How the Apartheid Came to Be in South Africa - 1184 Words

In 1948, apartheid was introduced to South Africa. Apartheid means apartness and is the political policy of racial segregation. Each racial group was segregated from other races within South Africa. These groups consisted of whites, blacks and coloreds (Asians and Indians). The minority white population had the rule over the whole country. Apartheid did not only detach whites from non-whites, but it also set apart the Blacks from the Coloreds. When apartheid ended in 1994 a legacy was left behind. Crime and violence became replacements for the road to wealth. Segregation never completely disappeared and black children/teens were also not receiving enough education. Families became split due to apartheid and the loss of parents†¦show more content†¦Many students rarely make it to twelfth grade. Although the education spending increased since the apartheid ended, many children in South Africa score extremely close or at â€Å"rock bottom† on international ac hievement tests. In 2005 only about two out of one thousand sixth graders in blacks schools passed a math test. The matric-passing rate dropped from 65% in 2001 all the way down to 44% last year. The cause of the lack of education for black South Africans is due to teachers that are incapable of teaching the subject they have to teach and spend to little time on giving instructions. Teachers also tend to teach for a shorter amount of time than they are supposed to. Many also claim to be sick and take sick leave, causing teacher absenteeism to become an issue. In Kwamfundo High School, seniors sing freedom songs and riot outside the staff room because their accounting teacher did not show up for class. The principle of the school claimed that there was little he could do about this issue but give the teacher a warning. Students soon became frustrated and threw bricks, punched two teachers and stabbed one in the head with a pair of scissors. Families in South Africa started to split due to the separation of husbands, and fathers from apartheid and the loss of parents because of AIDS. The HIV/AIDS outbreak started in South Africa around 1982. This country happened to be in the middle of apartheid, therefore the HIV andShow MoreRelatedEssay about Politics and Apartheid1045 Words   |  5 Pagesof South Africa could attribute their misfortune due to the state of politics in South Africa, where prejudice against dark skinned people ran as rampant as disease and poverty. Due to politics working against dark-skinned people beginning three years after South Africa gained its independence, apartheid was established and fought for by racists and against by activists until it was ended in 1991. The story of Kaffir Boy filled with personal insight and memories provides information on how apartheidRead MoreThe Factors that Brought Apartheid to an End in 1994 Essay1347 Words   |  6 PagesThe Factors that Brought Apartheid to an End in 1994 The two key factors that brought apartheid to an end were political and economic pressures that developed over the 50 years of Apartheid. One clear attempt at changing the political scene was the adoption of the Freedom Charter composed in 1955, was a way of displaying what individuals such as Mandela and Sisulu wanted and fought for. Mandela considered it as ...it captured the hopes and dreams of the people andRead MoreImperialism In South Africa Essay1299 Words   |  6 Pagesexperienced imperialism from other countries have seen how it brings only conflicts and not peace. Africa has been one of the largest places to experience imperialism. Imperialism has affected Africa in many ways for a long time. However, one specific example of how imperialism brought anguish to people is the country of South Africa. An abundance of resources, but particularly diamonds, lead British businessmen and politicians to South Africa. The clash of the beliefs, traditions, and ethics of theRead MoreHow and why did the apartheid system come into existence in South Africa and how was its existence maintained and enforced for so long?1593 Words   |  7 PagesThe term apartheid was one of the most politically charged words in the second half of the 20th century, and still remains notorious today. Apartheid translated from Afrikaans means separateness or apartness. However when the National Party came to power in South Africa in 1948, it took on a much more sinister meaning and today is associated with racial and ethnic discrimination. The roots of apartheid stem deep into South African history. It started way back during European settlement, andRead MoreInternational Responses Of The Apartheid1195 Words   |  5 Pagesplatform of segregation and racism under the slogan ‘Apartheid’. To a greater a extent, during the 1980s, the apartheid government came under increasing international pressure to end apartheid. There was no difference between apartheid and the policy of segregation of South Africa which existed before the National Party came into power in 1948. The fact that South Africa made apartheid part of the law of the country was the only difference. Although apartheid was seen as worse than segregation because itRead MoreThe Issue Of South Africa1714 Words   |  7 Pagescontemporary issues in South Africa can easily be associated with the apartheid laws which devastated the country. The people of South Africa struggle day by day to reverse â€Å"the most cruel, yet well-crafted,† horrific tactic â€Å"of social engineering.