Isokinetic Muscle Strength In Patients Health And Social Care Essay

The intent of this survey was to measure the lower appendage isokinetic musculus strength, to find affected musculus groups and their dependance on motion speed, and to happen out the relationship between musculus strength and clinical badness, every bit good as musculus strength and falls, in Parkinson ‘s disease ( PD ) . Twenty-five patients diagnosed with PD and 24 healthy voluntaries were enrolled in this survey. The lower appendage musculus strength was evaluated with an isokinetic ergometer. Clinical position was examined in conformity with the Unified Parkinson ‘s Disease Rating Scale ; autumn history was besides recorded. We have observed that there was a important lessening in isokinetic musculus strength in the patient group, particularly in both of the hip and articulatio genus flexors and extensors. It has been found that reduced musculus strength was independent of speed, and correlated with clinical badness and falls. In decision, motion velocity-independent lower appendage isokinetic musculus failing has been observed in patients with PD, particularly in the articulatio genus and hip articulations. Therefore, the rating of isokinetic musculus strength may be a utile tool for the appraisal of clinical badness and falls in PD. Keywords: Parkinson ‘s disease ; Isokinetic ; Muscle strength ; Lower appendage1. IntroductionParkinson ‘s disease ( PD ) is a common neurodegenerative status in which patients typically experience troubles such as awkwardness of motions ( bradykinesia ) , stiffness of the musculuss ( rigidness ) , shudder, balance perturbations, and progressive lessening in motor functions.1-3 When combined with multiple other factors, decreased musculus strength can take to falls among aged patients, doing breaks, joint disruptions, terrible soft tissue lesions, and caput trauma.4,5 As a back uping fact, the autumn rate is higher among those with PD compared to healthy aged persons, harmonizing to the clinical image of the disease.4,6 Muscle failing is one of the chief symptoms of PD.7 In recent clinical tests, decreased musculus strength has been observed in patients with PD.8-12 Kakinuma et al.12 measured the isokinetic musculus strength on articulatio genus extension and i ¬Ã¢â‚¬Å¡exion, and they observed isokinetic strength decrease on the side that is more greatly affected by PD. In another survey, Nallegowda et al.9 tested the bole, hip, and ankle flexor and extensor musculuss ‘ strengths utilizing isokinetic measuring, and reported a lessening in strength in all the flexor and extensor musculus groups. Pedersen et al.10 obtained lower isokinetic homocentric torsion consequences compared to command topics on quantitative appraisal of dorsii ¬Ã¢â‚¬Å¡exors. Inkster et al.11 observed that decreased strength at the hip muscles is an of import subscriber to the trouble in lifting from a chair among patients with PD. Finally, Nogaki et al.8,13 hypothesized that musculus failing in PD is likely to depend on motion speed. In contrast to the isokinetic ratings mentioned supra, there are some surveies in which quantitative isotonic and isometric musculus strengths have been evaluated.7,14,15 So far, there has been no survey in the literature that evaluated the isokinetic strength of the hip, articulatio genus, and ankle articulations together. There are some limited surveies, nevertheless, that evaluated the musculus groups at different isokinetic speeds in the lower extremity13, every bit good as the correlativity between musculus strength, and clinical position and falls9 among patients with PD. In this survey, we evaluate the lower appendage flexor and extensor isokinetic musculus strength at the hip, articulatio genus, and ankle articulations in patients with PD. We aim to happen out which musculus groups and motion speeds of the lower appendage are more greatly affected by the disease, and we seek to detect the relationship between musculus failing, and clinical position and falls.2. Materials and Methods2.1. Patients This survey was designed as a cross-sectional, controlled survey. The patients included in this work were from the outpatient clinics of the Physical Medicine and Rehabilitation, and Neurology Departments, and were diagnosed with PD harmonizing to the United Kingdom Parkinson ‘s Disease Society Brain Bank criteria.9 The survey was approved by the local ethical commission at the Inonu University School of Medicine and carried out in conformity with the rules in the Declaration of Helsinki. Written consent was obtained from all the participants. Twenty-five patients ( 17 males and 8 females ) were included in the survey. The average age of the patients was 62.1A ±10.3 ( with a scope of 42-81 ) old ages. All patients were at Hoehn & A ; Yahr phase II or III, and were having intervention for PD. None of the patients had any serious orthopedic, neurological, vestibular, or ocular upset that could impact their musculus strength, and all of them could walk unsupported. Twenty-four healthy voluntaries ( 13 males and 11 females ) with no orthopedic, neurological, or other diseases constituted the control group, which was age-matched with the patient group. 