The Drama Of The Love Triangle In Literature Essay - 1

The Drama Of The Love Triangle In Literature - Essay Example The door goes unanswered after they rang the doorbell for several times, but as they were about to leave, they heard footsteps from the inside of the house. The door opened and there stood Liz wearing her chequered black and white pajama and a cheeky smile, which was so unusual for her. After exchanging pleasantries, they entered the house, and this time Kelvin’s attempt to hold Linda’s hand was not rejected. They walked hand in hand up to the living room and from the look on Liz’s face, the gesture was not welcome. Kelvin having known Liz for a long time let off Linda’s hand. Liz rushed to the kitchen to fetch a drink for them and Kelvin could not help staring at the rich bosom that Liz displayed when she was rising from her seat to go to the kitchen. When he realized he was being watched, he tried to look the other way, but Linda had already noticed and she mumbled something that was not coherent. Liz returned with a bottle of grape juice, which they proceeded to take as they chatted over general things. When it was time to leave, Kelvin explained to Liz their reason for coming and signaled Linda to give Liz the story as she had narrated to him before they left college premises earlier in the day. Linda gave her side of the story as she had given it to Kelvin, although this time she seemed more emotional, which at one point moved Liz to tears. Kelvin, who was used to seeing women cry, started to get irritated when he saw the discussion was getting emotional, so he excused himself to the washroom. After leaving, the two women looked at each other with te ary eyes, and a sense of connection between them attracted them to each other; however, to Linda there was something about Liz that made her suspicious, but since her newfound friend Kelvin had told her that she is a God fearing person, she had no reason to worry.

What is the significance of 'participatory culture' to contemporary Essay

What is the significance of 'participatory culture' to contemporary graphic design practice - Essay Example Nonetheless, this kind of participation fails to enable the recipient to change the final appearance of the data, or to customize it according to their needs. In the recent past, however, there has been a significant concern among designers to create more interactive graphical interfaces for maximum gains. Otherwise referred to as co-creation, the future of technologies is likely to shift more in the direction of ensuring a greater level of participation by receivers in a way that will make modern technologies virtually owned by end-users. Since the beginning of the 21st century, and the rapid growth of Internet technologies around the world, there has been a need to create graphic designs that are flexible and more responsive to end-users (Barnes, 2013). Designers and instructors are working around the clock to achieve a complete integration of graphic design and other disciplines such as business. In all of these relationships, there are high chances that the technology trends will continue to evolve, as will the present-day socio-economic, cultural, environmental, and political forces into a more participatory operational context. The current world is witnessing a situation whereby graphical designs and or objects are no longer the ultimate consequence of design practice (Denning, 2013). Neuhauser et al (2009) have noted that, even though, posters, billboards, print media and navigational technologies are still commonly used among graphic designers, designers are more concerned with generating services, graphical e xperiences, and information that engage the end-user more than ever before. The rush towards a more participatory project designs based on users’ tastes and preferences is becoming more and more intensified by each passing day. Designers are increasingly seeing the need to create ‘users’ in the current technology era in order to facilitate more human-machine interactions as a way of enhancing efficiency

To what extent does a mature and cyclical product market drive Essay

