Scarlet Letter Essay Example for Free

Scarlet Letter Essay The Scarlet Letter There are many forms to degrade a person, some are deep wounds that can leave an imprint forever, and some go through one ear and out the other. There have been many occasions where ones life is played upon, where the only solution is death. But there are two of those imprints I want to focus on; revenge and hatred and how these two abhorrent features can destroy a person physically and spiritually. Revenge is defined as to inflict punishment in return for injury or insult. In Nathaniel Hawthornes novel, The Scarlet Letter, we find that two characters exemplify this theme. Roger Chillingworth and Reverend Arthur Dimmesdale have an extensive conflict that portrays an example for us. The clergymans shy and sensitive reserve had balked this scheme. Roger Chillingworth, however, was inclined to be hardly, if at all, less satisfied with the aspects of affairs, which Providence- using the avenger and his victim for its own purposes, and, perchance, pardoning where it seemed most to punish- had substituted for is black devices. In this quote from the book, it states that Roger Chillingworth, being the doctor of Dimmesdale, will use his medications against him. Chillingworth suspects of Dimmesdale committing a great sin that involves his wife Hester Prynne. Calm, gentle, passionless, as he appeared, there was yet, we fear, a quiet depth of malice, hitherto latent, but active now, in this unfortunate old man, which led him to imagine a more intimate revenge than any mortal had even wreaked upon an enemy. To make himself the one trusted friend, to whom should be confided all the fear, the remorse, the agony, the ineffectual repentance, the backward rush of sinful thoughts, expelled in vain! Chillingworth is taking advantage of being Dimmesdale so called friend, so he gets him to confess this reat sin that he is being suspected upon. He will be asking questions that will provoke Dimmesdale or rather make him think in such a way that he will express it physically. The reason why Dimmesdale seems to be sick is because of the secret sin he keeps inside, its destroying him. Making him weak, pale, rather old, and putting him in a position where he believes that medicine will cure it. Dimmesdale being the preacher of the town will have a great spiritual agony that will haunt him through this life and the next, making this the spiritual sickness that will not leave unless he confesses. And the cause of this all would be Chillingworth. Hatred can destroy victim or attacker, being an intense dislike, extreme aversion or hostility. All of these aspects, Chillingworth was putting upon Dimmesdale, slowly making him pay for the sin. In a word, old Roger Chillingworth was a striking evidence of a mans faculty of transforming himself into a devil, if he will only, for a reasonable space of time, undertake a devils office. He was going through stages of hatred that transformed him into something that he didnt foresee. Chillingworth was turning into a devil within a blink of an eye. Hester said to Chillingworth while talking to him about Dimmesdale, Since that day, no man is so near him as you. You tread behind his every footstep. You are beside him, sleeping and waking. You search his thoughts. You burrow and rankle in his heart! Your clutch is on his life, and you cause him to Chillingworth is like a dark shadow haunting Dimmesdale every mille-second of the day, and Dimmesdale not knowing what Chillingworths real intensions are. In this case, hatred was destroying both Chillingworth and Dimmesdale, one turning into a devil and the other being tortured and pressured. With this I come to a conclusion that revenge, hatred, and a person, dont mix well. Just like oil and water. Think about having the conscience follow you throughout your life, that with a simple act of these implements you completely destroyed a person into pieces. It degrades him or her, self-esteem drops down to a low level, but most importantly you can put that person into a place where death is the only answer to escape. A rattlesnake, if cornered will become so angry it will bite itself. That is exactly what the harboring of hate and resentment against others is a biting of oneself. We think we are harming others in holding these spites and hates, but the deeper harm is to ourselves. †E. Stanley Jones