2.2. Appraisals 2.2.1. The Unified Parkinson ‘s Disease Rating Scale ( UPDRS ) and Hoehn & A ; Yahr presenting Patients were assessed with the usage of the Unified Parkinson ‘s Disease Rating Scale ( UPDRS ) portion II ‘activities of day-to-day populating ‘ ( UPDRS-ADL ) and portion III ‘motor scrutiny ‘ ( UPDRS-ME ) 16, and Hoehn & A ; Yahr staging.17 2.2.2. Fall history We used a standard definition for autumn, which is â€Å" accidentally coming to rest on the land, floor, or other lower degree. â€Å" 18 For the interest of coherence with the definition, coming to rest against furniture or a wall was non accepted as a autumn. The figure of falls was determined utilizing self-reported autumn events during the past 6 months. 2.2.3. Isokinetic musculus strength Isokinetic musculus strength trials were administered in the forenoon before the patients took any medical specialty. Patients foremost warmed up for 10 proceedingss on a bike dynamometer with a burden of 1 W/kg. We used the Biodex System 3 Pro ( Biodex, Inc. , Shirley, NY, USA ) isokinetic ergometer for the isokinetic measurings. During the trials, the patients were stabilized with seat belts in order to supply joint stabilisation and to forestall them from falling off the trial chair. All trials were performed on both appendages. The isokinetic protocol consisted of trials at three angular motion speeds of 90, 120, and 150 degrees/sec at 10 revolutions per minute, with a 5-min remainder period between trials. We followed the same process for hip flexion-extension, knee flexion-extension, and ankle plantar/dorsiflexion. The articulatio genus and mortise joint trials were performed in a seated place, while a supine place was used to find hip flexure and extension strength. All trials were performed for homocentric musculus strength every bit good, where the maximal extremum torsion ( Nm ) was recorded at each angular velocity.9 2.3. Statistical analysis We used the SPSS 16.0 package for statistical rating of the trial consequences ( SPSS, Chicago, IL, USA ) . The normalcy for uninterrupted variables in groups was determined by the Shapiro-Wilk trial. We used Student ‘s t-test or Mann-Whitney U trial for comparings, whereas Spearman ‘s rank correlativity trial was used for analysis of informations. For correlativity analysis, the mean musculus strength was calculated at 90, 120, and 150 degree/sec angular motion speeds over the entire values for the hip, articulatio genus, and ankle musculuss. A p value of less than 0.05 was taken as the degree of significance.3. ConsequencesThe descriptive features of the patient and control groups are presented in Table 1. It can be observed from the tabular array that there was no statistically important difference between the two groups in age, weight, and tallness. The average disease continuance was 5.6A ±3.9 ( with a scope of 1-15 ) old ages. Fifteen patients ( 60 % ) were in Hoe hn & A ; Yahr phase II, and 10 ( 40 % ) were in phase III. In the patient group, the UPDRS ME and ADL tonss were 26.3A ±12 and 8.9A ±5, severally. During the last 6 months, the figure of lumbermans in the patient group was 12 ( 48 % ) , compared to merely 4 ( 16.7 % ) in the control group ( P & lt ; 0.05 ) . The mean figure of falls was found to be 0.9A ±1.1 in the patient group and 0.2A ±0.5 in the control group ( P & lt ; 0.001 ) . The isokinetic musculus strength of the patient and control groups is shown in Table 2. At all speeds, the musculus strength of hip flexors ( P & lt ; 0.01 ) and extensors ( P & lt ; 0.05 ) was found to be significantly less in the patient group. Similarly, compared with the control group ( P & lt ; 0.05 ) , we observed a important lessening in the musculus strength of articulatio genus flexors and extensors in the patient group, irrespective of the speed. Furthermore, the isokinetic extremum torsions of ankle plantar- and dorsiflexor musculuss exhibited significantly smaller values at certain motion speeds in the patient group ( P & lt ; 0.05 ) . We observed a considerable relationship between musculus strength and figure of falls ( P & lt ; 0.01 ) . The correlativity between musculus strength and Hoehn & A ; Yahr phase was statistically important. There was besides a strong correlativity between musculus strength and all UPDRS tonss ( P & lt ; 0.01 ) . However, there was no correlativity between musculus strength and disease continuance.4. DiscussionThe lower appendage musculus strength is known to hold a outstanding consequence on mobility. So far, there have non been any surveies in the literature that evaluated the overall flexor and extensor musculus strength in the hip, articulatio genus, and ankle articulations in patients with PD, although several surveies have evaluated the musculus strength in merely one or two articulations separately10,12,13. In this survey, we assessed musculus strength with an isokinetic ergometer in an effort to find which musculus groups were more greatly affected, and at which of the evaluate d motion speeds, and to measure their correlativity with clinical position and falls. While many surveies have evaluated isokinetic musculus strength before ( off province ) and after ( on province ) medicine, we chose to prove all the patients in the forenoon after backdown of medicine ( off province ) . The chief ground for this pick is to govern out the effects of medicine while measuring the musculus failing that exists as portion of the nature of PD. The positive effects of antiparkinsonian agents on musculus strength have already been shown in many studies9,19 and are outside the range of this survey. Nallegowda et al.9 evaluated the isokinetic musculus strength at the bole, hip, and ankle flexor and extensor musculuss at 90, 120, and 150 degree/sec angular speeds, which are the same as the 1s used in our survey. They found a important difference in all musculus