, (#1) they hesitate before the noun (Thobroma cacao) and before (Carolus Linnaeus). Also they may hesitate in the middle of the word (#4) (Swe-dish) because they are trying to read the word. They also hesitate at the beginning of sentences because they are thinking of how to express their thoughts. Example in speaking spontaneously (#3) said (First of a-ll [uh] I wanna say that chocolate is [uh] one type of my favorite food [uh] I pref-er many types of chocolate, I don’t like white chocolate or dark chocolate). Subjects hesitate before giving causes, example from abstract VS oncrete, (#2) ([uh] because that [uh] encourages the society to be [uh] well, more intellectual and mo-re productive perhaps. ). In these experiments, subjects tended to hesitate before choosing a lexical item which is semantically appropriate for their sentences (nouns, verbs). They tended to hesitate more when they say something in a wrong way and try to repair or correct it. Example from abstract VS concrete, (#4) (†¦Ã¢â‚¬ ¦.. [uh] Food generally is [uh] considered as [uh] one requirement of†¦ requirement to live [uh] in order to live, you have to eat †¦Ã¢â‚¬ ¦[uh] generally I†¦ I like to eat, you know, many types of food. ). Our experiment in spontaneous speech and reading aloud shows that a person hesitates more in speaking spontaneously than in reading aloud.This is clear in the cases of silent pauses (24 in comparison to 18), filled pauses (25,16) and nervous laughter (8,1). But in word lengthening it is more in reading than speaking (20, 12). The other experiment is talking about concrete / every day things VS talking about an abstract concept. A person should hesitate more in abstract concepts than concrete objects but in our experiment, it surprisingly shows different results in which a person hesitate more in concrete than abstract concept. And silent pauses are more frequent in concrete (27, 20). Filling pauses are also more in concrete (27, 20), the nervous laughter is (4, 2). On the other hand, the word lengthening (14, 9) which is more in the abstract than concrete. Conclusion :In our experiment, hesitation was measured by counting the numbers of hesitation pauses in speech. It appears that under certain conditions of speech production the hesitation pauses reflect different reasons. Hesitation could be caused by either psychological factors or internal processes. Psychological as in the person could be nervous or lacks self-confidence (nervous laughter), or internal processes as in the person may be looking for a feedback for what s/he will talk about in spontaneous speech whether abstract or concrete, or when facing new lexical items such as ([uh] Carolus Linnaeus) or less frequent words ([um] inedible) in reading aloud.We have expected subjects to hesitate more in Speaking spontaneously in comparison to Reading aloud for a reason which is; subjects need to plan what they’re going to say and have to mentally construct grammatically and semantic ally correct sentences which, predictably takes more time than just reading a text that has been prepared beforehand, no matter how many difficult lexical items were in said text. The results came out supporting our assumption. Indeed, planning for speech consumes more time than reading. What was surprising to us was that hesitation was more in the second experiment in talking about the concrete concept more than the abstract object.The results were opposite to what we previously expected. The frequency of hesitation in concrete was 54. 4% to 45. 5% for the abstract. A possible explanation for such results could be that we constantly try to explain the abstract concepts in our minds while concrete concepts are taken for granted i. e. we don’t have to think about them, they’re there in front of our eyes. But a major point we would like to point to is English is a second language for all the subjects who took part in our experiment that might have been another reason for the hesitation in our experiments. All of the reasons mentioned above are not only reasons but actually examples of hesitation in our lives.Fox Tree (1995) estimated that the rate of disfluencies in spontaneous speech is about 6 words per 100 . Therefore, it is fairly common in our lives. Unfortunately we could not find any studies supporting or contradicting what we reached. References: Aichitson Jean – The articulate Mammal – Fifth edition Fox Tree, J. E. (1995). The effects of false starts and repetitions on the processing of subsequent words in spontaneous speech. Journal of Memory and Language, 34,709. 738 http://hourglass. rskrose. com/archives/5 Sophia University – A study by Hede Helfrich ———————– Hesitation Phenomena Reading Aloud VS Speaking Spontaneously Concrete VS Abstract How to cite Hesitation Phenomena, Papers

Self Development through Team Work Social †Myassignmenthelp.Com