† The concept behind apartheid emerged in 1948 when the nationalist party took over government, and the all-white government enforced â€Å"racial segregation under a system of legislation† . The central issues stem from 50 years of apartheid include poverty, incomeRead MoreThe Apartheid Of South Africa1510 Words   |  7 Pages1994, South Africa encountered segregation and ill treatment of its own people deriving from its own national party also known as apartheid, an all-white government. They sought to move the South African people to make way for an all-white South Africa. In thei r stride to achieve this, the laws they imposed on them made their lives harder; despite this, the persecuted sought freedom. Through all this some believe that the apartheid was easily ended. It can be argued this from the fact of how everythingRead MoreApartheid : A System Of Racial Segregation1176 Words   |  5 PagesWhat is apartheid – It comes from the Dutch language, with the heid part meaning hood, for apart-hood. The word is pronounced apart-hate. Apartheid - Dictionary Definition. Vocabulary.com. N.p., n.d. Web. 06 Apr. 2016 Apartheid was a system of racial segregation and a racist political policy in South Africa demanding division of the country’s white and non-white populations for nearly 50 years. In 1652, a group of people from the Netherlands settled in South Africa. The Netherlands are alsoRead MoreNelson Mandel A Leader And The Effect On South Africa1699 Words   |  7 Pages I will be writing about the twentieth century and Nelson Mandela as a leader and the effects he had on South Africa. Nelson Mandela was born on July 18, 1918, in Mvezo, South Africa and he died December 5, 2013, in Johannesburg, South Africa. In his 95 years of life, he would spend 27 of them in prison for standing up against the government. In 1952, Nelson Mandela was put in jail for the first time because he arranged a peaceful civil rights movement. He was the most honored political prisonerRead MoreApartheid in South Africa Essays1245 Words   |  5 Pages The word apartheid comes in two forms, one being the system of racial segregation in South Africa, and the other form is the form that only those who were affected by apartheid can relate to, the deeper, truer, more horrifying, saddening and realistic form. The apartheid era truly began when white South Africans went to the polls to vote. Although the United Party and National Party were extremely close, the National party won. Since they won, they gained more seats and slowly began to eliminate

Harrison Bergeron Theme Essay - 852 Words

Kurt Vonnegut’s unique story â€Å"Harrison Bergeron,† displays a theme which is a warning about the dangers of equality, which is equality is a hindrance to an individual’s success and society’s success, but this hindrance is ironically, unequal. In the story, Harrison and his bride are arrested for their unwillingness and inability to stay within the bounds of equality enforced by the Handicapper General. Equality hinders the success of an individual like the weights hinder the beauty and grace of the ballerinas in the story. Equality doesn’t promote everyone to be equally better, but to be unequally worse. Handicaps are no use in ensuring equality, because one’s strengths will always shine through, such as Harrison’s strength and wit, or the†¦show more content†¦The only thing preventing Harrison from success; was the only true thing that ensures equality - the firearm, which Diana Moon Glampers just happened to have. That is why it is nicknamed â€Å"the Great Equalizer;† because strength or speed are no match for a speeding bullet. The firearm does not enforce equality in the same way as enforced as in the society in â€Å"Harrison Bergeron,† it strengthens the individual rather than weakening them. Ironically, Glampers manipulates this, allowing a frail little woman (suggested by her odd name), to stand up to a strong, brolic man, proving this hindrance is inherently unequal. Some may argue while equality is still a hinderance; it still is universally equal, instead of being unequal as the theme displays â€Å"equality† to be. They may argue this because of the supposed success of the handicaps, because they inhibit thought, strength, or agility, making sure nobody is superior to anybody else. This is shown by Hazel and George within the text. Hazel is extremely dull, and George is exceptionally smart, but they are both equal, thanks to handicaps. However, this is not always the case, as shown with Harrison and his would-be bride. Harrison’s