groups between patients who did non take medicine and the healthy control group. In contrast, we evaluated the articulatio genus flexor and extensor musculus strength alternatively of the bole flexor and extensor musculus strength. As a consequence, we observed a important failing in all hip and articulatio genus musculuss at all evaluated speeds, every bit good as in mortise joint musculuss at some certain speeds. There was besides pronounced musculus failing in the hip flexors compared to the other musculus groups. Hip flexors are the major gas pedals in the swing stage of the gait.20 The trouble in gait induction in patients with PD may lend to the apparent failing of the hip flexors. However, Bartels et al.21 suggested that freeze of pace was non correlated with bradykinesia. Alternatively, ankle musculus strength is more of import in forestalling falls and for proper pace. Less terrible mortise joint musculus failing than the other musculus groups demonstrates the importance of other factors like proprioception. Zia et al.22 pointed out the damage of joint place sense in patients with PD. These consequences suggest the possibility of different underlying diseased mechanisms. Pedersen et al.10 evaluated the mortise joint dorsiflexor isokinetic musculus strength both concentrically and eccentrically, and found significantly lower values for the homocentric musculus strength at all motion speeds compared to the control group, while the bizarre musculus strength was different from the control group merely in male patients. Kakinuma et al.12 separated the topics into two groups harmonizing to their holding more- or less-affected appendage, and found that the isokinetic musculus strength decreased at both the slow and fast motion speeds during the early period of the disease. They besides observed that the difference in musculus strength between the more- and the less-affected appendages decreased in the advanced phase of the disease. Our survey and the surveies mentioned above 9,10,12 demonstrated no relation between the reduced musculus strength and the motion speeds. Nogaki et al.13 found a important lessening in the peak torsion of the isokinetic musculus strength compared to the less-affected appendage at high motion speeds but no difference between the two appendages at lower motion speeds. Therefore, the observation of increased musculus failing at higher motion speeds, which was proposed in the survey by Nogaki et al.13, is comparable with the determination in our survey. Although Corcos et al.23 indicated an asymmetric distribution of musculus failing, our survey has shown the common musculus failing in patients with PD to be similar to those found in the survey by Nallegowda et al.9 In some studies9,13, the importance of the cardinal consequence on musculus failing was emphasized, but the consequence of immobilisation was non considered in patients with PD. The effects of immobilisation on musculus failing should be noted, particularly in aged patients with PD. Assorted surveies reported the hazard of falling in those with PD to run from 38 to 70 % 2,4,9. Our consequences sing the per centum of patients who have suffered from falls were similar. There was a important relationship between falling and musculus strength, but we have non come across any surveies on the association of musculus strength with falls in patients with PD. Some authors24,25 have observed musculus failing at lower appendage as a hazard factor for falling. Therefore, the hazard of falling may be examined in connexion with lower appendage isokinetic musculus strength in patients with PD. We found a pronounced correlativity between musculus strength, and UPDRS ME and ADL tonss. Since the UPDRS ME and ADL tonss are related to clinical position, we had already expected to happen such correlativity between these parametric quantities and musculus strength. The UPDRS is a often used measuring for measuring the clinical state of affairs of patients with PD.26 Given the important correlativity between musculus strength and the UPDRS, isokinetic musculus strength may be used to measure clinical position of patients. Disease patterned advance in PD was evaluated utilizing Hoehn & A ; Yahr presenting. Increased disease badness ( a†°?stage III ) leads to more pronounced locomotor system abnormality.27 Most of our patients were in Hoehn & A ; Yahr phase II. As can be seen in Table 3, there appeared a important correlativity between isokinetic musculus strength and Hoehn & A ; Yahr phase. Muscle failing in our patients was non outstanding, as they were at an early phase of PD. It seems musculus failing is related to clinical badness instead than disease continuance. The chief restrictions of our survey are the unequal figure of patients and the absence of lower speeds, such as 60 degrees/sec, at which isokinetic musculus strength could be evaluated. In drumhead, we found a important lessening in bilateral hip, articulatio genus, and ankle flexor and extensor isokinetic musculus strength, which was particularly outstanding in the hip muscles at 90, 120, and 150 degree/sec angular motion speeds. In add-on, we detected a relationship between disease badness and musculus failing. Furthermore, a important correlativity was besides present between musculus strength, and UPDRS ME and ADL tonss. Finally, there was a pronounced association between musculus strength and figure of falls.5. DecisionsTaking the consequences of our survey into consideration, we have shown that although musculus strength decreased in the lower appendage, particularly in the hip and articulatio genus, musculus failing was non associated with the speeds at which it was evaluated in this survey. We have demonstrated that the rating of musculus failing degree may be a utile tool for the appraisal of clinical badness and autumn hazard in patients with PD. It should be noted, nevertheless, that conflicting old consequences and the deficiency of specific criterions necessitate farther surveies.RecognitionThe writers would wish to thank Associate Professor Saim Yologlu ( Department of Statistics, Inonu University School of Medicine ) for his sort part to this survey.