Question: How to Self Development through Team Work Social? Answer: Introduction I have understood that the teamwork is an important process in the organization. It is defined as the process of effective collaboration with certain groups of people so that a goal can be achieved (Hill Bartol 2016). It is considered as the phenomenon in which the employees cooperate within each other so that the individual skills are used for constructive feedback. I think that teamwork and social interaction is common in all organizations. The modern day organizations are striving to become competent in the global market (Galegher, Kraut Egido, 2014). This job cannot be done alone and it requires the interaction of several competent teams. When I was in my college life, I did not realize this and thought that if an individual performs well in an organization, then also the organization can perform well. However, I realized the importance of team work only when I joined my first organization. This self-reflection module would discuss the different theories related team work, soci al interaction and self-development through these activities. My personal, organizational learning along with the theories would be discussed, which would also determine how this information would be useful in future. Discussion I have always wondered how the team work would help me to learn new skills, concepts and knowledge. In the initial period of my organizational experience, I was afraid of interacting with people as it made me feel nervous. I have always thought that knowledge can be gathered by only reading and exposing myself to audiovisual modes. However, I realized that I was not right in my thinking and social interaction has major interaction on the self-development of an individual. Team work increases collaboration among people, which ultimately increases the productivity of the employees (Melo et al., 2013). It is an effective approach that for completing work in an effective manner and it increases the performance of the team members. During my initial days of career, I was involved in a series of meetings and group presentation to the clients. I was there with a team of four members, who belonged to different cultural background and I found it difficult to manage the cultural diversity of the team. In the initial levels, my team mates faced challenges of cultural differences and there were no communication or cooperation within the team. I have learnt about conflict management in my course and I found that conflict is integral to the functioning of any team. Conflict is considered as healthy or unhealthy depending upon its nature. The healthy conflict comprised of the different issues in perspectives, values or the ways of doing a task (Harper, 2015). Our gr oup faced healthcare conflict in this stage. However, there is also the existence of the unhealthy conflict, which is characterized by unnecessary competition over power, resources or rewards. There can be personal grudges or grapevine, which are considered as unhealthy sources of conflict (Adkins, 2017). In my group, there were ineffective communication owing to the diverse group members. I always took active part in reducing the level of conflicts in my team. I did this by choosing a common language English and giving a script of the presentation to all the group members so that they can refer to it instantly. I have learnt that it is not sufficient to have bookish knowledge and it is important to have practical experience. I have read many books on conflict management, however, I learnt the practical aspects of managing conflicts when I started working in a team. As opined by Natvig and Stark (2016), the Tuckman as well as Jensen model of the group development focuses on the fact that the development of a group goes through five distinct stages such as forming, storming, performing, norming and adjourning. In the initial stage of the client presentations, the team members were apprehensive about the level of comfort and there was a lack of communication as the members were not comfortable with each other. I took an active part and ensured that the team has clear goals, objectives and mission so that the team outputs are not compromised. I also engaged in improving the interpersonal communications within the team. On the this stage, I saw that there was some discomfort as well as confusion. This stage was followed by the storming stage, which is synonymous with social icebreaker (Levi, 2015). In this stage, we engaged in greater interaction with each other and shared some aspects of personal life too, so that there is a development of the effe ctive interpersonal relationships. This helped me to develop a sense of connection between the team members, in which there were greater sense of empathy. I considered that the first task of developing one of the robust team charter was to know each other in a better way and then form a way of accomplishing particular tasks. We shared small talks in which our goals and interests were discussed. However, one of the characteristics of the forming stage was project requirements and then individual roles. I defined the roles of my team members, but they did not agree with me initially. However, after mutual agreements, I was able to convince them about the important roles. These were the basic elements of the storming stage. The norming stage is synonymous with a cohesive team in which the conflict is reduced and there is an increase in the team confidence (Li, Kirkman Porter 2014). I have developed ground roles in the team and I was also successful in making good social relations which have enhanced my group identity. I realized that if I perform well alone, then there is no use as my team productivity would be the same. Hence, I