Roles of Computer in Education Essay Example for Free

Roles of Computer in Education Essay There is no doubt that education and the learning process has changed since the introduction of computers. The search for information has become easier and amusing, and connectivity has expedited the data availability. Though expert systems have made computers more intelligent, they have not yet become a substitute of the human interaction in the learning process. In my opinion; what can be expected, is a change of the teachers’ role but not their disappearance from the classroom. Nobody can argue that the acquisition of knowledge is more fun and easier with computers. The mere activity of touching and exploring this device constitutes an enjoyable task for a kid. This, accompanied with the relaxing attitude and software interactivity, usually conduce to a better grasping of new knowledge. At a higher educational level; the availability of digital books, simulator and other academic materials, provide the student with an ever accessible source of information, that otherwise would not be at hand. But, besides the increasing complexity and behavior of intelligent software, which is usually embedded in the academic digital material, the need of human interaction in the learning process will always be present, at least in the foreseeable future. There is the necessity for a human being to be able to determine what the specific needs of each individual are. The expertise of a teacher in how to explain and adapt complex concepts to different individuals can hardly be mimicked by a computer, no matter how sophisticated its software is. As computers are becoming a common tool for teaching, teachers should be more aware of their role as guides in the acquisition of knowledge rather than transmitters of facts. They have to be open minded to the changes that are taking place, keep updated and serve as a problem solvers in the learning process, thus allowing students to discover the facts for themselves. To summarize, in my personal view, teachers play and will play an important role in the classroom, especially at the primary level. No matter how complex computers become, there will be no replacement for the human interaction, but in the way how this interaction takes place.