Building the Emotional Intelligence of Groups

80 HARVARD BUSINESS REVIEW By now, most executives have accepted that emotional intelligence is as critical as IQ to an individual's effectiveness. But much of the important work in organizations is done in teams. New research uncovers what emotional intelligence at the group level looks like-and how to achieve it Building the Emotioncil Intelligence of Groups W by Vanessa Urch Druskat and Steven B. Wolff HEN MANAGERS EIRST STARTED HEARING ABOUT the concept of emotional intelligence in the 1990s, scales fell from their eyes. The basic message, that effectiveness in organizations is at least as much about EQ as IQ, resonated deeply; it was something that people knew in their guts but that had never before been so well articulated. Most important, the idea held the potential for positive change. Instead of being stuck with the hand they'd been dealt, people could take steps to enhance their emotional intelligence and make themselves more effective in their work and personal lives. Indeed, the concept of emotional intelligence had real impact. The only problem is that so far emotional intelligence has been viewed only as an individual competency, when the reality is that most work in organizations is done by teams. And if managers have one pressing need today, it's to find ways to make teams work better. MARCH 2001 81 Building the Emotional Intelligence of Groups It is with real excitement, therefore, that we share these findingsfromour research: individual emotional intelligence has a group analog, and it is just as critical to groups' effectiveness. Teams can develop greater emotional intelligence and, in so doing, boost their overall performance. Why Should Teams Build Their Emotional Intelligence? No one would dispute the importance of making teams work more effectively. But most research about how to do so has focused on identifying the task processes that distinguish the most successftil teams-that is, specifying the need for cooperation, participation, commitment to goals, and so forth. The assumption seems to be that, once identified, these processes can simply be imitated by other teams, with similar effect. It's not true. By analogy, think of it this way: a piano student can be taught to play Minuet in G, but he won't become a modem-day Bach without knowing music theory and being able to play with heart. Similarly, the real source of a great team's success lies in the fundamental conditions that allow effective task processes to emerge-and that cause members to engage in them wholeheartedly. Our research tells us that three conditions are essential to a group's effectiveness: trust among members, a sense of group identity, and a sense of group efficacy. When these conditions are absent, going through the motions of cooperating and participating is still possible. But the team will not be as effective as it could be, because members will choose to hold back rather than fully engage. To be most effective, the team needs to create emotionally intelligent norms -the attitudes and behaviors that eventually become habits-that support behaviors for building trust, group identity, and group efficacy. The outcome is complete engagement in tasks. {For more on how emotional intelligence infiuences these conditions, see the sidebar â€Å"A Model of Team Effectiveness. ) at more levels. To understand the differences, let's first look at the concept of individual emotional intelligence as defined by Daniel Goleman. In his definitive book Emotional Intelligence, Goleman explains the chief characteristics of someone with high El; he or she is aware of emotions and able to regulate them-and this awareness and regulation are directed both inward, to one's self, and outward, to others. â€Å"Personal competence,† in Goleman's words, comes from being aware of and regulating one's own emotions. Social competence†is awareness and regulation of others' emotions. A group, however, must attend to yet another level of awareness and regulation. It must be mindful of the emotions of its members, its own group emotions or moods, and the emotions of other groups and individuals outside its boundaries. In this article, we'll explore how emotional incompetence at any of these levels can cause dysfunction. We'll also show how establishing specific group norms that create awareness and regulation of emotion at these three levels can lead to better outcomes. First, we'll focus on the individual level-how emotionally intelligent groups work with their individual members' emotions. Next, we'll focus on the group level. Andfinally,we'll look at the cross-boimdary level. Working with Individuals' Emotions /(†¢// Kasper, head ofher company's customer service department, is naturally tapped tojoin a new cross-functional team focused on enhancing the customer experience: she has extensive experience in and a real passion for customer