To what extent does a mature and cyclical product market drive corporate restructuring - Essay Example Does maturity necessarily lead to deterioration of market? This question can be answered using the concept of cyclicality. Economics in Business Context (Haslam et al. 2002, p.92) further defines cyclical markets as â€Å"generally mature markets in which volume fluctuates at or around steady pattern of demand†. Depending on the replacement period of the product, the product will be required by the customers every few years, months or weeks. During the period when maximum customers replace the product, the demand for the product will be at its positive peak. This period is followed by a period of low sales. Thus, fluctuation in the demand for a mature product makes it cyclical. Some products have longer replacement periods than the others, making them cyclical. For example, a refrigerator may be replaced after every ten years but cold drinks manufactured by Coco Cola or Pepsi are bought by billions of people every day. Therefore, refrigerators may be termed as mature and cyclical. Coco Cola and Pepsi have reached maturity but they are not cyclical. Let me illustrate with the help of a hypothetical example. Consider a product XYZ. Say, I had introduced XYZ in the market in 1990. The replacement period of this product was five years. Using excellent marketing strategy, XYZ had gained popularity amongst the customers by 1991. But, I had not yet sold XYZ to maximum number of targeted customers. I had to maximize my sales as well as confront a new problem; a competitor introduced a similar product called ABC in the market in the year 1992. After a research on XYZ, I realized that the product could be manufactured in a better way, leading to an increase its durability. The replacement period after increase in durability became 8 years. Increase in the durability of XYZ attracted more number of customers. Because it was a very popular product, XYZ reached maturity by 1995. It was sold to maximum number of customers. If I had not

Attending Skills Essay Example for Free

Attending Skills Essay Bolton, in his book People Skills (1979), describes attending as giving all of your physical attention to another person. The process of attending, whether you realize it or not, has a considerable impact on the quality of communication that goes on between two people. For example, by attending you are saying to the other person I am intersted in what you have to say, however, a lack of good attending communicates that I really dont care about what you have to say. The body can be used as a tool to facilitate good communication. This is done through positioning the parts of the body so that they invite and hold an interpersonal relation. A relaxed alertness expressed by body posture seems best suited for fostering good communication. Bolton offers these suggestions to establish a posture of involvment: * Lean toward the speaker. This will communicate energy and attentiveness. * Face the other squarly (i. e. , your right sholuder to the speakers left). This communicates your involvment. It is especially important for you to position yourself so that you are at eye level with the speaker if you are seen as a authority figure. This will circumnavigate feelings of threat and can greatly aid in forming an interpersonal relationship. * Maintaining an open posture is also important for fostering interpersonal relatedness. A closed posture (i. e. , crossed arms and or legs) often communicates coldness and defensiveness. * You also need to be aware of your proximity to the speaker. We all have a concept of personal space. When those boundaries are crossed it puts the other on the defensive and makes them feel uncomfortable. However, to much distance communicates aloofness and disconectedness. Body motion, its a funny thing! Have you ever paid attention to what your hands were doing during the course of a conversation? Some of us simply shove them in our pockets or let them hang aimlessly by our sides. Then there are others, like me, who tend to fling them around as if to place some kind of emphasis on each word! There is such a thing as too little and too much. Body motion is good but it can be over done if you are not careful. The purpose of gesturing when you are listening is to encourage the speaker to continue speaking. This can most easily be done with a periodic head nod. A good listener moves his or her body in response to the speaker. Effective eye contact says that you are visually attuned to what the speaker is saying. Good eye contact involves focusing on the speakers face and occasionally shifting the focus to other parts of the body. The key is that the other is aware that they have your attention because your eyes are on them. Good eye contact should seem natural to the other person. What ever you do, dont stare them