Compare and Contrast of Renaissance Furniture Research Paper

Look into of Renaissance Furniture - Research Paper Example The seats had turned legs which were likewise cut by hand. Cabinet fronts and entryways were additionally cut carefully. This examination gives us that renaissance furniture was from the outset impacted by the Roman and Greek plans, and sooner they were received by the Italian skilled workers. The Italian renaissance furniture impacted numerous different styles just as the Art restoration period prompted the upgrade of an alternate and one of a kind style. The Italian renaissance furniture further enlivened the Dutch furnishings. Generally speaking, the renaissance time frame had various periods in which various styles of furniture were available. The entirety of the furniture pieces were cut and painted utilizing subjects of culture and history. The collectibles were incredibly enlivened by noteworthy and social images, for example, castles, structures, figures, blossoms, and other critical figures. The renaissance furniture shows the change from Gothic structures, to verifiable and methodological, to social. Early furniture pieces were made and intended for the well off and royals while later it was seen that progressively household and unique structures were made. With extraordinary changes in the renaissance period found in instruction, expressions, and writing, there was additionally critical change found in the furniture qualities. History of Furniture Design in the Renaissance. (n.d.). History of Furniture Design in the Renaissance. Recovered October 15, 2014, from

Looking for Alaska – Miles’ Eulogy

Searching For Alaska Book Report †Eulogy Hello everybody. I might want to thank all of you for coming to respect our companion, Alaska Young. I am Miles Halter, referred to most as Pudge. I moved to Culver Creek Boarding School from Florida to ‘seek a Great Perhaps’, to abandon the irrelevant things I was doing, to look for something that was maybe more noteworthy. I gather people’s kicking the bucket words and â€Å"I go to look for a Great Perhaps†, were the final expressions of Francois Rabelais, however not at all like him, I would not like to hold back to pass on to begin looking for it. This school has given me a lot of my firsts: first companion, first portion of fiendishness and the first and last young lady. Gold country was the most confounding and strange individual I have ever met. Each component of her being entranced me, from her smell of cigarettes, vanilla and sweat, her imagination when arranging tricks on our director, her astounding capacity to prevail in preâ€calculus, and her fixation on strawberry wine, which we needed to drink in mystery. The first occasion when I had a genuine discussion with her she revealed to me the final expressions of Simon Bolivar, which I had never heard â€Å"Damn it, by what means will I ever escape this maze! At the point when I asked her what the maze was, she revealed to me that that was the puzzle. Is the maze living or passing on? Is it true that we are generally attempting to get away from the world, or its finish? This statement totally compares my Great Perhaps, I hoped to look for and she hoped to get away. Af ter she passed on I found a note in one of her books in her ‘life long library’, an assortment of books that she had purchased from carport deals that she had been collecting since the time she was youthful. She had composed that the main way out of the maze was straight and quick. The Frozen North instructed me to live at the time and not to prepare. She said â€Å"Imagining what's to come is a sort of wistfulness, you consume your entire time on earth stuck in the maze considering how you’ll get away from it one day, and how wonderful it will be, and envisioning the future props you up, however you never do it. You simply utilize the future to get away from the present. † (John Green, Looking For Alaska) I realize individuals have murmured among themselves pondering whether Alaska’s demise was a self destruction or an unadulterated mishap. I have been pondering the equivalent. Individuals who don't realize Alaska may consider her to be as childish, seeing the individuals near her awfully heart broken. I need to demonstrate her innocence. At the point when Alaska was 8 years of age, she watched her mom having a seizure and pass away. Gold country was solidified in dread and didn't call 911 and she never excused herself. The day Alaska passed on, was the commemoration of her mother’s birthday. The Frozen North had been drinking and I recall her awakening in the late evening reviling and crying, revealing to us that we needed to occupy our dean so she could head to her mother’s grave. She collided with a truck on her way with no endeavor to turn the vehicle. I understand now the maze was not decisive, it was enduring, fouling up and having incorrectly things transpire. How would you escape the maze of affliction? The Frozen North picked straight and quick, regardless of whether it was deliberately or not. I knew Alaska for one hundred and thirty †six days, however I don't think anybody really knew her. Her passing tossed me into the acknowledgment that I have consistently been caught in a maze of affliction. Before I got to this point, I thought for quite a while that the exit from the maze was to imagine it didn't exist, yet to manufacture a little, self †adequate world in the back corner of the unending labyrinth to imagine that I was not lost, yet home. I detested Alaska and I abhorred everything for some time after she was no more. I detested myself for being a quitter and not preventing her from leaving that night. It all just felt so frightfully unjustifiable, every last bit of it, the inarguable treachery of cherishing somebody who may have adored you back, yet can not because of deadness. I adored Alaska since she indicated me both my maze and my Great Perhaps †she had demonstrated to me that it was justified, despite all the trouble to leave my minor life for more stupendous maybes, and now she is gone and with her my confidence in maybe. The Frozen North is as yet showing me a thing or two; the main way out of the maze is to excuse. I wish Alaska had understood this too before it needed to end thusly. Her mom pardoned her; similarly as I am certain Alaska excuses we all at this point. You see â€Å"we are for the most part going, nothing can last, not even the earth itself. (John Green, Looking For Alaska) The Buddha said that enduring was brought about by want, and that the suspension of want implied the end of anguish. So when you quit wishing things would not self-destruct, you would quit enduring when they did. So Alaska, I have some final words for you, Thomas Edison’s, â€Å"It’s extremely lovely over yonder. † I don't have the foggi est idea where there is, however I trust it is some place and I trust it is wonderful. After the entirety of this I will gain proficiency with not any more final words since I know such huge numbers of, however I will never know hers.