service. But her teammatesfind she brings little more than a bad attitude to the table. At an early brainstorming session, Jill sits silent, arms crossed, rolling her eyes. Whenever the team starts to get energized about an idea, she launches into a detailed account of how a similar idea went nowhere in the past. The group is confused: this is the customer service star they've been hearing about? Little do they realize shefeels insulted by the very formation of the team. To her, it implies she hasn't done her job well enough. Three Levels of Emotional Interaction Make no mistake: a team with emotionally intelligent members does not necessarily make for an emotionally intelligent group. A team, like any social group, takes on its own character. So creating an upward, self-reinforcing spiral of trust, group identity, and group efficacy requires more than a few members who exhibit emotionally intelligent behavior. It requires a team atmosphere in which the norms build emotional capacity (the ability to respond constructively in emotionally uncomfortable situations) and influence emotions in constructive ways. Team emotional intelligence is more complicated than individual emotional intelligence because teams interact 82 When a member is not on the same emotional wavelength as the rest, a team needs to be emotionally intelligent vis-ci-vis that individual. In part, that simply means being aware of the problem. Having a norm that encourages interpersonal understanding might facilitate an awareness that Jill is acting out of defensiveness. And picking up on this defensiveness is necessary if the team Vanessa Urch Druskat is an assistant professor of organizational behavior at the Weatherhead School of Management at Case Western Reserve University in Cleveland. Steven B. Wolff is an assistant professor of management at the School of Management at Marist College in Poughkeepsie, New York. HARVARD BUSINESS REVIEW Building the Emotional Intelligence of Croups A Model of Team Effectiveness better decisions, more creative solutions, higher productivity study after study has shown that teams are more creative and productive when they can achieve high levels of participation, cooperation, and collaboration among members. But interactive behaviors (ike these aren't easy to legislate. Our work shows that tbree basic conditions need to be present before such behaviors can occur: mutual trust among members, a sense of group identity (a feeling among members that they belong to a unique and worthwhile group), and a sense of group efficacy (the beliefthat the team can perform well and that group members are more effective working together than apart). At the heart of these three conditions are emotions. Trust, a sense of identity, and a feeling of efficacy arise in environments where emotion is well handled, so groups stand to benefit by building their emotional intelligence. Group emotional intelligence isn't a question of dealing with a necessary evil-catching emotions as they bubble up and promptly suppressing them. Far from it. It's about bringing emotions deliberately to the surface and understanding how they affect the team's work. It's also about behaving in ways that build relationships both inside and outside the team and that strengthen tbe team's ability to face challenges. Emotional intelligence means exploring, embracing, and ultimately relying on emotion in work that is, at the end ofthe day, deeply human. articipation, cooperation, collaboration trust, identity, efficacy group emotional intelligence wants to make her imderstand its desire to amplify her good work, not negate it. Some teams seem to be able to do this naturally. At Hewlett-Packard, for instance, we learned of a team that was attempting to cross-train its members. The idea was that if each member could pinch-hit on everyone else's job, the team could deploy efforts to whatever task required the most attention. But one member seemed very uncomfortable with learning new skills and tasks; accustomed to being a top producer in his own job, he hated not knowing how to do a job perfectly. Luckily, his teammates recognized his discomfort, and rather than being annoyed, they redoubled their efforts to support him. This team benefited from a group norm it had established over time emphasizing interpersonal understanding. The norm had grown out of the group's realization that working to accurately hear and understand one another's feelings and concerns improved member morale and a willingness to cooperate. Many teams build high emotional intelligence by taking pains to consider matters from an individual member's perspective. Think of a situation where a team of four must reach a decision; three favor one direction and the fourth favors another. In the interest of expedience, many teams in this situation would move directly to a maMARCH 2001 jority vote. But a more emotionally intelligent group would pausefirstto hear out the objection. It would also ask if everyone were completely behind the decision, even if there appeared to be consensus. Such groups would ask, â€Å"Are there any perspectives we haven't heard yet or thought through completely? † Perspective taking is a team behavior that teamwork experts discuss often – but not in terms of its emotional consequence. Many teams are trained to use perspectivetaking techniques to make decisions or solve problems (a common tool is affinity diagramming). But these techniques may or may not improve a group's emotional intelligence. The problem is that many of these techniques