Moral Justifications for Archaeological Excavation Sites

Moral Justifications for Archaeological Excavation Sites Can archaeological excavation of sites not under immediate threat of development or erosion be justified morally? Explore the pros and cons of research (as opposed to rescue and salvage) excavation and non-destructive archaeological research methods using specific examples. Many people believe that archaeology and archaeologists are mainly concerned with excavation – with digging sites.   This may be the common public image of archaeology, as often portrayed on television, although Rahtz (1991, 65-86) has made clear that archaeologists in fact do many things besides excavate. Drewett (1999, 76) goes further, commenting that ‘it must never be assumed that excavation is an essential part of any archaeological fieldwork’.   Excavation itself is a costly and destructive research tool, destroying the object of its research forever (Renfrew and Bahn 1996, 100).   Of the present day it has been noted that rather than desiring to dig every site they know about, the majority of archaeologists work within a conservation ethic that has grown up in the past few decades (Carmichael et al. 2003, 41).   Given the shift to excavation taking place mostly in a rescue or salvage context where the archaeology would otherwise face destruction and the inherently destructive nature of excavation, it has become appropriate to ask whether research excavation can be morally justified.   This essay will seek to answer that question in the affirmative and also explore the pros and cons of research excavation and non-destructive archaeological research methods. If the moral justification of research excavation is questionable in comparison to the excavation of threatened sites, it would seem that what makes rescue excavation morally acceptable is the fact that the site would be lost to human knowledge if it was not investigated.   It seems clear from this, and seems widely accepted that excavation itself is a useful investigative technique.   Renfrew and Bahn (1996, 97) suggest that excavation ‘retains its central role in fieldwork because it yields the most reliable evidence archaeologists are interested in’.   Carmichael et al. (2003, 32) note that ‘excavation is the means by which we access the past’ and that it is the most basic, defining aspect of archaeology.   As mentioned above, excavation is a costly and destructive process that destroys the object of its study.   Bearing this in mind, it seems that it is perhaps the context in which excavation is used that has a bearing on whether or not it is m orally justifiable.   If the archaeology is bound to be destroyed through erosion or development then its destruction through excavation is vindicated since much data that would otherwise be lost will be created (Drewett 1999, 76).   If rescue excavation is justifiable on the grounds that it prevents total loss in terms of the potential data, does this mean that research excavation is not morally justifiable because it is not simply ‘making the best use of archaeological sites that must be consumed’ (Carmichael et al. 2003, 34)?   Many would disagree.   Critics of research excavation may point out that the archaeology itself is a finite resource that must be preserved wherever possible for the future.   The destruction of archaeological evidence through unnecessary (ie non-emergency) excavation denies the opportunity of research or enjoyment to future generations to whom we may owe a custodial duty of care (Rahtz 1991, 139).   Even during the most responsible excavations where detailed records are made, 100% recording of a site is not possible, making any non-essential excavation almost a wilful destruction of evidence.   These criticisms are not wholly valid though, and certainly the latte r holds true during any excavation, not only research excavations, and surely during a research project there is likely to be more time available for a full recording effort than during the statutory access period of a rescue project.   It is also debateable whether archaeology is a finite resource, since ‘new’ archaeology is created all the time.   It seems inescapable though, that individual sites are unique and can suffer destruction but although it is more difficult and perhaps undesirable to deny that we have some responsibility to preserve this archaeology for future generations, is it not also the case that the present generations are entitled to make responsible use of it, if not to destroy it?   Research excavation, best directed at answering potentially important research questions, can be done on a partial or selective basis, without disturbing or destroying a whole site, thus leaving areas for later researchers to investigate (Carmichael et al. 2003, 4 1). Furthermore, this can and should be done in conjunction with non-invasive techniques such as aerial photography, ground, geophysical and chemical survey (Drewett 1999, 76).   