Teaching Special Education Students free essay sample

An assessment of straightforward changes which should be possible to a homeroom to oblige extraordinary requirements understudies. This paper presents a functional manual for educators who may consider showing uncommon requirements kids in a similar study hall as customary understudies. It further looks at various types of handicaps and how to manage them. These incorporate youngsters with ADD, visually impaired, hard of hearing, engine debilitated and hyper discouragement. The paper clarifies that it is a developing pattern to attempt and standard specialized curriculum needs kids as ahead of schedule as could reasonably be expected. In the study hall, educators are basically answerable for guaranteeing that specialized curriculum understudies are furnished with equivalent open doors for instruction. While teachers ought not bring down scholarly norms in the homeroom, they should bend over backward to make sensible housing for understudies with inabilities. By making basic modifications, for example, permitting understudies to record addresses or changing the arrangement of a test, instructors can ensure that specialized curriculum understudies don't have scholastic or social weaknesses. We will compose a custom article test on Showing Special Education Students or on the other hand any comparable point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page

Character and Iago

The Balance of Iago and Desdemona’s Characters in Othello In William Shakespeare’s lamentable play Othello the equalization of good versus fiendish is seen in Desdemona and Iago. â€Å"Every character is [†¦] adjusted by another comparative or differentiating character†(Kernan 877). We see this parity in Desdemona’s â€Å"innocence† and Iago’s debasing disdain (877). The impacts both Iago and Desdemona have on the primary character Othello all through the play just assistance to show this equalization. Othello turns into the grievous gem because of the adjusting of Iago’s disdain and Desdemona’s unwaveringness all through the play.At the start of the play, Iago’s scorn is obvious through his longing to have retribution on Othello. As he addresses Roderigo, he examines this disdain for Othello. â€Å"These colleagues have some spirit,/And such a one do I purport myself. /It is as certain as you are Roderigo,/Were I t he Moor I would not be Iago. /In tailing him, I follow however myself-/Heaven is my appointed authority, not I for adoration and obligation,/But appearing to be so for my unconventional end. † (Shakespeare 1. 1. 56-62). From this Iago starts his plot to overwhelm Othello by controlling others to do his offering which just adds to the furthest point of his character.With his plot moving, Iago, as indicated by Amy Clark, utilizes an exceptional procedure to deceive Othello by â€Å"cleverly [appearing] to be hesitant to talk sick against others. † This method â€Å"makes Othello not presume Iago of any unscrupulous behavior† (Clark). This is the place Othello accepts his alleged companion over his significant other. This technique that Clark talks about shows Iago’s misleading towards Othello. Iago says to Othello, â€Å"Cassio:/In rest I heard him state â€Å"Sweet Desdemona,/Let us be careful, let us cover up our loves†;/And at that point, sir, wou ld he issue and wring my hand,/Cry â€Å"O sweet animal! and afterward kiss me hard,/at that point laid his leg/Over my thigh, and sigh'd, and kiss'd; and/Cried â€Å"Cursed destiny that offered thee to the Moor! † (Shakespeare 3. 3. 418-426) Iago is likewise ready to do nearly anything to get his vengeance. This is demonstrated again at the outcome of the play, when Iago murders his own better half, as she reveals to Othello that Desdemona was in truth honest. Iago attempts to quiet Emilia down from expressing reality by saying, â€Å"Zounds, hold your piece† (Shakespeare 5. 