handicaps are extremely heavy, to ensure that he is equal to everyone else. But he isn’t, being significantly stronger and smarter than everybody else, even with his handicaps. This displays the hindrance that is equality to be unequal. RightShow MoreRelatedHarrison Bergeron Essay Theme862 Words   |  4 PagesHarrison Bergeron Essay The year is 2081, and Harrison Bergeron is a boy living in a society where all the people must be equal. The government is brainwashing everyone to believe that’s true, but Harrison sees what’s really happening. He is one of the smartest people in the society, but thats what gets him into trouble. Because he is so smart the government believes he wants to overthrow them. They take him away from home and put him in jail. The theme I pulled out of this story is one that weRead MoreThe Subject Of `` Harrison Bergeron By Kurt Vonnegut1507 Words   |  7 PagesThe subject of â€Å"Harrison Bergeron† by Kurt Vonnegut is equality. The theme of this short story is that society should make an effort to value individuality and fairness, in which everyone receives what they need to prosper, instead of universal equality. The forms used to elevate this subject and theme are point of view, syntax, characterization, irony, and humor. The point of view in â€Å"Harrison Bergeron† is third person with limited insight. The focal character is George Bergeron, the titular character’sRead MoreEssay about Uniformity and Deformity in Harrison Bergeron946 Words   |  4 PagesUniformity and Deformity in Harrison Bergeron In this essay, I will attempt to explore what Kurt Vonnegut illustrated in his short story Harrison Bergeron--the fact that uniformity (of any kind) leads to the loss of individuality, and therefore to absolute deformity of humanness. The year was 2081, and everybody was finally equal, the story begins. They werent only equal before God and the law. They were equal in every which way. (Vonnegut 1968:7) In this hauntingRead MoreHarrison Bergeron1095 Words   |  5 Pagesâ€Å"Harrison Bergeron† by Kurt Vonnegut Jr. â€Å"Harrison Bergeron† by Kurt Vonnegut Jr. is a story literally exaggerated to its limit by showing, in the near future, what it means to be equal in every way by having people not being able to show any form of intelligence or creativity whatsoever. When Harrison Bergeron breaks the chains of government oppression, he dies for his failed cause. He dies because he chooses not to conform to the rest of his oppressive society. His parents, George andRead MoreEssay on Between Harrison Bergeron and aP1076 Words   |  5 PagesTim Kenda English 102 Short Story Essay 2/28/10 Heroism Through Choice When people think of heroes, they often think of muscle bound men in spandex with unrealistic powers of flight, strength, or x-ray vision. But in real life, heroes are often determined based on the smallest of situations and their outcomes. In both of the stories I have chosen (AP and Harrison Bergeron), the main characters are classified as heroes because of their willingness to defy the authoritive forces aroundRead MoreTotalitarianism in Orwells Mind Essay1053 Words   |  5 Pagestheir leader. They rule the farm with an iron fist, utilizing the fact that the other farm animals are far less intelligent than them. â€Å"Harrison Bergeron†, a short story created by author Kurt Vonnegut, is about the United States in the 2080s, where people are equal due to devices that handicap their strengths. The dynamic, god-like character, Harrison Bergeron, is able to break free from his handicaps, but in the end is killed by an executive within the US Government. The authors of th ese novelsRead MoreReflection Of The Literature Class873 Words   |  4 PagesThe following is a reflective essay that will elaborate on what I have achieved on the Literature class that was about sixteen weeks longs. The first week was doing introduction to ourselves in divided groups of other students. Through the discussion board everyone had a chance to talk about themselves, basic background history, interests, major career and the what one hopes to learn from the Literature class. The following are few of the topics that caught my eye during the quarter which includesRead MoreA Dystopia Is Not A Contemporary Idea2159 Words   |  9 Pagessociety which usually has the intent to make equality an opportunity for all. 1984 and â€Å"Harrison Bergeron† are two examples of dystopia literature. In each, technological advances and psychological stimuli is designed to overwhelm an individuals thought. Based upon these pieces of literature, is it possible for a utopia exist? For clarification purposes, there are some definitions to keep in mind when reading this essay. The dictionary defines a utopia as an imagined place or state of things in whichRead MoreDystopia Essay: 1984 and Harrison Bergeron1818 Words   |  8 PagesYear 11, English Extension Essay ( 2 CORE texts and 1 RELATED text) What ideas do you see linking the texts you have studied through your exploration of Utopias and Dystopias. The novels