down. This makes you seem anxious and sometimes critical of them. The environment where the communication takes place is also an important factor in whether an interpersonal relationship can be formed. It is not always posible to move the conversation into a private room or office, but every attempt should be made to reduce the number of distractions that are present. In his book, The Skilled Helper (1998), Gerad Egan offers what he has labled the Micro Skills of Attending. The are very close to the infomation I have presented above from Boltons People Skills. He has developed the following acronym to help counseling students remeber these vital skills in communication. The listener has a specific responsibility in the course of communication. That is to stay out of the speakers way and to try and follow where he or she is leading. The goal of listening is not responding but understanding what is trying to be communicated. A door opener is a noncoercive inivitation to talk. Sometimes door openers are not necessay to get the ball rolling, but may be needed later in the conversation if the speaker does not seem to want to continue. Door openers dont have to be verbal cues, a good listener can also use his or her body to send the signal I am interested, you have my attention, please tell me more. The four elements of a door opener, as discussed, by Bolton are; (1) A discription of the other persons body language (i. e. , you dont look like you are feeling well today. ) (2) An invitation to talk (3) Silence (to give the other person time to decide if they want to talk and what they are going to say. ) (4) Attending (this inclueds all of the attending sk ills that are discused on the attending skills page. ) What on earth are minimal encourages? In the attempt to follow it is important not to become a nonparticipant in the conversation. Minimal encourages refers to the amount the listener speakes and the amount of direction the listener gives to the conversation, which should be very little. Sometimes encouragement is needed but the speaker needs to remain in control of the conversation. The same is true for questioning as is for encouraging. The problem is not questioning itself but the fact that most people do not do it well. Most people ask closed questions that only require specific and short answers such as yes and no. The trick is to ask open questions that are designed to spur the conversation on when it gets stuck. This means that questioning will be relatively infrequent. Finally, attentive silence is one of the most important elements in following the listener. We live in a culture in which silence is not comfortable. We often inturpert it as a cue that we need to jump in and say something. In fact, silence is an opportunity for the speaker to reflect on what he or she has said and to gather their thoughts before their next statment. What we say is not as important as giving the speaker the time he or she needs to clearly communicate their point. An important aspect of listening is to help the listner clarify his or her communication so that they can get their meaning across. To practice reflective listening is to serve as a mirror for the person speaking. One way that the speaker can do this is through paraphrasing. A paraphrase is a conscise response to the speaker that restates the essence of the communication in the listeners own words. The paraphrase deals with facts or ideas and not the emotions. In this respect it focuses the content of the speakers message. Another aspect of reflecting is the mirroring back of the speakers emotions as they make their statments. It is important to tune into the speakers emotions. If we, as listeners, miss the feeling content we have missed a major part of the speakers reaction and experience. Reflecting feelings also give the speaker an opportunity to evaluate how he or she is responding to a problem situation. Not only should the listener reflect feeling, he or she also needs to reflect meaning. Content + feeling = meaning. Sounds simple, doesnt it? But, if you get the feelings wrong or the content wrong then you cant understand the speaker. Reflecting meaning alows you to be sure you are getting what the speaker is saying. Reflecting feeling and content are the baby steps to reflecting meaning. Meaning expression can use the basic empathic formula; you feel _______ because _________ , or some variation on this formla. After a while the formula will disaper and a natural empathic responding style will develop. Finally, there is the concept of sumative reflections. This reflective response is designed to recap the major themes of the conversation and comes after an extended period of the conversation. During the course of the conversation bits of useless information can acrue. The sumation can serve to help the speaker to sort through the litter and to construct a more complete and compact conceptualization of the issue being discussed.