consciously attempt to remove emotion from the process by collecting and combining perspectives in a mechanical way. A more effective approach to perspective taking is to ensure that team members see one another making the effort to grapple with perspectives; that way, the team has a better chance of creating the kind of trust that leads to greater participation among members. An executive team at the Hay Group, a consulting firm, engages in the kind of deep perspective taking we're describing. The team has done role-playing exercises in which members adopt others'opinions and styles of interaction. It has also used a â€Å"storyboarding† technique, in 83 Building ttie Emotional Intelligence of Croups which each member creates a small poster representing his or her ideas. As team members will attest, these methods and others have helped the group build trust and increase participation. Regulating Individuals'Emotions Interpersonal understanding and perspective taking are two ways that groups can become more aware of their members' perspectives and feelings. But just as important as awareness is the ability to regulate those emotions-to have a positive impact on how they are expressed and even on how individual team members feel. We're not talking about imposing groupthink or some other form of manipulation here-clearly, the goal must be to balance the team's cohesion with members' individuality. We're simply acknowledging that people take their emotional cues from those around them. Something that seems upsetting initially can seem not so bad – o r ten times worse depending on whether one's colleagues are inclined to smooth feathers or fan flames. The most constructive way of regulating team members'emotions is hy establishing norms in the group for both confrontation and caring. in a meeting where one team member arrived angry because the time and place of the meeting was very inconvenient for him. When another member announced the sacrifice the man had made to be there, and thanked him, the man's attitude turned around 180 degrees. In general, a caring orientation includes displaying positive regard, appreciation, and respect for group members through behaviors such as support, validation, and compassion. Interpersonal understanding, perspective taking, confrontation, caring-these norms build trust and a sense of group identity among members. And all of them can be established in teams where they don't arise naturally. You may ask, But is it really worth all the effort? Does it make sense to spend managerial time fostering new norms to accommodate a few prickly personalities? Of course it does. Teams are at the very foundation of an organization, and they won't work effectively without mutual trust and a common commitment to goals. Working with Group Emotions Chris couldn't believe it, but he was requesting a reassignment The team he was on was doing good work, staying on budget, and hitting all its deadlines – though not always eleIt may seem illogical to suggest that an emotionally gantly. Its leader, Stan Evans, just got a promotion. So why intelligent group must engage in confrontation, but it's was being on the team such a downer? At the last major stanot. Inevitably, a team member will indulge in behavior tus meeting, they should have been serving champagne -so that crosses the line, and the team must feel comfortable much had been achieved. Instead, everyone was thoroughly calling the foul. In one manufacturing team we studied, dispirited over a setback they hadn't foreseen, which turned a member told us about the day she selfishly decided to out later to be no big deal. It seemed no matter what hapextend her break. Before long, one of her teammates pened, the group griped. The team even saw Stan's promostormed into the break room, saying, â€Å"What are you dotion in a negative light: â€Å"Oh, so I guess management wants ing in here? Get back out on the floor-your team needs to keep a closer eye on us† and â€Å"I hear Stan's new boss you! The woman had overstepped tbe bounds, and doesn't back this project. † Chris she got called on it. There were had a friend on another team no hard feelings, because the woman knew the group valued Inevitably, a team member will who was happy to put in a good word for him. The work was inher contributions. indulge in behavior that crosses herently less interesting â₠¬â€œ but hey, Some teams also find that a at least they were having fun. little bumor helps when pointing out errant behavior. Teasing Some teams suffer because someone who is habitually late they aren't aware of emotions comfortable calling the foul. or meetings, for instance, can at the group level. Chris's team, make that person aware of how for instance, isn't aware of all it has achieved, and it doesn't acknowledge that it has fallen important timeliness is to the group. Done right, coninto a malaise. !n our study of effective teams, we've frontation can be seen in a positive light; it's a way for found tbat having norms for group self-awareness-of the group to say, â€Å"We want you in-we need your conemotional states, strengths and weaknesses, modes of intribution. And it's especially important when a team teraction, and task processes-is a critical part of group must work together on a long-term assignment. Without emotional intelligence tbat facilitates group efficacy. con frontation, disruptive behavior can fester and erode Teams gain it both through self-evaluation and by solicita sense of trust in a team. ing feedback from others. Establishing norms that