instilled the sense of team bonding and my team became strong. The team proceeded towards the performing stage in which the team was successful in giving a brilliant presentation to the client and they praised about the teamwork that we showcased. This was possible only due to the collaborative effort that is displayed by my team. My team enjoyed the social creativity and the process that helped them to achieve the task objective. I was promoted to manager level after the previous accomplishment of the presentation as the client was extremely satisfied with our approach. I tried to bring greater cohesiveness in my team and I never acted as a dictator. I believed that the performance of my team would be helpful in fulfilling my organizational objectives. I was apprehensive about channelizing the way of tapping the potential of my team. I learnt that the tasks would be delegated to the team members based on their competency and skills. According to Lehmann-Willenbrock, Beck Kauffeld (2016), Belbins team roles specify the nine different behaviors possessed by individuals in the work place. I have read about Belbins team roles and have decided to implement the same in my team. I have learned that a few members in my team are resource investigators as they like to explore different opportunities. I decided to put them in the marketing departments, in which they can successfully find new market segments for expansi on. There were some members in my team who were coordinator, as they had the skills of identification of talent and clarification of the goals. I found them to be suitable for carrying out the human resource activities and they were able to recruit the best manpower. I feel that it is the job of a manager to bring together the team members and delegate tasks that would enhance their productivity. I gained the essential skills of the delegation during my group work in the initial days of my career. I was happy that I could effectively use it in my present job role. When I was performing my duties as manager, I found that there were some members of my team, who were unable to give the desired level of productivity. This was the reason of underperformance of my team as a whole. I found that a few members in my team were very demotivated, which was reflected in their work performance. Drnyei Ushioda (2013) says that motivation is the direction of the behaviour of a person which is influenced by external stimuli. My team members complained that there was no salary increment for last two years and this prevented them from concentrating on their work. There were instances when they were unable to complete the allocated tasks to them. I was very confused about the right tactics of making them understand since this is a similar situation and I have also gone through similar situations. I realized that even if I have suffered from the same thing, it is my duty to give adequate amount of motivation to my team. I let them understand that I would personal ly take the matter to senior management as well as senior HR managers. I tried to convince them about the different financial as well as non-financial benefits that I would propose to the senior management. I said that I would ensure that they get both these benefits. This assured them that their hard works would be recognized by the management and this increased their motivation levels. The motivation level of the team is important so that everyone gives their optimum output and the team can achieve the organizational goals (Huang Hew, 2016). I have learnt that communication is vital for the success of the team and hence promoted clear channels of communication (Broadbent, 2013). I motivated the team members in a way that they engaged in communicating the vital information to their fellow team mates. This helped the team members to stay up to date and perform in a collaborative manner. Conclusion I gained very important teachings from this reflective learning exercise which would help me in the future professional development. I engaged in group presentations, where there is a lot of team work needed. I learnt that there are initial conflicts in the team as the team members are not aware of each others backgrounds. I also learnt that it is possible to promote good interpersonal relationships by breaking the ice or brainstorming sessions. I have learnt that it is important for proper delegation of work, which would help me in the accomplishment of goals in my future life. I have also learnt the fact motivation keeps a team going and is instrumental in achieving the desired level of outputs. This would help in my future career by enhancing the motivation level of myself and my team. References Adkins, K. (2017). Failure to Communicate: Gossip as Institutional Conflict. InGossip, Epistemology, and Power(pp. 77-106). Springer International Publishing. Broadbent, D. E. (2013).Perception and communication. Elsevier. Drnyei, Z., Ushioda, E. (2013).Teaching and researching: Motivation. Routledge. Galegher, J., Kraut, R. E., Egido, C. (2014).Intellectual teamwork: Social and technological foundations of cooperative work. Psychology Press. Harper, C. (2015).Organizations: Structures, processes and outcomes. Routledge. Hill, N. S., Bartol, K. M. (2016). 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