The Instrumentation And Measurement Engineering Essay

The Instrumentation And Measurement Engineering Essay A single strain gauge having a resistance of 500à ¢Ã¢â‚¬Å¾Ã‚ ¦, gauge factor of 2 and a temperature coefficient of 1 ÃÆ'- 10-5 per  °C at room temperature is mounted on the beam and connected in the arm AB of the bridge shown in figure Q4 for measuring a strain in cantilaver beam. The other three arms BC, CD and DA of the bridge have resistance of 100à ¢Ã¢â‚¬Å¾Ã‚ ¦, 100à ¢Ã¢â‚¬Å¾Ã‚ ¦ and 500 à ¢Ã¢â‚¬Å¾Ã‚ ¦ respectively. The detector connected across A and C of the bridge has a resistance (Rg) of 100 à ¢Ã¢â‚¬Å¾Ã‚ ¦ and sensitivity 5 mm per  µA. The voltage supply to the bridge is 12 V. Determine the detector deflection for a gauge strain of 0.002. Given:- R1 = 500 à ¢Ã¢â‚¬Å¾Ã‚ ¦ R2 = 100 à ¢Ã¢â‚¬Å¾Ã‚ ¦ R3 = 500 à ¢Ã¢â‚¬Å¾Ã‚ ¦ R4 = 100 à ¢Ã¢â‚¬Å¾Ã‚ ¦ Resistance across A and C of the bridge, Rg = 100 à ¢Ã¢â‚¬Å¾Ã‚ ¦ ÃŽÂ ± = temperature coefficient of 1 x 10-5  °C Gauge strain, = 0.002 Voltage supply = 12 V Sensitivity 5 mm / ÃŽÂ ¼A Gauge factor of 2 Solution:- When a strain is introduced, the strain sensitivity, which is also called the gage factor (GF), and also the strain is defined as the amount of deformation per unit length of an object when a load is applied. Strain is calculated by dividing the total deformation of the original length by the original length (L). Substitute all the value that given and find out change in resistance, After get the change in resistance, à ¢Ã‹â€ Ã¢â‚¬  R1. Total resistance measured is equal to R1 and R3 in parallel and R2 and R4 in parallel. If strain gauge is changes even a little bit in value can cause the bridge unbalanced and can define that R1 = à ¢Ã‹â€ Ã¢â‚¬  R1 + R1. Wheatstone resistive bridge sensors can be analyzed using Thevenins Theorem, where the circuit is reduced to voltage sources with series resistance Voltage across the bridge, VAC varies change as strain gauge, R1 So we can determine the voltage across the bridge, VAC terminals by applying the Ohms Law. R is the resistance that across the A and C of the bridge Lastly, determine the detector deflection for a gauge strain and the deflection are known as below, Deflection = Sensitivity x Current, Ig flow at VAC Deflection = (5 mm / ÃŽÂ ¼A) x 29.71 ÃŽÂ ¼A Deflection = 148.55 mm Determine the change in strain indicated for an increase of 20  °C in room temperature. Substitute the value that to the equivalent change in strain QUESTION 2 A telephone line will be used to carry measurement data as a frequency-modulated signal from 5kHz to 6kHz. The line is shared with unwanted voice data below 500Hz, and switching noise occurs above 500kHz. Design a band-pass RC filter that reduces the unwanted voice by 80% and reduces the switching noise by 90%. Assume CH is 0.05 µF, and use a resistance ratio r of 0.02. What is the Vout/Vin on the passband frequency of 5.5kHz? Given:- Frequency modulated signal from 5 kHz to 6 kHz Unwanted voice data below 500Hz Switching noise above 500 kHz Reduced unwanted voice 80% Reduced switching noise 90% CH = 0.05 ÃŽÂ ¼F Resistance ratio, r = 0.02 First need to find out the low pass filter Passive RC Low Pass Filter Also know that the capacitive reactance of a capacitor in an AC circuit is given as below The High Pass Filter is the exact opposite to the low pass filter. This filter has no output voltage from DC (0Hz), up to a specified cut-off frequency (Æ’c) point. This lower cut-off frequency point is 70.7% or -3dB (dB = -20log Vout/Vin) of the voltage gain allowed to pass. Passive RC High Pass Filter Also know that the capacitive reactance of a capacitor in an AC circuit is given as below After getting value of then substituting to the Substitute the R1 value to the formula to get the R2 value as well Using the FCL find out the C2 Band Pass Filter Circuit Passive RC Band Pass Filter Band Pass Filters passes signals within a certain band or spread of frequencies without distorting the input signal or introducing extra noise. This band of frequencies can be any width and is known as the filters