reinforce caring behavior is often not very difficult and usually a matter of concenSelf-evaluation can take tbe form of a formal event trating on little things. When an individual is upset, for or a constant activity. At Sberwin Williams, a group of example, it may make all the difference to have group managers was starting a new initiative that would require members acknowledge that person's feelings. We saw this higher levels of teamwork. Group members hired a con- the line, and the team mustfeel 84 HARVARD BUSINESS REVIEW Building the Emotional Intelligence of Croups sultant, but before the consultant arrived, they met to assess their strengths and weaknesses as a team. They found that merely articulating the issues was an important step toward building their capabilities. A far less formal method of raising group emotional awareness is through the kind of activity we saw at the Veterans Health Administration's Center for Leadership and Development. Managers there have developed a norm in which they are encouraged to speak up when they feel the group is not being productive. For example, if there's a post-lunch lull and people on the team are low on energy, someone might say, â€Å"Don't we look like a bunch of sad sacks? With attention called to it, the group makes an effort to refocus. Emotionally competent teams don't wear blinders; they have the emotional capacity to face potentially difficult information and actively seek opinions on their task processes, progress, and performance from the outside. For some teams, feedback may come directly from customers. Others look to colleagues within the company, to suppliers, or to professional peers. A group of designers we studied routinely posts its work in progress on walls throughout the building, with invitations to comment and critique. Similarly, many advertising agencies see annual industry competitions as a valuable source of feedback on their creative teams' work. Croups are most creative when their members collaborate unreservedly. People stop holding back when there is mutual trust, rooted in emotionally intelligent interactions. Regulating Group Emotions Many teams make conscious efforts to build team spirit. Team-building outings, whether purely social or Outward Bound-style physical challenges, are popular methods for building this sense of collective enthusiasm. What's going on here is that teams and their leaders recognize they can improve a team's overall attitude-that is, they are regulating group-level emotion. And while the focus of a team-building exercise is often not directly related to a group's actual work, the benefits are highly relevant: teams come away with higher emotional capacity and thus a greater ability to respond to emotional challenges. The most effective teams we have studied go far beyond the occasional â€Å"ropes and rocks† off-site. They have established norms that strengthen their ability to respond MARCH 2001 ffectively to the kind of emotional challenges a group confronts on a daily basis. The norms they favor accomplish three main things: they create resources for working with emotions, foster an affirmative environment, and encourage proactive problem solving. Teams need resources that all members can draw on to deal with group emotions. One important resource is a common vocabulary. To use an example, a group member at the Veterans Health Administration picked up on another member's bad mood and told him that he was just â€Å"cranky† today. The â€Å"cranky† term stuck and became the group's gentle way of letting someone know that their negativity was having a bad effect on the group. Other resources may include helpful ways to vent frustrations. One executive team leader we interviewed described his team's practice of making time for a â€Å"wailing wall† – a few minutes of whining and moaning about some setback. Releasing and acknowledging those negative emotions, 85 Building the Emotional Intelligence of Croups the leader says, allows the group to refocus its attention on the parts of the situation it can control and channel its energy in a positive direction. But sometimes, venting takes more than words. We've seen more than one intense workplace outfitted with toys – like soft projectile shooters-that have been used in games of cube warfare. Perhaps the most obvious way to build emotional capacity through regulating team-level emotion is simply to create an affirmative environment. Everyone values a team that, when faced with a challenge, responds with a can-do attitude. Again, it's a question of having the right group norms-in this case, favoring optimism, and positive images and interpretations over negative ones. This doesn't always come naturally to a team, as one executive we interviewed at the Hay Group knows. When external conditions create a cycle of negativity among group members, he takes it upon himself to change the atmosphere of the group. He consciously resists the temptation to join the complaining and blaming and instead tries to reverse the cycle with a positive, constructive note. One of the most powerful norms we have seen for building a group's ability to respond to emotionally challenging situations is an emphasis on proactive problem solving. We saw a lot of this going on in a manufacturing team we observed at AMP Corporation. Much of what this team needed to hit its targets was out of its strict control. But rather than sit back and point fingers, the team worked hard to get what it needed from others, and in some cases, took matters into its own hands. In