Utopia by Thomas More and 1984 by George Orwell and short story Harrison Bergeron by Kurt Vonnegut explore the Utopic and Dystopic genre through the structure and regulations of their societies. In Utopia, More provides us with a contemporary understanding of society and human nature, with an indepth study ofRead MoreIf We Must Die By Claude Mckay1161 Words   |  5 Pagessomething truly means to one’s self like in the 3 text, â€Å"I have a dream,† by Dr. Martin Luther King Jr (published; 8/28/1963, genre; narrative and argumentative), â€Å"If we must die,† by Claude Mckay (published; 1919, genre; narrative and lyric), â€Å"Harrison Bergeron,† by Kurt Vonnegut Jr. (published; October 1961, genre; satirical dystopian science-fiction short story). In all 3 texts the authors are giving their touch on equality. Equality can convey being treated the same when a colored and a white man/woman

The Soldier by Rupert Brooke Free Essays

â€Å"The Soldier† A Detailed Look at a Criticized Poem Grief, death, devastation: with the strong exception of Rupert Brooke, these were the themes reflected in most war poetry during WWI. Brooke laced his poetry with sentimentality and nationalism, which was very different from the themes of other works during the time. Many people love and admire his poems, but despite his poetry being criticized by the public, Rupert Brooke was a talented young poet throughout World War I. We will write a custom essay sample on The Soldier by Rupert Brooke or any similar topic only for you Order Now This poem was first published in Brooke’s book of sonnets, 1914 rightly named for the year they were authored. WWI was an influential time for poetry and a catalyst for an important movement in poetry; war poetry. The poetry of this time reflected the feelings of the general public at the commencement of WWI. Brooke’s â€Å"The Soldier,† though seen as a hymn to the great nation of England during WWI, is today seen as overly sentimental and as romanticizing the horrors of the war through strong figurative language and symbols (â€Å"The Soldier†). The theme reflected most prominently in â€Å"The Soldier,† patriotism, is seen again in many of Brooke’s war sonnets, but not commonly in the poetry of emerging poets during the war. Brooke is notorious for his use of sentimentality and nationalism in his war poetry. The voice in â€Å"The Soldier† talks about his untimely death in a fiercely patriotic manner, undaunted by his likely demise. When referring to the foreign field in which he will be buried, he describes it with â€Å"†¦there’s some corner of a foreign field that is forever England. There shall be in that rich earth a richer dust concealed† (Brooke). In these lines Brooke is saying that the dust, the earth, in which he is buried in will be richer because an English soldier lies in it; because a piece of England lies beneath the earth. Through this statement, Brooke is associating the soldier in the poem with England, making him not just English, but England. Patriotism shines through again in the next lines, â€Å"A dust whom England bore, shaped, made aware,/ Gave, once, her flowers to love, her ways to roam,/ A body of England’s, breathing English air†¦Ã¢â‚¬  (Brooke). â€Å"A body of England’s† supports Brooke’s embodiment of soldiers as not only English, but England. It is these examples of Brooke’s strong patriotism reflected in his poetry that created the riticism for its maudlin nature (â€Å"The Soldier†). In continuation, the second most prominent theme employed by Brooke is the notion of transformation, which is distinguished clearly throughout â€Å"The Soldier. † The second stanza was a prime example of the conversion displayed in the poem. The line in the second stanza, â€Å"And think, this heart, all evil shed away† (Brooke) implies a tr ansformation from a soldier, ordinary and human, to a cleansed soul who will live forever through England. The second stanza is saying that with death for your country comes great honor and transformation into a pure soul, forever remembered for fighting to the end for their country. By making yourself a martyr, you have â€Å"cleansed your soul† and this is a great transformation. This idea is what inspired soldiers to be willing to die for their country, and to want to fight for England. Brooke is saying that there is a larger purpose that can be achieved through death, which is another example of Brooke romanticizing the war and death. To soldiers, the thought of being transformed into a great soul, forever linked to your nation because of your connection with England, is consistent throughout, which is why transformation is a prominent theme of the poem (â€Å"The Soldier†). The figurative language in â€Å"The Soldier† defines the poem and displays the message, but also supports the fact that Brooke’s poem approaches the horrors of war in an indirect and romantic manner. When Brooke refers to â€Å"some corner of a foreign field† he is using the field as a symbol for the simple graveyards soldiers were buried in. Here, Brooke