Bandwidth Band Pass Filter Bode Plot QUESTION 3 Describe how the sensor control works in cycle with relay in filling and draining water from the tank. Find the value of amplifier gain, K, required to open the valve when the level reached 1.5 m. Description:- Input flow Q1 and Q2 fill the tank without controlled. When the level of water in tank reaches the height h = 1.5m, the level sensor sends signals voltage, Vh to the amplifier to amplify the voltage to relays voltage Vr = KVh with a gain of K, which the voltage of relay will be large enough to drive the relay closes. As the relays voltage reaches Vr = 6V, the relay is closed and activates the valve to open and water in the tank is started to drain out. After some time, the water level drops to 1.1m and the level sensor will read the signal. Again, the voltage Vh is amplified to Vr = 4.8V and latch the relay to open. The open relay is then instructed the valve to close. Even though the water stops draining out, the water tank is still filling with water. The water level will increase to h = 1.5m again. The same cycle is expected to occur continuously. Given:- Level sensors voltage, Vh = 0.8h + 0.4V Relays voltage, Vr = KVh Relays voltage closes, Vr = 6V h = 1.5m Find the amplifier gain, K Solution:- Level sensor linear static operating characteristics which is given, Vh = 0.8h + 0.4V. Apply this formula to the voltage relay to get the value of amplifier gain, K. Substitute all the info that given to the relays voltage, Vr = KVh At what level does the valve close? Given:- Relays voltage closes, Vr = 4.8V Level sensors voltage, Vh = 0.8h + 0.4V Amplifier gain, K = 3.75 Solution:- When the valve close, the voltage of relay, Vr = 4.8V and given that K = 3.75 and substitute to the formula relays voltage to get the level, h of valve close. 1.28 = 0.8h + 0.4 0.8h = 0.88 h = 1.1 m Suppose Q1 = 5 m3/min, Q2 = 2 m3/min, and Qout = 9 m3/min (when open). Determine the time for water level to rise from 1.1 to 1.5 meters and the time to drain out. Find the total time of cycle. Given:- Input flow rate (velocity), Q1 = 5m3/min and Q2 = 2m3/min Output flow rate (velocity), Qout = 9m3/min (when valve open) Solution:- Time for water level to rise from 1.1m to 1.5m Velocity shows how fast an object is moving to which direction. Average velocity can be calculated by dividing displacement over time. Where the t1 is the time when water start rise at height 1.1m. Assume the t1 = 0 (Initial time) Time for water level to drain out from 1.5m to 1.1m Output flow rate (velocity), Qout = 9m3/min (when valve open) t2 is the time when water reaches 1.1m, water drains out is stopped. Assume t2 = 0 QUESTION 4 A measurement of temperature using a sensor that outputs 6.5 mV/ËÅ ¡C must measure to 100ËÅ ¡C. A 6-bit ADC with a 10V reference is used. Develop a circuit to interface the sensor and the ADC. Find the temperature resolution. Given:- Output of the sensor = 6.5 mV/ ËÅ ¡C measure to 100ËÅ ¡C 6-bit ADC = 10Vref Solution:- Find the output sensor during 100ËÅ ¡C where the output sensor 6.5 mV/ ËÅ ¡C measure 1ËÅ ¡C is given. Resolution can define electrically, and expressed in volts. The minimum change in voltage required to guarantee a change in the output code level is called the LSB (least significant bit, since this is the voltage represented by a change in the LSB). The resolution Q of the ADC is equal to the LSB voltage. The voltage resolution of an ADC is equal to its overall voltage measurement range divided by the number of discrete voltage intervals: N is the number of voltage intervals, EFSR is the full scale voltage range, 10 V Normally, the number of voltage intervals is given by, Where the M is the ADCs resolution in bits. Solution:- Develop a circuit to interface the sensor Block Diagram Figure 4.1 Interfacing an Analog Output Temperature Sensor to an ADC At first sensor consists of a band gap reference circuit that produces a voltage. A switched capacitor op amp amplifier is used to amplify the temperature coefficient to a voltage mV/ °C because of the ease of building capacitors that are a ratio of each other. Lowpass filter is used to remove the switching noise of the amplified signal. The output signal is then driven by a buffer amplifier. The temperature sensors output pin is driven by an op amp that has output impedance (ROUT). The input of the ADC consists of a simple sample and hold circuit. A switch is used to connect the signal source with a sampling capacitor, while the ADC measures the CSAMPLE capacitors