Continued research excavation also allows the practice and development of new techniques, without which such skills would be lost, preventing future excavation technique from being improved. An excellent example of the benefits of a combination of research excavation and non-destructive archaeological techniques is the work that has been done, despite objections, at the Anglo-Saxon cemetery at Sutton Hoo, in eastern England (Rahtz 1991 136-47; Renfrew and Bahn 1996, 98-99).   Excavation originally took place on the site in 1938-39 revealing many treasures and the impression in sand of a wooden ship used for a burial, though the body was not found.   The focus of these campaigns and those of the 1960s were traditional in their approach, being concerned with the opening of burial mounds, their contents, dating and identifying historical connections such as the identity of the occupants.   In the 1980s a new campaign with different aims was undertaken, directed by Martin Carver.   Rather than beginning and ending with excavation, a regional survey was carried out over an area of some 14ha, helping to set the site in its local context. Electronic distance measuring w as used to create a topographical contour map prior to other work.   A grass expert examined the variety of grass species on-site and identified the positions of some 200 holes dug into the site.   Other environmental studies examined beetles, pollen and snails.   In addition, a phosphate survey, indicative of likely areas of human occupation, corresponded with results of the surface survey.   Other non-destructive tools were used such as metal detectors, used to map modern rubbish.   A proton magnetometer, fluxgate gradiometer and soil resistivity were all used on a small part of the site to the east, which was later excavated.   Of those techniques, resistivity proved the most informative, revealing a modern ditch and a double palisade, as well as some other features (see comparative illustrations in Renfrew and Bahn 1996, 99).   Excavation later revealed features that had not been remotely detected.   Resistivity has since been used on the area of the mounds while soil-sounding radar, which penetrates deeper than resistivity, is being used on the mounds themselves.   At Sutton Hoo, the techniques of geophysical survey are seen to operate as a complement to excavation, not merely a preliminary nor yet a replacement.   By trialling such techniques in conjunction with excavation, their effectiveness can be gauged and new and more effective techniques developed.   The results at Sutton Hoo suggest that research excavation and non-destructive methods of archaeological research remain morally justifiable. However, simply because such techniques can be applied efficiently does not mean that excavation should be the priority nor that all sites should be excavated, but such a scenario has never been a likely one due to the usual constraints such as funding.   Besides, it has been noted above that there is already a trend towards conservation.   Continued research excavation at famous sites such as Sutton Hoo, as Rahtz notes (1991, 140-41), is justified since it serves avowedly to develop archaeological practice itself; the physical remains, or shapes in the landscape can be and are restored to their former appearance with the bonus of being better understood, more educational and interesting; such exotic and special sites capture the imagination of the public and the media and raise the profile of archaeology as a whole.   There are other sites that could prove equally good examples of morally justifiable long term research archaeology, such as Wharram Percy (for which see Rahtz 19 91, 148-57).   Progressing from a straightforward excavation in 1950, with the aim of showing that the earthworks represented medieval buildings, the site grew to represent much more in time, space and complexity.   Techniques used expanded from excavation to include survey techniques and aerial photography to set the village into a local context. In conclusion, it can be seen that while excavation is destructive, there is a morally justifiable place for research archaeology and non-destructive archaeological techniques: excavation should not be reduced only to rescue circumstances.   Research excavation projects, such as Sutton Hoo, have provided many positive aspects to the development of archaeology and knowledge of the past.   While excavation should not be undertaken lightly, and non-destructive techniques should be employed in the first place, it is clear that as yet they cannot replace excavation in terms of the amount and types of data provided.   Non-destructive techniques such as environmental sampling and resistivity survey have, provided significant complementary data to that which excavation provides and both should be employed. Bibliography Carmichael, D.L., Lafferty III, R.H. and Molyneaux, B.L. 2003. Excavation. Walnut Creek and Oxford: Altamira Press. Drewett, P.L. 1999. Field Archaeology: An Introduction. London: UCL Press. Rahtz, P. 1991. Invitation to Archaeology. 2nd edition.   Oxford: Blackwell.Renfrew, C. and Bahn, P.1996. Archaeology: Theories, Methods and Practice. 2nd edition. London: Thames Hudson.