is addressing the war in a lighter tone, which critic Chris Semansky criticized Brooke for. The line in â€Å"The Soldier† addressing how the earth in which an English soldier is richer again uses a light symbol for a serious subject of war. Brooke refers to dust as a body in the line, â€Å"In that rich earth a richer dust concealed;† (Brooke). Dust is used again in the next line, â€Å"A dust whom England bore, shaped, made aware†¦Ã¢â‚¬  (Brooke). In both lines â€Å"dust† is a symbol for a dead soldier. Another example of Brooke’s figurative language is his repetition of England in his poem. This is another prime example of the theme of patriotism that is presented throughout in â€Å"The Soldier. † Critic Bruce Meyer calls attention to more use of symbols in the poem, including the line, â€Å"And think, this heart, all evil shed away† (Brooke) which is symbolizing a man being purified before offering himself as a lamb to the slaughter (Meyer). The poem also uses an Petrarchan and Shakespearean rhyme scheme, using an alternating rhyme scheme of ABABCDCD rhyme scheme in the first stanza, which is Shakespearean, and then in the second stanza, a EFGEFG rhyme scheme, which is Petrarchan. Many of Brooke’s poems use a Shakespearean alternation rhyme scheme consistently. The entire style of the poem remains â€Å"English,† polite and â€Å"gentlemanly,† and the style matches the figurative language and poetry techniques used: symbols to lighten the poetry’s subject and a Shakespearean rhyme scheme (â€Å"The Soldier†). Furthermore, the time in which Brooke’s â€Å"The Soldier† was written is crucial to understanding not only the poem, but why â€Å"The Soldier† has slipped from a famous to infamous piece of literature. The poem was written in 1914, at the beginning of WWI, during which Brooke had enlisted in the Royal Naval Division. Archduke Franz Ferdinand and Sarajevo, his wife, were murdered by Serbian nationalists, which had catapulted England into WWI (â€Å"The Soldier†). This was a time when England was sending their young men off to fight, without the assurance that they would return home. The public was coping with the deaths of their sons and husbands, and Brooke’s poem was playing to the times. It was a reassurance to the general public about the war and the death occurring, and its strong level of patriotism was met with the public’s own patriotism, as critic Semansky reiterates (â€Å"Semansky†). Brooke had war experience himself, through the Royal Naval Division, but was not fighting on the front lines or having any major experiences in war. He spent his first assignment assisting civilians in the evacuation of Antwerp, though he was originally assigned to help hold down the Channel ports with the navy. He did not complete his next assignment, to take back Constantinople from the Turks, because of his death, of fever, on the way to Gallipoli. Brooke did not have the immense war experience many other poets of the war had, and it influenced the demeanor of his poetry. Other war poets, Sassoon, Owens and Rosenburg did not adopt Brooke’s heavily patriotic views, but rather questioned his attitude towards the war. By the public, â€Å"The Soldier† was revered, but as the war continued, and eventually ended and the horrors of the war made themselves more evident, â€Å"The Soldier† was thought of as sentimental literature, and not as a personification of the war (â€Å"The Soldier†). In conclusion, Rupert Brooke’s â€Å"The Soldier† reflected the attitude of England during the start of WWI, a comparison which has made it both famous and infamous. The historical context of the poem, the background being WWI, is a key to complete understanding the poem and the reason for its notoriousness. â€Å"The Soldier† gives you a small insight into the ideology of soldiers and the public, who were looking for a deeper meaning for the death and destruction occurring. Through this, the poem informs your understanding of Rupert Brooke’s reactions to England, the war, and the mayhem of the beginning of the war. His general attitude towards the war was strongly patriotic, and criticized for being as sentimental as it was. Brooke, as you can determine through the poem, felt that death during the war was a sacrifice for England that would ultimately be rewarded in the afterlife, and that it was the greatest show of devotion that one could show for their country. He felt strongly for England, and appealed to the people, but his poetry lost its appeal as the war progressed and the lightness in which Brooke regarded the war was recognized (Semansky). Through the fact that â€Å"The Soldier† was accepted during 1914, you can make the connection that the public shared Brooke’s view of hope for a deeper meaning to the war and death. â€Å"The Soldier† meshes with Rupert Brooke’s ideology, experiences and style, as well as with the time period. Though Brooke’s fiercely patriotic and light take on WWI in â€Å"The Soldier† strongly appealed to the public as they coped with loss during the commencement of