voltage in order to determine the temperature. The ROUT and RSWITCH resistances and the CSAMPLE capacitor form a time constant that must be less than the sampling rate (TSAMPLE) of the ADC as shown. An external capacitor can be added to the output pin to provide additional filtering and to form an anti-aliasing filter for the ADC. This capacitor may impact the time response of the sensor and the designer must allow time for the capacitor to charge sufficiently between ADC conversions. Also, the sensor amplifier may oscillate if the filter capacitor is too large. A small resistor of approximately 10 to 100ÃŽÂ © can be added between the output pin of the sensor and CFILTER to isolate the sensors amplifier from the capacitive load. The output impedance of the sensor (ROUT) varies as a function of frequency. Thus, a series resistor should be added to the effective ROUT resistance if CFILTER is intended to serve as the ADCs anti-aliasing filter. The output impedance of the TC1047A is less than 1ÃŽÂ © because operational amplifier A2 functions as a voltage buffer. The output impedance of the sensor is low due to the negative feedback of the buffer circuit topology. The negative feedback results in an output impedance that is equal to the impedance of the amplifier divided by the open-loop gain of the amplifier. The open-loop gain of the op amp is relatively large which, in turn, forces the output impedance to be small. QUESTION 5 A pressure sensor has a resistance that changes with pressure according to R = (0.15 kà ¢Ã¢â‚¬Å¾Ã‚ ¦/psi)p + 2.5 kà ¢Ã¢â‚¬Å¾Ã‚ ¦. This resistance is then converted to a voltage with the transfer function, The sensor time constant is 350 ms. At t = 0, the pressure changes suddenly from 40 psi to 150 psi. What is the voltage output at 0.5 s? What is the indicated pressure at this time? Given:- Pressure sensor has resistance changes with pressure, R = (0.15 kà ¢Ã¢â‚¬Å¾Ã‚ ¦/psi)P + 2.5 kà ¢Ã¢â‚¬Å¾Ã‚ ¦ Transfer function of voltage, Sensor time constant, à Ã¢â‚¬Å¾ = 350 ms At t = 0, Pressure, P change suddenly from 40 psi à ¢Ã¢â‚¬  Ã¢â‚¬â„¢ 150 psi Solution:- Pressure changes suddenly from 40 psi to 150 psi and we can assume that the initial pressure, Po = 150 psi Voltage output after t = 0.5 sec, find pressure after 0.5 sec first; Basic formula a quantity pressure depends exponentially on time t if. During the resistance 0.5 sec, P = 35.95 psi. Substitute the indicated pressure at 0.5s, P in resistance changes with pressure according to to find out the resistance during 0.5 sec Voltage output at 0.5 s, 2. At what time does the output reach 5.0 V? Find out the resistance by substitute the output voltage at the formula that giving Indicated pressure at output 5.0 V 50 psi A quantity pressure depends exponentially on time t if, substitute the value of initial pressure, indicated pressure output at 5.0 V and time constant is giving 350 ms. Finally we can get the time does the output reach 5.0 V. ,

Opium Wars in China Essay -- Chinese Opium Research History Essays

Opium Wars in China The Opium Wars were a series of three wars between the Chinese and the British; primarily fought in regard to the illegal trade of opium in China during the 19th century. They manifested the conflicting natures of both nations and demonstrated China’s misconceptions of its own superiority. The Opium Wars resulted in the humiliating defeat of the Chinese to a country they considered to be â€Å"barbarians†. There were many problems with the system of trade in China; even before opium trading began. China, believing herself to be the most civilized and advanced country, did not feel the need to satisfy Britain, a â€Å"barbarian† country’s request for freer trade and were concerned the British wanted land. Britain however, had no desire for land and only wished to trade, believing it was their right to do so. These misunderstandings and differing opinions were only the start of more to come. They set the foundations to the British and Chinese hostilities. China’s monopolistic system of trade caused great frustration for the British. The incompatible British and Chinese views on trade resulted in the First Opium War. All trade in China was channeled through the city of Canton and was regulated by a group of Chinese merchants known as the â€Å"cohong† who imposed irregular taxes. No direct contact between the foreigners and Chinese were allowed. Such limitations and conditions caused dissatisfaction among the foreign merchants, in particular the British, who ...