Native Son, A Critical Review :: essays research papers

Bigger, Crime, and Society In the heated trial that determines whether Bigger Thomas will live or die, his supportive defense attorney exclaims, â€Å"You cannot kill this man, your Honor, for we have made it plain that we do not recognize that he lives!† Living in the Chicago slums as a poor, uneducated young black man whose only confidence can come from acts of violence, Bigger Thomas of Richard Wright’s novel Native Son is destined to meet a poor fate. Anger and hopelessness are a daily reality for him as he realizes that his life has no real meaning. When he accidentally murders a young, rich, white woman, however, his actions begin to have meaning as he accepts the crime as his own, even while he lies to the authorities. Bigger is, of course, taken down by a society who takes offense at the remarks of his supporters and seeks to justify itself. Bigger himself is doomed, but his emotions, his actions, and his motivations all help to give the reader a window into the mind of a criminal and a r epressed inner city African American. Fear, flight, fate. These are the three simple and meaningful words chosen by Wright to mark Bigger’s sad existence. Growing up angry at the white world, he is forced into working as a chauffeur for a rich white family, the Daltons, to support his struggling family. He is frightened and angered by the attempts of Mary Dalton and her Communist friend Jan to be friendly to him and interprets their actions as condescending. As he tries to stifle a drunken Mary to avoid detection after carrying her upstairs, he accidentally kills her. In a time of panic, he burns the body in the furnace and concocts an elaborate lie imputing the Communist Party. He lies, dodges questions, and even tries to demand ransom, but this can only last for so long before Bigger is named as chief suspect. He brings with him in flight his girlfriend Bessie and later kills her, as she cannot continue with him nor return home. After being caught and brought to trial he is supported by attorney Boris Max who de fends him intensely with his own eloquence and conviction. Bigger discovers that the man, though white, feels genuinely for him, but in the end, as dictated by fate, he is sentenced to death and is granted no clemency by a society refusing to take any responsibility for a member for whom it has failed to care.