WWI, its sentimentality has been criticized for romanticizing the war and masking the true horrors England was experiencing. If I should die, think only this of me: That there’s some corner of a foreign field That is for ever England. There shall be In that rich earth a richer dust concealed; A dust whom England bore, shaped, made aware, Gave, once, her flowers to love, her ways to roam, A body of England’s, breathing English air, Washed by the rivers, blest by suns of home. And think, this heart, all evil shed away, A pulse in the eternal mind, no less Gives somewhere back the thoughts by England given; Her sights and sounds; dreams happy as her day; And laughter, learnt of friends; and gentleness, In hearts at peace, under an English heaven. WORKS CITED: Brooke, Rupert. â€Å"The Soldier. † Poet’s Corner. 1914. http://www. theotherpages. org/poems/brooke01. html. Meyer, Bruce. â€Å"The Soldier. † Poetry for Students. Ed. Mary Ruby and Ira Milne. Vol. 7. Detroit: Thomson Gale, 2000. 217-227. Gale Virtual Reference Library. Gale. Springfield Township High School. 9 Nov. 2008 http://infotrac. galegroup. com/itweb/? db=GVRL. Semansky, Chris. The Soldier. † Poetry for Students. Ed. Mary Ruby and Ira Milne. Vol. 7. Detroit: Thomson Gale, 2000. 217-227. Gale Virtual Reference Library. Gale. Springfield Township High School. 9 Nov. 2008 http://infotrac. galegroup. com/itweb/? db=GVRL. â€Å"The Soldier. † Poetry for Students. Ed. Mary Ruby and Ira Milne. Vol. 7. Detroit: Thomson Gale, 2000. 217-227. Gale Virtual Reference Library. Gale. Springfield Township High School. 9 Nov. 2008 http://infotrac. gal egroup. com/itweb/? db=GVRL. How to cite The Soldier by Rupert Brooke, Papers

People and Organization Relationships and Networking

Question: Discuss about thePeople and Organizationfor Relationships and Networking. Answer: Introduction A team referred to as the group of people working coherently for a common goal. On the other hand, a group can describe the core part of social life where two or more integrate. The definition has an idea of bringing some elements together; relationships, networking, and involvement of individuals. Both in working teams and groups, members are driven by common goals and share responsibility for the teams and organizations success (Gregory Moorlead, 2010). Although the terms used in the organization, they seem to be different. For an instant, groups differ from teams in that; team requires to have define task to achieve their set goal while the groups do not a specific target. Other differentiating factors include the purpose, the structure, both internal and external processes. However, work team and groups may have shared characteristics that give them definition (Robbins, 2014). They include the composition of the two must have two or more people; members exist to perform the organ izational role, have mutual interest, portray workflow and end results, members joins by restrictions of the team, and policies. In organization system, individual are connected to other persons to create a team, whereas a team nested in a large wired multilevel system. The hierarchy helps the organization to use many different levels-teams to get the meaning of groups. It is also imperative to consider time factor as a crucial feature of the group.(Correspondence, 2013) Work teams and groups are as mutual dependent collections of persons who share common end and responsibility for specific outcomes in future for their organizations. Work teams have been said to play a pivotal role in the management transformation, paradigm shift, and corporate renaissance. It has been evident that organizations use multi-level teams for all development tasks. In modern organizations, it has pointed out how they have adapted to new technologies that allow small work groups to take obligation for the whole products (Oliver Strohm, 2016). For an organization to thrive it must feature in the following criteria: the individuals must commit to a common goal, group members must have specific respective roles and responsibilities, the team must develop a reliable communication structure that fosters information sharing and the presence of a sense of mutual accountability. (Gregory Moorlead, 2010) In exploration and developing the critical capabilities in organizations and groups, in this paper, the discussion tends to look on the two facets of models and applications for the effectiveness of the teams and groups. Models of Teams and Groups There are many varieties of models for group development and effectiveness of the team. Among them include: Forming Stage In this model the team members first get to know each other. They begin to initiate social changes and try to develop ways to have a productive relationship. The motive of the individual behavior drives away from controversies and conflicts. Serious matter discusses and people focus on agendas. Members also gather information about the scope of the task. (Moreland R L, 2011) Storming Stage Individuals in this stage, remain