Group Dynamics Essay

‘Hundreds of fish swimming together is called a school. A pack of foraging baboons is a troupe. A half dozen crows on a telephone wire is a murder. A gam is a group of whales. But what is a collection of human beings called? A group’. (Forsyth, 2006 P.2) A group can consist of two or more people interacting. Bruce Tuckman and Meredith Belbin both devised theories relating to the interactions and dynamics of groups, whilst Tuckman concentrated on the group as a whole, Belbin focused on the roles individuals played within a group. ‘For centuries, sages and scholars have been fascinated by groups – by the way they form, change over time, dissipate unexpectedly, achieve great goals, and sometimes commit great wrongs’ (Forsyth, 2006 P.2) While roots of group dynamics go back to the late 1800s, group dynamics gained prominence as a field of study in the early 1940s. ‘During World War II, Americans needed a better understanding of how democratic organi zations could be made to function more effectively.’ (Levine, R. Rodreges, A. Zelezny, L. 2008 p.1). Tuckman believed that a group moved through several stages which he referred to as; forming, storming, norming, performing and adjourning. Forming, he felt, was the initial founding of the group when there was a high dependence on a leader for guidance and direction, whereas storming was the period of adjusting and adapting to group roles and dynamics where team members vie for position as they attempt to establish themselves in relation to other team members, the norming stage he believed was when everyone had found their place within the group, which was when performing would start to happen and lastly adjourning, when the group finally disseminated. Whereas, Belbin focused on each individual within a group/team and the role they played ‘A team is not a bunch of people with job titles, but a congregation of individuals, each of whom has a role which is understood by other members. Members of a team seek out certain roles and they perform most effectively in the ones that are most natural to them’(Belbin, 2014, p1). Belbin believed that there were nine role types spilt into 3 categories- cerebral, action orientated and people orientated. In the first category he placed plant, specialist and monitor evaluator. In the second category he placed implementer, shaper  and completer finisher and in the last category he grouped team-worker, co-ordinator and resource investigator believing that each person in the group would fit into or identify with one or more roles. He devised ‘The Belbin Test’ in which is a series of statements grouped into categories and a points system which will determine which of the nine role types people doing the test would fit into. When completing ‘The Belbin Test’ myself, using the two groups I am apart of (the larger counselling group and the small research group that we were split into for this units task) I emerged as a ME (Monitor Evaluator). According to Belbin the characteristics for this role are; sober, unemotional and prudent and I would definitely agree with prudent and sober however, I would strongly disagree with unemotional although, I do feel that in certain situations I can separate emotion, behaviour and so I can stand back from raw emotion. They are slow deciders who weigh up the pros and cons of options which describe me very well. He talks about the strengths of a Monitor Evaluator’s strengths as being- judgment, discretion and hard-headedness, the latter, in regards to me, I would disagree with. Belbin also thought that their allowable weaknesses were, lack of inspiration or the ability to motivate others, which I feel from doing the research task I have learnt about myself. Whereas, in Tuckman’s ‘Teamwork Survey’ our research group scored as follows; 23 froming,20 storming, 16 norming and 19 performing, which according to Tuckman our team is still in the forming stage but he felt that if the scores were all fairly lose together then the group has no clear perception of the way the team operates. Judging by this I would say that from my perspective that Tuckman is correct because I feel that we weren’t a team at all, we didn’t really work together. One contributing factor I feel was that one member of our group was absent for the first session and was also absent for the first part of the following session and another member of the group went for a short break leaving two of us to discuss what we were going to do. I felt at this point that w e were wasting valuable time because decisions couldn’t be made without others present. There was no plan or real discussion, the most vocal of our group decided what she was going to do and asked if there were any objections and I had already analysed where my strengths lay and decided to voice that opinion too and although another member also expressed an interest, I decided that I would prudently push for  the task of designing the PowerPoint slides. On reflection, when the names were being drawn out of a hat in order to decide on members for the research groups, I felt fairly nervous because there were two members of the group that, given a choice, I wouldn’t have chosen to work with, one because I have had the least social interaction with so far and the other because I find her slightly overbearing in her demeanour, although I do feel that her manner maybe due to insecurity rather than disrespect. There are many different types of groups, such as planned groups, which are deliberately formed, concocted groups i.e. military units or sports teams, founded g roups- for instance, study groups or clubs, emergent groups such as smoking groups, circumstantial groups for example audiences or crowds and self-organising groups for instance, regular customers in a bar or friendship cliques in the workplace. Groups can be brought together for many different reasons which can be split into four categories, intimacy groups (families), task groups (teams), weak associations (crowds) and social categories (women or doctors etc.) There are thirteen people in our student group, comprising of eleven females and two males and the one thing we all have in common is our goal of reaching the end of the two year course which will enable us to work as qualified counsellors. There are also many other similarities but there are also many differences. In therapy ‘early forms of group work were pioneered by Moreno with psychodrama, by Lewin through his invention of T-groups’ and by Bion in his psychoanalytic groups.’ (McLeod 1993, p.445) Carl Rogers coined the term, ‘The Basic Encounter’ Group to identify groups that operated on the principles of the person-centred approach. ‘The Basic Encounter Group is quite unique and, in fact, offers a different paradigm for gro up therapy.’ (The Basic Encounter Group 2014) And in 1968 Carl Rogers, along with Richard Farson, took part in a touching documentary/film of an encounter group, in which eight strangers were brought together in a room and permitted to explore their inner thoughts feeling openly which was facilitated by Rogers and Farson. After watching the video and order to get a flavour of how it felt to be a part of an encounter group, our counselling group set up an encounter group session where anyone could offer a thought or feeling they had about an issue that they didn’t mind disclosing to the rest of the group and other members could join in or just observe. For me it felt both heart-warming  and frustrating. Heart-warming because it felt as if there was a collective consciousness and genuine warmth towards each other, however there were times when I felt as if a few people were starting to give advice which I found frustrating because I felt as if they were trying to rescue people instead of listening without judgment. Although there are many advantages of working in groups therapeutically, such as, a feeling of shared experiences and unity, a sense of support and social aspects (meeting new people) there are also disadvantages such as, issues around confidentiality, concerns around emotions or people getting out of hand and feelings for some people of vulnerability amongst others. In the large counselling group, although I would describe myself as an introvert I don’t feel that I am too quiet and I wouldn’t describe myself as shy I feel that I contribute to the group and I definitely feel as if I am an fundamental member of the group. If I were to analyse my role(s) within the group according to Belbin, I would say that I am ‘Monitor Evaluator’ and a ‘Team Worker’ because I weigh things up before making a decision and look at all the options and I am interested in other peoples point of view as well as trying hard to be as versatile as possible but the down side to that is that I find it hard to motivate others and have great difficulty making a quick decision. However, in the research group I feel that I did take more of a dominant role because there was no natural leader/organiser so after realising that I just naturally started to make suggestions and ask opinions. In my opinion I would agree with my results (when doing the Belbin test) of Monitor Evaluator and if I had to guess at the roles the other three members of our research group according to this test, I would say that LK was an ‘Implementer’ because she was disciplined, reliable, conservative and efficient but DJ played the role of ‘Team Worker’ because he was co-operative, mild perceptive and diplomatic, whereas LE’s role, in my opinion, was ‘Resource Investigator’ because she is extrovert, enthusiastic and communicative. The presentation I felt came together fairly well, although I feel it could have been more of a success if we had had more time for the group to develop and had discussed equally and openly our thoughts and feelings about the task ahead. Personally I felt that we wasted valuable time and avoided issues that may have caused conflict. Our group researched German-American psychologist Kurt Lewin who set up a Research  Cent re for Group Dynamics (RCGD) in the late 1930’s and 1940’s. The RCGD revitalized the empirical approach and, more important, created one that was different from anything in the past and that still defines the best of the field today’ (Levine, R. Rodreges, A. Zelezny, L. 2008). Our presentation mainly focused on his ‘Three Stage Model’ for change. Lewin recognised a ‘need to provide a process whereby the members could be engaged in and committed to changing their behaviour’ (Lewin, 2004 p. 983) His three stage process for change comprised of the principle of unfreezing, changing and refreezing. Using the analogy of an ice-cube, the first step is to unfreeze/melt the cube, the second stage is to change the shape of the liquid and the third stage was to refreeze it into a different shape. He believed that if there was good communication, rumours were dispelled, everyone was included and by praising people’s efforts, change could occur but it would take time. I like this model of change because I can relate to it and I have recently had experience of such a change because the school that I work in has just (on June 1st) become an academy. In conclusion, I feel that I identified mostly with Belbin’s theory of roles people play within groups because the results from the Belbin test, for me, fitted very well with how I worked within our research group, however, having frequently worked with groups of young people, I know that Tuckman’s theory can be useful in determining where a group is at in terms of effective performance and it would have been valuable in our research group if we had had more time to develop as a group. Lewin’s three stage model I feel would be effective when working in a team/company although I got a sense of how it worked within our whole counselling group when unforeseen circumstances meant that the group had to get used to a new tutor and teaching style.