A. B. Facey’s Relation to The typical Australian Essay -- essays resea

Australia has had many national identities in its existence; the most noticeable of these being the Bush discourse, the battler discourse, the Convict discourse and the Larrikin discourse. Russel Ward utilises these discourses in his book, â€Å"The Australian Legend†. He explains that the typical Australian is a practical man, tough who drinks heavily. A. B. Facey is a classic example of a typical Australian, although he does not fit in with all of the aspects of Ward’s construction. The convict discourse, Australia’s first image, was christened by the first fleet, which consisted of incredibly hard-hitting men, who came from Britain in 1788. Britain was no longer allowed to ship convicts from Britain to the American Colonies, forcing her to find a new land to use. Australia. The convict discourse consisted, like most of Australia’s identities, of the dominant man, strong, practical and entirely anti-British, holding absolutely no respect for the crown. After the British government became aware of the reputation of Australia, she began offering free land to settlers who wished to take up residence in Australia. This was designed as a bribe to create a more pro-government settlement. During the 19th century, the representation of Australia began to change. Poets such as Banjo Patterson created this new image, through poems such as â€Å"The Man From Snowy River†, creating the image of the bush. In addition to the bush discourse and the convict discourse Australia had the militar...

Chile Essay -- essays research papers fc

Introduction Chile is a republic located in southwestern South America. On the north side of Chile lies Peru, to the east is Bolivia and Argentina, and on the south Peru is bounded by the Pacific Ocean. The Archipelagoes Islands extend along the southern coast of Chile from Chiloà © Island to Cape Horn. Among these islands are the Chonos Archipelago, Wellington Island, and the western portion of Tierra del Fuego. Some other islands that belong to Chile include the Juan Fernà ¡ndez Islands, Easter Island, and Sala y Gà ³mez. All of these islands lie in the South Pacific. Chile also happens to claim a section of Antarctica. The capital and largest city of Chile is Santiago. Land and Resources The most dominant physical feature in Chile are the Andes Mountains, which extend the entire length of the country, from the Bolivian plateau in the north to Tierra del Fuego in the south. PHYSICAL REGIONS Chile can be divided in to three topographic zones: the lofty Andean cordillera on the east; the low coastal mountains on the west; and the plateau area, which includes the Central Valley, between these ranges. Three major geographical and climatological regions can be distinguished: the northern (arid), central (Mediterranean), and southern (temperate marine) regions. The ranges of the Andes are the widest in the northern region. This forms broad plateaus that contain the country’s highest peak, Ojos del Salado, which is located on the border with Argentina. The plateau area is occupied by the great Atacama Desert, which contains vast nitrate fields and rich mineral deposits. In the central region the plateau gives way to a valley, known as the Central valley. The valley, which ranges form 40 to 80 km (25 to 50 mi) in width, is the most heavily populated area of the country. The fertile area between the Aconcagua and Biobà ­o rivers forms the agricultural heartland of Chile. The central Andes are narrower in width and have lower elevation that those in the north. The most important passes in the Andes are located here. The country’s finest natural harbors are located in this region. The southern region is without an interior valley; it disappears below the sea at Puerto Montt. Peaks of the submerged coastal mountains form the long chains of islands along the coast. Chile lies in a zone of geologic instability and is subject to earthquakes and volcanic activity. ... ...hydroelectric power. Major efforts have been made to harness this potential, and by 1998 about 52 percent of Chile’s energy was generated from waterpower. TRANSPORTATION Chile has a network of about 49,000 miles of roads. Only 14 percent are paved. Railroad lines total over 1500 miles in length and are confined to the northern two-thirds of the country. Spur lines to important coastal towns connect the main north-south system. Because of the difficult terrain, many coastal cities rely on water transportation from various ports including Valparaà ­so, Antofagasta, and Punta Arenas. There are also important international airports located near Santiago, and Arica. Conclusion Chile is a country that is developing very quickly and therefore is in demand when exporting the goods that are produced here are taken into account. All of the factors presented have the same developing relationship. The increase in skills, knowledge, communication, and population are what make this economy grow. Works Cited Fellmann, Getis, and Getis. Human Geography, Sixth Edition, Updated Edition. McGraw Hill. New York, 2001. Hudson, Espendhade. Goode’s World Atlas, 20th Edition. Rand McNally, 2000. Chile Essay -- essays research papers fc Introduction Chile is a republic located in southwestern South America. On the north side of Chile lies Peru, to the east is Bolivia and Argentina, and on the south Peru is bounded by the Pacific Ocean. The Archipelagoes Islands extend along the southern coast of Chile from Chiloà © Island to Cape Horn. Among these islands are the Chonos Archipelago, Wellington Island, and the western portion of Tierra del Fuego. Some other islands that belong to Chile include the Juan Fernà ¡ndez Islands, Easter Island, and Sala y Gà ³mez. All of these islands lie in the South Pacific. Chile also happens to claim a section of Antarctica. The capital and largest city of Chile is Santiago. Land and Resources The most dominant physical feature in Chile are the Andes Mountains, which extend the entire length of the country, from the Bolivian plateau in the north to Tierra del Fuego in the south. PHYSICAL REGIONS Chile can be divided in to three topographic zones: the lofty Andean cordillera on the east; the low coastal mountains on the west; and the plateau area, which includes the Central Valley, between these ranges. Three major geographical and climatological regions can be distinguished: the northern (arid), central (Mediterranean), and southern (temperate marine) regions. The ranges of the Andes are the widest in the northern region. This forms broad plateaus that contain the country’s highest peak, Ojos del Salado, which is located on the border with Argentina. The plateau area is occupied by the great Atacama Desert, which contains vast nitrate fields and rich mineral deposits. In the central region the plateau gives way to a valley, known as the Central valley. The valley, which ranges form 40 to 80 km (25 to 50 mi) in width, is the most heavily populated area of the country. The fertile area between the Aconcagua and Biobà ­o rivers forms the agricultural heartland of Chile. The central Andes are narrower in width and have lower elevation that those in the north. The most important passes in the Andes are located here. The country’s finest natural harbors are located in this region. The southern region is without an interior valley; it disappears below the sea at Puerto Montt. Peaks of the submerged coastal mountains form the long chains of islands along the coast. Chile lies in a zone of geologic instability and is subject to earthquakes and volcanic activity. ... ...hydroelectric power. Major efforts have been made to harness this potential, and by 1998 about 52 percent of Chile’s energy was generated from waterpower. TRANSPORTATION Chile has a network of about 49,000 miles of roads. Only 14 percent are paved. Railroad lines total over 1500 miles in length and are confined to the northern two-thirds of the country. Spur lines to important coastal towns connect the main north-south system. Because of the difficult terrain, many coastal cities rely on water transportation from various ports including Valparaà ­so, Antofagasta, and Punta Arenas. There are also important international airports located near Santiago, and Arica. Conclusion Chile is a country that is developing very quickly and therefore is in demand when exporting the goods that are produced here are taken into account. All of the factors presented have the same developing relationship. The increase in skills, knowledge, communication, and population are what make this economy grow. Works Cited Fellmann, Getis, and Getis. Human Geography, Sixth Edition, Updated Edition. McGraw Hill. New York, 2001. Hudson, Espendhade. Goode’s World Atlas, 20th Edition. Rand McNally, 2000.