2. 231), â€Å"Be savvy, and get you home† (Shakespeare 5. 2. 236), â€Å"Villainous prostitute! (Shakespeare 5. 2. 243) and â€Å"Filth, thou liest! † (Shakespeare 5. 2. 246). Iago isn’t fruitful in quieting Emilia down until he cuts her and she bites the dust. Iago controls and winds numerous activities inside this play to assist him with prevailing in his vengeance agains t Othello; be that as it may, toward the finish of the play it isn't just Othello yet in addition Iago who makes his own downfall. Desdemona thus adjust Iago’s unadulterated disdain with the affection and dedication she has towards her better half. Desdemona says to Othello, â€Å"For ‘twas that hand that parted with my heart† (Shakespeare 3. . 43) demonstrating that her adoration and dedication was for Othello, and Othello as it were. William Long says this is appeared in Desdemona’s â€Å"exposition of the reasons she adores Othello [and this serves to define] her fundamental character as a lady of dependability and loyalty to him† (Long). This can likewise be seen when Desdemona is interrogated regarding leaving Venice to follow Othello to Cyprus. She says, â€Å"The ceremonies for why I love him are dispossessed me,/And I an overwhelming break will bolster/By his dear absence.Let me go with him† (Shakespeare 1. 3. 258-60). As the play goe s to its peak, we can see the impact that Desdemona has on her significant other. Defeat with an envious anger, because of the way that he thinks Desdemona is undermining him, and gratitude to Iago’s scorn, Othello winds up executing her regardless of her requests. Despite the fact that, Desdemona is totally guiltless of this demonstration, she stays devoted to her better half in her final gasp as she pronounces to Emilia that â€Å"nobody† did this to her aside from herself (Shakespeare 5. 2. 128).Othello has been called one of William Shakespeare’s most prominent catastrophes, and all through the whole play, Alvin Kerman’s hypothesis of each character having another character that is â€Å"similar or contrasting† to make balance is demonstrated straightforwardly through the characters Iago and Desdemona (877). Othello’s corruptive conduct is brought about by Iago’s scorn and is adjusted by her blamelessness just as her adoration and commitment for her significant other. The equalizations they make Othello the disaster it is known as today. Works Cited Clark, Amy. â€Å"Analyze The Techniques Iago Uses to Plant Suspicion In Othello’s Mind. Coursework. Information. Web. 03 Apr. 2012 Kernan, Alvin. â€Å"The Complete Signet Classic Shakespeare. † Backpack Literature: An Introduction to Fiction, Poetry, Drama and Writing. Ed. X. J. Kenndy and Dana Gioia. fourth ed. New York: Longman, 2012. 877. Print. 03 Apr. 2012 Long, William R. â€Å"Desdemona's Love and Othello. † Dr. William Long and Dr. Bill Long. 1 Jan. 2004. Web. 03 Apr. 2012. Shakespeare, William. Othello, The Moor of Venice. Knapsack Literature: An Introduction to Fiction, Poetry, Drama and Writing. Ed. X. J. Kenndy and Dana Gioia. fourth ed. New York: Longman, 2012. 762-875. Print. 03 Apr. 2012

How to Kill your Plants free essay sample

A hilarious, in reverse way to deal with home plant care. An amusing and engaging paper on home plant care. The creator addresses a few different ways one can guarantee the passing of plants. As most everybody knows, the demise of a house plant is a typical event. A considerable lot of us have encountered this misfortune, albeit some more regularly than others. While obliviousness can be guaranteed much of the time, there are a few of us who buy houseplants with the spirit goal of killing them.