with each other at an interval which maintains group cohesiveness. Petty issues are not addressed for fear of group members to break first since they are always suspicious. Team members focus on the role each one will pursue. The conflict in the group will mainly depend on culture and organization. (D, 2008) Norming Stage At this level, the individuals become more cohesive. Members evolve the functions that individual will play in the effectiveness of targeting the goal of the team. People feel that they own the part of the cohesive group. Members listen to each other, appreciate and support and assist each other to impeach pre-consumed views. They perform various role such as leader, researcher, and the team thinks tank. (Woodman R W, 2010) Performing Stage It is hard for the many groups to reach to this stage. It is known for members being interdependent. Though hard to attain to this stage, members works tirelessly to achieve the objectives defined in storming stage. Identity, loyalty, and morale of the members is very high.(Moreland R L, 2011) Adjourning Stage This phase marks the completion and disengagement of the members who translate individuals to proceed to other projects. Team members will be proud of greatness in the group. Members will always associate themselves with the success of the team. (Woodman R W, 2010) Application of Work Teams and Groups. Groups of an expert such as researchers, engineers, and designers, for example, work together on assigned project. The expert may have other roles of innovation, searching information, broad autonomy, group energizers, and orienteers to sustain team life span (Robert P Gephet, 2010). The performance of these experts may be hard to understand due to their value of their output. Quality circles and involving the employees into groups have been common in many of the organizations. The circles have been of help and play a vital role in workers participation. The members of the organizations become more aggressive, recognition seeker and dominate to the achieving of the goals. Quality control circles define the employees as the key player to identify opportunity for the easy thriving of the team. The team members also operate in groups and explore ways to improve customer service. (Robbins, 2014) In production and service, units usually require knowledge of technology. The technology enhances assembly, maintenance, sales, and others. In group support for an instant, it consists team members to work together full-time to encourage, harmonize, and give standard setting. The members serve the team with freedom to make a decision on the specialization and division of labor (Rentsch, 2013). A good example is in vehicle assembly, a group of employees assemble and install parts of the vehicle. The team elect their leaders and assign them tasks to perform. In summary, the models and applications of teams and groups assess the organization in different facets. The models emphasize on group norms such carryover behavior from previous groups and significant events which set the pace of the organization. Group cohesiveness lead success of the team. Tools Undertaken During the Workshops Belbins Team Role Belbin emphasized three categories of team roles. He then explained how to shape team role by certain patterns of behavior which are attributed naturally by the different personality types found among people at work (M, 2010). The team roles are: Action Oriented Roles It further has various categories. Shaper who mainly challenges the team to improve, implementer ensure all ideas put into action, and completer ensures completion of the project of the team. People Oriented Roles They include coordinators chairs the team, team worker to enhance cooperation and resource investigator who explores and identifies opportunity elsewhere. Cerebral Roles The team members include the plant who act as the think tank of the team. Monitor evaluators to analyze and critically evaluate ideas that members present. Specialist, who gives specialized skills to accomplish the goal. The Big Five Factor The qualities yield to effective collaboration, enhance accountability, togetherness, efficient thinking and mobilizes new approaches and ideas. The five factors include; Extroversion Extroversion is mostly associated with sales experts or public relations personnel as they need to show a high level of social interaction skills and assertiveness. Agreeableness The factor of Agreeableness requires members to be cooperative and trusting. The cooperativeness brings ideal in teamwork situations through sharing information and nurturing supportive culture. Conscientiousness Team members embrace conscientiousness which translates responsible behavior and dependability for the achievement of the targeted goal. Emotional Stability The quality endorses that the members are focused on the task of the group, therefore, needs security and real personal drive to impeach anxieties and no-confident attitude. Openness to Experience Openness to experience