Group Dynamics Essay

Work is being restructured around groups of all kinds and in all sizes of organizations. Managers need an understanding of group behavior and the concept of teams in order to appreciate what groups can and cannot do within organizations and how groups function. Any one member in group can influence the behavior of the individuals in the group and teamwork. We will examine some basic characteristics of groups including the types of work groups, the development of informal groups, and the manner in which groups operate. UNDERSTANDING GROUP BEHAVIOR Groups exhibit different behavior—more than just the sum total of each group member’s individual behavior. In this section, we’re going to look at various aspects of group behavior. What is a Group? A group is defined as two or more interacting and interdependent individuals who come together to achieve particular objectives. 1. Groups differ from mere aggregates of individual because the latter have no interdependence, interaction, or common goal. 2. Groups differ from organizations because the latter involve systematic efforts and are engaged in the production of goods and services. 3. Teamwork occurs when groups are able to work efficiently and effectively together to achieve organizational goals. There are a number of types of work groups 1. A formal group is a group officially planned and created by an organization for a specific purpose. a. A command or functional group is a formal group consisting of a manager and all the subordinates who report to that manager. ) Each identifiable work group consisting of manager and subordinates is a command group. 2) A linking is an individual who provides a means of coordination between command groups at two different levels by fulfilling a supervisory role in the lower-level group and a subordinate role in the higher-level group. 2. Informal groups are natural social formations that appear in the work environment. An informal group is a group that is established by employees, rather than by the organization, in order to serve group members’ interests or social needs. Informal groups are unplanned groups. a. An interest group is an informal group created to facilitate employee pursuits of common concern. b. A friendship group is an informal group that evolves primarily to meet employee social needs. Overview of Group Dynamics Formal and informal work groups are becoming increasingly important competitive factors in organizations. Teamwork is the result of groups working together to effectively and efficiently achieving organizational goals. Formal groups include command and task groups. Informal groups include interest and friendship groups. A useful way to analyze groups is to view them as systems that use inputs, engage in various processes or transformations, and produce outcomes. Managers can help bring about higher performance from formal work groups by weighing the characteristics of members they assign to particular groups. Group members should have task-relevant expertise and appropriate interpersonal skills. Also, it has been found, that a degree of diversity among group members usually adds to performance. Group training, particularly for diverse groups, has been found to be useful. Members may be attracted to a group for a number of reasons including being attracted to or liking other members of the group, liking the activities of the group, the goals or purposes of the group, because the group satisfies an individual’s need for affiliation, and/or because the group can help an individual achieve a goal outside the group. The absence of attraction can prevent the group from achieving high performance. Member roles in groups include group task roles, group maintenance roles, and self performance. Member roles in groups include group task roles, group maintenance roles, and self oriented roles. The size of the group has also been found to have significant bearing on the group’s performance. Mid-sized groups, from five to seven members, seem to be an optimum size according to recent research. Smaller groups can often exacerbate individual differences. Large groups tend to be when working in groups than when working alone. Free riding is particularly likely when members exhibit individualism rather than collectivism. Managers can combat social loafing by several methods. Assign just enough people to do the work is one key method. Other methods include making each individual’s work visible, providing for individual feedback, have people work with those the respect, have standards to actually measure group performance, and making rewards contingent on a combination of individual and group performance. The work group processes usually result in greater or lesser performance than would occur if the individuals worked alone rather than as members of the group. This process is called synergy. Managers strive to have a positive synergy from the group rather than negative. Three key characteristics of the group help determine the synergy levels. These are group norms, group cohesiveness, and group development. Norms are the behaviors of group members that are acceptable to the group. Norms stem from explicit statements by supervisors and coworkers, critical events in a group’s history, primacy, and carryover behaviors. Group cohesiveness has important consequences for group communication, satisfaction, performance, hostility and aggression toward other groups, and a group’s willingness to innovate and change. Factors influencing the amount of cohesiveness in a group include whether or not members of the group share attitudes and values, the amount and severity of external threats to the group, whether or not the group experiences recognizable successes, the degree of difficulty encountered in joining the group, and the size of the group. One view of group development shows groups passing through five distinct stages: forming, storming, norming, performing, and adjourning. A group’s performance varies depending on the stage it is in. A special kind of group behavior is found in group meetings. Because of the considerable amount of time spent in meetings, it is important for managers to know how to maximize group meeting effectiveness. This chapter includes an excellent short guide for how managers can lead more effective group meetings. Groups can also help facilitate creativity and innovation in the organization. Some of the major mechanisms that organizations use to encourage the creative and innovative capacity of groups include the use of task forces, or ad hoc committees, and teams, particularly entrepreneurial and self-managing teams.