Gauge Your Procrastination Habit With a Simple Quiz

Gauge Your Procrastination Habit With a Simple Quiz Theories Personality Psychology Print Gauge Your Procrastination Habit With a Simple Quiz By Kendra Cherry facebook twitter Kendra Cherry, MS, is an author, educational consultant, and speaker focused on helping students learn about psychology. Learn about our editorial policy Kendra Cherry Updated on July 10, 2018 Paul Bradbury / Getty Images More in Theories Personality Psychology Myers-Briggs Type Indicator Behavioral Psychology Cognitive Psychology Developmental Psychology Social Psychology Biological Psychology Psychosocial Psychology Just how bad is your procrastination habit? The fact is that we all procrastinate at some time or another. You might even be procrastinating right now by taking an online quiz instead of focusing on something else you really need to be doing. There are plenty of reasons why we procrastinate, but one of the first steps toward overcoming this often destructive tendency is to evaluate your own behavior. Procrastination Quiz Grab a pen and a piece of paper to jot down your responses for each statement and then score yourself at the bottom of the page.   1. You have a major deadline approaching and lots of work to finish. a. I usually find things to distract myself until the last minute and then finish just in time in a hair-raising frenzy.b. I work on things here and there  but still find myself rushing to finish at the last minute.c. I set a schedule, work a little each day, and actually end up finishing early. 2. How do you feel about deadlines? a. Whats a deadline? Seriously, I just tend to ignore them.b. They are annoying and I always feel like Im struggling to get things done in time.c. I enjoy them. They help me stay focused and on track. 3. Do you have a tough time getting started, particularly with things that you dont enjoy doing? a. Yes! I sometimes spend hours just planning to get started.b. Sometimes. Or I will start something and then stall out before I finish.c. Never. The soon I get started, the sooner Ill be done. 4. How do you react when something is difficult or if you are not sure how to do it? a. I usually just avoid doing it altogether.b. Ill put it off until the last minute.c. Ill do some research or ask for help and then get started. Id rather tackle the difficult projects right away. 5. What approach do you use for staying on track? a. I like to just wing it and I never make plans.b. I hate feeling constrained by schedules so I like to leave things open.c. I make to-do lists for each project and set deadlines for each step. 6. How often do you find yourself feeling stressed out because you waited until the last minute to finish a project? a. Almost every day. I feel like Im always behind on something.b. Sometimes, especially if Im dealing with a big project.c. Rarely. I try to stay on top of things because I hate dealing with last-minute stress and anxiety. 7. How often do you wait until the last moment to pay bills? a. All the time. Most of my payments are actually a couple of days late. Oops!b. Sometimes I forget and barely make my payments on time.c. Never. I carefully track all of my payments and utilize any automatic payment options that are available to help me stay on track. 8. Which motto sounds most like you?   a. Why do today what I can put off until tomorrowb. Its easier to keep up than to catch up.c. The best way to get something done is to begin. 9. How often do you think about improving your time management skills? a. Frequently, but it just seems like a lot of work.b. There are times I think I could probably do better.c. Rarely. Im a time management maven. 10. Whats your favorite way to waste time at work?   a. I think I spend more time playing online games, checking my email, and playing on Facebook than I spend working.b. Sometimes I wander into another cubicle to chat with a co-worker for a few minutes.c. I sometimes switch to working on other work-related tasks just so I can stay on top of things. Scoring Your Procrastination Quiz Results Mostly As: If you answered A on most of the questions, then you probably have a fairly serious problem with procrastination. Your habit of putting things off might be having a negative impact on multiple areas of your life, including your personal life, work, and social life. It may be a good idea to review a few tips that can help you stop procrastinating as much. Mostly Bs: If you answered B on most of the questions, then you probably dont have a terribly serious problem with procrastination. Sure, you might find yourself dawdling on certain things, but you have managed to avoid making a habit out of dithering. If you find that there are certain times of day or tasks that you procrastinate more often, explore some tips on overcoming those challenges. Mostly Cs: If you answered C on most of the questions, then you are not much of a procrastinator. You are good at organizing your time. You enjoy tackling projects and crossing them off of your to-do list. Keep this up and dont let procrastination become a bad habit in the future. A Word From Verywell We all procrastinate just a little bit and its not the end of the world and some people simply thrive on deadlines. It only tends to become a problem if it interferes with our work, social and home life, or if it leads to a dangerous situation. Keep this quiz in mind and do your best to avoid putting things off too long. You might notice a significant reduction in stress when you do.