in teams is highly needed because members are expected to show dynamic in their thinking, originality, and they must portray eagerness to learn and explore new kinds of stuff. (Tomaz Kern, 2011) Johari Window Model Johari Window approach is used to assess the employees and employers relationship and improve self-awareness within working organizations. The model consists of four areas. Known quadrant which involves information about members, behavior, attitude feeling, emotion, skills and views. Blind-self-quadrant tries to seek feedback from team members to remove the unknowns Hidden self-quadrant describe relevant information and feelings which are avoided and in a real sense should be disclosed and exposed. Unknown self-quadrant contain passive abilities, skills, emotions and information that are familiar to a team member(s). (David Ulrich, 2014) The above tools have some similarities and differences into the functionality of teams and groups. All of the tools tries to identify team members, searching knowledge and technical expertise, working for a team with similar goals and emphasizes diversity and qualitative nature of the team. On the other hand, the three tools show weaknesses too. For an instant, all addresses team strength which on hand translated as detrimental due to members competes instead of co-operating. The tools also do not solve the solution to the emergence of any conflict. The tools miss to point out a suggestion on an absence of trust among the team members. Areas of Improvement Organization Context Work groups and teams are embracing many new approaches. Such methods can lead to team improvement by providing alternative resources needed for continuity as an organization. Leaders must provide a lee-way to vulnerability- role modeling that creates character boundaries. The boundaries will impeach problem of misinformation, and serve as a vessel to connect to other teams, customers and competitors. (Tagliere, 2012) Teams need to employ team development strategy. The approach enhances new ways of running the organization. Team leaders need to develop accountability- a culture of openness among and between the members of the team. Leaders must set the tone and focus of results. Workgroups require interrelationship framework. Team leaders must evaluate their corporate role to ensure members are comfortable with the prospect of decision making. Organization culture which reflects values and norms of the organization. Values that contribute innovation and sharing ideas may enhance the success of the team (John J Gabarro, 2012). It has been noted that many success organization has similar cultures. For an instant, the new working team may look to the abroad values and norms. Work teams that focus on self-management, values consistent with group autonomy may lead to team effectiveness. Performance Feedback Timely feedback on performance will overcome team dysfunction. The leaders must portray restraints-balancing the desire to protect members from harsh organization environment. The condition will detract members to reach to their leaders in case of giving feedback. Performance feedback requires a system that is reliable at all time. The systems can be workable in teams with much repetition, short cycles of members and measurable results. Such system includes manufacturing teams and assembly crews (Cunmines T G, 2009). Performance feedback fosters the use of goal setting and good feedback with rewards that auger effectiveness and satisfaction of teams. Most of the time, strong team leaders improve accountability gap, leaving themselves as the only discipline source- thus team members respond to the manager. One of the best approaches to losing trust is to conceal vulnerability to manipulate emotion of others. The method will loosen the barriers of the junior members to reach to the sen ior staffs. (Robbins, 2014) The realistic plan is therefore required to draw the line of improvement on knowledge and skills. It can be effective if the organizational leaders can take charge to re-plan on works teams for better realization of the targeted goals. The appropriate approaches can range from paradigm shift to the organization chart as follows: (Mawhinney, 2012) Mission clarity. Leaders must be objective on what is entails expectations concerning output of the team goal Rewards and recognition. It is imperative for the organization to motivate the team members with performance appraisal and promotion. Recognize the team members who work extra and who take risks. Keep on learning/ training on skills development. An approach to the training concerning technical expertise is known as cross-training. The leaders learn new skills in teams whose team members can exchange roles. Learning also enhances productivity. Leadership must build commitment merely in organization vision and values. Team communication should favor every member. Leaders need to welcome innovativeness from inspiring members. 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