Ivancevich et al (2008) - Free Essay Example

INTRODUCTION A group is defined by Ivancevich et al (2008) as â€Å"two or more individuals interacting with each other to accomplish a common goal†. Groups are important aspect of work pattern of an organization (Mullins 2002) and a part of modern life (Ivancevich et al 2008). A group can be formal or informal (Armstrong 2009). Informal groups according to Newstrom (2007:277) â€Å"Are established by the organization and have a public identity and goal to achieve while formal groups emerge on the sense of common interest, proximity and friendship†. Informal groups are set up by the organization in other to achieve organizational goals while formal groups are set up by individuals for the purpose of satisfying the needs of its members (Armstrong 2009). The group used for the purpose of this study is the formal groups. This study will analyze the impact the group has on the individual, factors affecting the behavior of the individual, human relations theory and the factors affecting the behavior and performance of the individual in the group. IMPACT OF THE GROUP ON THE INDIVIDUAL The performance of a group depends on how well its members engage in communication with each other or interacts with each other and also on how the individual learns in the group (Mullins 2002). Mullins (2002:465) argues that â€Å"how people behave and perform as members of a group is as important as their behavior or performance as individuals†. Usually, lack of interaction between the individual and members of the group will have effect on the performance of the group as well as the individual in the group and result to lack of satisfaction for the individual (Mullins 2002). It is believed that the group generates better ideas than the individual does, by drawing resources from individual members of the group (brainstorming), the group thereby brings in more ideas and input into decision process than a single person can (Robbins 2001). In one of my experiences in a group I learnt that groups can be rewarding to the individual because an individual can actually learn fr om other members of the group. I joined a decoration group in my church and we were told to decorate the church for a program, we all had our ideas on how we want the decoration to look like but instead of pursuing personal goals we brought our ideas together and we came up with a better idea and I also learnt things I did not know before, also I found the experience challenging because I had to think beyond what I know in other to be able to contribute but at the end I left with more knowledge than I went in with. It is also believed; however, that group ideas can hinder creative thinking, in other words, individuals will ignore their idea in other to conform to the idea of the group (Mullins 2002). For example, as a member of a group of four in one of my classes in Salford University, we were asked to solve a particular question, we were different people with different beliefs, attitudes, perception, culture and behavior, however, three out of four were in agreement but one par ticular person in the group had a different idea from what the rest of us had and was trying so hard to convince us which was impossible because it was one against three, in other to avoid conflict the individual had to ignore the idea and agree with that of the group. Groups bind the individual and members of the group in togetherness and in other to be in togetherness, individuals have to see themselves as members of the group and not isolate themselves in other for them to achieve the goal of the group and also to meet their needs (Robbins 2001). Huczynski and Buchanan (2007) discussed the work of Tayfel and Tunner (1986) who argued that â€Å"as long as individuals see themselves as more important than the group the group cannot function effectively†. However, It is believed that individuals have different needs or reasons for joining or been in a group and it can be the need to fulfill social needs, achieve group goals or to derive greater economic benefits or for soc ial security reasons, which is believed that groups can serve as a medium of meeting these needs of the individual (Ivancevich et al 2008) and in other to remain a member of the group and to meet these needs the individual must set aside their personal goal to achieve the groups goal ( Newstrom 2007). FACTORS AFFECTING INDIVIDUAL BEHAVIOR There are different types of ways of explaining the behavior of the individual in a group; they are Perception, Attribution, Orientation, Role and branded rationality (Armstrong 2009). Perception is one way of explaining the behavior of an individual in a group. Perception according to Maund (2001: pg 444) is â€Å"the process by which individuals interpret sensory impression so that they can assign meaning to it†. Perception is when an individual gives meaning or interprets the things happening around them and people tend to perceive situation that satisfies needs, emotions, attitudes or their self concept (Ivancevich et al 2008). Members of a group can see the same thing or be in the same situation but their interpretation of the situation will be different from each other based on how they see it (Mullins 2007). Attribution according to Luthans (2002:197) refers to â€Å"how people explains the cause of anothers or their behavior†. Attribution can be the way people interpret the situation they are in (Armstrong 2009). Attribution can lead to conflict in a group because the way one person see things (perception) may not be the same way another sees the same thing (Armstrong 2009). While Orientation can be said to be an individuals attempt to make sense of life which can be different from that of the group (Armstrong 2009). Role is the part played by the individual in caring out their duties (Armstrong 2009). There is a particular role expected from the members of the group once they have lived to the expectation of the role then it is believed they have performed their role successfully and it is believed that this role shapes the individuals behavior (Armstrong 2009). While branded rationality can be said to be the ways individuals understands how complicated the situation they are in is and their reaction to the situation limits the way they behave rationally (Armstrong 2009). Huczynski and Buchanan (2005:279) discuss the work of Marion Hampton (1999)who argues that â€Å"groups are seen as taking over the individuals mind, depressing intelligence, eliminating moral responsibility and forcing conformity, they can cause their members a great deal of suffering and despair and can perpetuate acts of cruelty†. There are various factors affecting the individual in the group, But before explaining that we are going to analyze a theory that explains what effect a group has on the individual. HAWTHORNES THEORY (Human relations approach) The theory that explains the effect of groups on the individuals behavior and performance is the Hawthorne experiment of the human relations theory written by Elton Moyo (Mullins 2002). The experiment is called the bank wiring observation room experiment; the experiment was carried out on 14 men who were organized into three subgroups which contained three wires, a supervisor and an inspector that moved around the group (Moorhead and Griffin 1995). After the study there were two major findings; 1) The level of interaction that was observed among the men showed the existence of informal groups within the three groups and, 2) It was also revealed that these groups develop norms or rules that guides behavior and also set structures to enforce the rules (Moorhead and Griffin 1995) The hawthorns researcher found that the group established a level of output for its members (Mullins 2002). They found out that the group did not produce up to what they are capable of producing; the y produced below their capability which had effect on their earning because their output was low(Moor head and Griffin 1995). The group produced a specific level of output for its members which are the only accepted level of production, in other to be accepted the individual has to slow down production when getting close to the accepted level of production in other not to over produce (Moorhead and Griffin 1995). Moorhead and Griffin (1995) discuss the work of Roethlisberger and Dickson (1939) who points out that â€Å"The social organization of the bank wiremen performed a twofold function which is to protect the group from internal indiscretions and to protect the group from outside interference†. Moorhead and Griffin (1995) also points out that almost all the activities carried out by the group can be said to be a means of controlling the behavior of its members. The research shows that peer pressure has more effect on the individual than things that may encourage the i ndividual and forces of control or orders from management, individuals would rather do things required by the group than doing things that would encourage or reward their actions (Mullins 2002). This theory shows how working in a group can be both challenging an rewarding for the individuals which leads us to the factors affecting the performance and behavior of the individual in the group. FACTORS AFFECTING THE INDIVIDUAL PERFORMANCE IN THE GROUP Group norms Norms according to Greenberg and Baron (2008) can be defined as â€Å"the generally agreed upon informal rules that guides the behavior of the members in a group†. Norms influence group behavior and refer to what should be done and also represents value judgment and appropriate behavior in social situations (Psyblog 2010). Norms are of great importance to groups in controlling behavior and in measuring performance (Hanh 2007). Groups have norms that are set to guide members behavior (Greenberg and Baron 2008) and also to reduce ambiguity in terms of behavior that are of importance to the group (Rollinson 2005). Norms are set up in groups which the individual must conform with and groups have ways of making the individual conform to such norms (Rollinson 2005). Norms keeps the group functioning as a system instead of as a collection of individuals and members of the group come together to achieve a common goal instead of pursing individual groups (Hanh 2007). Groups do not se t rules or norm for every situation but only set rules for situations that are of importance to the members of the group which could be in relation to their job or how they communicate with each other or with others outside the group (Hanh 2007). Group norms makes life predictable, individuals know what is expected of them, know their roles and how much time to spend in the execution of their job, know the values and beliefs and the image of the group, and subscribe to the norms of the group (Rollinson 2005). Norms are usually assessed to know if group members are interacting with each other which can be rewarding and which gives the individuals a sense of belonging (Heathfield 2010). Group members come together to develop the group norms which gives the individual a feeling of belonging, sense of identity and feelings of security because they were part of the making of the rules (Brooks 2005). Norms are believed to be of importance because some members may harm the project or th e success of the group with their behavior or action unintentionally but if there is agreed upon framework of interaction, misunderstandings and negative conflicts in the group can be prevented (Heathfield 2010). However, group norms can have negative effect on the individual (Armstrong 2009). According to Psyblog (2010) who argues that â€Å"groups rarely come up with great ideas because the individual in them are powerfully shaped by group norms and the rules of what people are and how they must behave† it is believed that changes are hard to spot unless they are carefully measured, individuals deny their own beliefs, ideas and senses just to conform with the groups even if they are wrong (Psyblog 2010).it is believed that, Norms serves as a form of constraint to the individuals, it hinders them from thinking freely because they would not want to think outside the group norms or the groups way of doing things, individuals can not pursue their personal goal, can not see t hings from their point of view because it might clash with the goals of the group (Psyblog 2010). Social Support Social support according to Dalgard (2009) is â€Å"receiving help from other people when in need of help†. An individual can receive support among groups of people who have a similar problem to what they have and in their relationship with others be it their family or friends (Curtis 2009). Curtis (2009) argues that† if you have a support network you will not feel as alone; you will learn new ways to deal with your problem and may try harder to overcome it†. Group members can serve as as a source of support, advice and encouragement to an individual facing any difficulty and also the individual can be a source of support to the group (Curtis 2009). Individuals in a group can benefit from the members of the group while members who are not part of the group cannot enjoy such benefits, having friends to talk with, to gain insight from, to listen to during times of need or borrow money from, all this are forms of support (Scott 2007). Social support makes the ind ividual safe and gives them a feeling of being loved and cared for (Rollinson 2005). In one of my experience when I was writing my final dissertation for my bachelor degree, I wrote on the societal support for the elderly people in my community and I had the privilege working with the elderly people in that community and I found out that most of them lack social support from their family and friends, in other to feel loved, feel secure or have a feeling that they belong they had to join a group with the believe that the group would be able to meet their needs. Peer Pressure Peer pressure is another factor that has effect on the behavior of the individual in the group. Peer pressure is when other people impose pressure on a person (Nemours 2010). Peers have influence over others, by listening to other people a person learns from them and they also learn from the individual (Nemours 2010). Some individuals usually join groups in other to fit in, so in other to fit in the individual goes along with the idea of the group and sets aside their idea and go along with the groups idea to avoid being bullied by the other members of the group (Nemours 2010). However, peer pressure can have a positive impact on the individual because it can push the individual into doing the things they have no courage of doing or talking the individual out of doing things thats not in their best interest (Wilmer 2010). Individual Accountability Individual accountability can be defined as â€Å"an obligation or willingness to accept responsibility or to account for ones action† (McDaniel 2007). Individual accountability is a foundational component as it evaluates an individual core competence, strength and weaknesses (McDaniel 2007). Its the individual taking responsibility for their action in carrying out their duty or them being accountable for their duties (McDaniel 2007). The individual must be accountable for achieving its goal and for its contribution to the group, individual accountability occurs when performance is assessed and the result are given back to the group and the individual in other to ascertain who needs more support, encouragement and assistance (Cooperate learning center 2009). Accountability is not to punish mistake or to generate immediate result but to ensure the individual gives all their best in the achievement of goals and behaving responsible to one another (Luthans 2002). By empowering them over job performance and then holding them accountable for the outcomes (Newstrom 2007). Conflict Rollinson (2005:401) defines conflict as â€Å"the behavior of an individual or a group when purposely sets to block or inhibit another group or individual from achieving its goals†. Competition is one of the main causes of conflict in a group, when the members of a group are in competition against each other it can lead to conflicting interest (Rollonson 2005). Some groups encourage competition because they believe that when members of the group compete against each other it will result to successful performance or quick performance but mostly it might lead to conflict (Rollinson 2005). However, Vodosek (2007) argues that â€Å"Researchers have noted that high level of task conflict can lead to reduced member satisfaction and commitment to the group† Individual have different interest, skills, personality and attributes which may act as cohesion or a clash in the group (Brooks 2009). Some individuals tend to work towards achieving personal goals by doing so they t end to ignore the goals of the group and focus more on achieving their personal goals which might lead to conflict in the group (Newstrom 2007). CONCLUSION It can be assumed that, groups have both positive and negative effect on the individual, and for the individual, being a member of a group can be rewarding as well as challenging as working alone. Working alone as an individual might lead to a quick decision making but working in a group can lead to a more effective decision making, because it is a group of people with different ideas, perception, attributes and behavior coming together to form the group (Rollinson 2001), also the individual can also learn from the other members of the group. However, it is believed that there is no ideal individual for a particular job, that no individual can have all the necessary qualities needed for a job but a group of individuals can, and when they come together with their different qualities it can lead to a successful decision making (Antony Jay, cited by Mullins 2002). REFERENCES 1. Armstrong, M. 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