one instance, an alignment problem in a key machine was creating faulty products. The team studied the problem and approached the engineering group with its own suggested design for a part tbat might correct the problem. The device worked, and the number of defective products decreased significantly. Building Norms for Three Levels of Group Emotional Intelligence Group emotional intelligence is about the small acts that make a big difference. It is not about a team member working all night to meet a deadline; it is about saying thank you for doir)g so. It is not about in-depth discussion of ideas; it is about asking a quiet member for his thoughts. It is not about harmony, lack of tension, and all members liking each other; it is about acknowledging when harmony is false, tension is unexpressed, and treating others witb respect. The following sidebar outlines some of the small things tbat groups can do to establisb tbe norms that build group emotional intelligence. take them down a notch. And what was with that name, anyway? Some kind ofinsidejoke, Jim guessed. Too bad nobody else got it The last kind of emotional intelligence any high-performing team should have relates to cross-boundary relationships, just as individuals should be mindful of their own emotions and others', groups should look both inward and outward emotionally. In the case of the Bugs, This kind of problem solving is valuable for many reathe team is acting like a clique – creating close emotional sons. It obviously serves the company by removing one ties within but ignoring the feelings, needs, and conmore obstacle to profitability. But, to the point of our cerns of important individuals and teams in the broader work, it also shows a team in control of its own emotions. organization. It refused to feel powerless and was eager to take charge. Some teams have developed norms that are particularly helpful in making them aware of the broader organizational context. One practice is to have various team members act as liaisons to important constituencies. Many Jim sighed. The â€Å"Bugs† team was at it agair. Didn't they see teams are already made up of members drawn from different parts of an organization, so a cross-boundary perthat while they were high-fiving one another over their impressive productivity, the rest of the organization was paying spective comes naturally. Others need to work a little harder. One team we studied reahzed it would be imfor it? This time, in their self-managed wisdom, they'd deportant to understand the perspective of its labor union. ided to make a three months'supply of one component. No Consequently, a team member from HR went to some changeover meant no machine downtime and a record low lengths to discover the right channels for having a union cost per unit But now the group downstream was swamped with inventory it didn't need and worried about shortages of member appointed to the group. A cross-boundary perspective is especially important in situations where a something else. Jim braced himself for his visit to the floor. eam's work will have significant impact on others in The Bugs didn't take criticism well; they seemed to think they were flawless and that everyone else was just trying to the organization – for example, where a team is asked to Working with Emotions Outside the Group 86 HARVARD BUSINESS REVIEW Building the Emotional Intelligence of Groups Individual Interpersonal Understanding 1. Take time away from group tasks to get to know one another. 2. Have a â€Å"check in† at the beginning of the meeting – that is, ask how everyone is doing. 3. Assume that undesirable behavior takes place for a reason. Find out what that reason is. Ask questions and listen. Avoid negative attributions. 4. Tell your teammates what you're thinking and how you're feeling. Perspective Taking 1. Ask whether everyone agrees with a decision. 2. Ask quiet members what they think. 3. Question decisions that come too quickly. 4. Appoint a devil's advocate. Group Team Self-Evaluation 1. Schedule time to examine team effectiveness. 2. Create measurable task and process objectives and then measure them. 3. Acknowledge and discuss group moods. 4. Communicateyour sense of what is transpiring in the team. 5. Allow members to call a â€Å"process check. (For instance, a team member might say, â€Å"Process check: is this the most effective use of our time right now? â€Å") Seeking Feedback 1. Askyour†customers†howyou are doing. 2. Post your work and invite comments. 3. Benchmark your processes. Cross-Boundary Organizational Understanding 1. Find out the concerns and needs of others in the organizati on. 2. Consider who can influence the team's ability to accomplish its goals. 3. Discuss the culture and politics inthe organization. 4. Ask whether proposed team actions are congruent with the organization's culture and politics. Norms That Create Awareness of Emotions Norms That Help Regulate Emotions† Confrortting 1. Set ground rules and use them to point out errant behavior. 2. Call members on errant behavior. 3. Create playful devices for pointing out such behavior. These often emerge from the group spontaneously. Reinforce them. Caring 1. Support members: volunteer to help them if they need it, be flexible, and provide emotional support. 2. Validate members' contributions. Let members know they are valued. 3. Protect members from attack. 4. Respect individuality and differences in perspectives. Listen. 3. Never be derogatory or demeaning. Creating Resources for Working with Emotion 1. Make time to discuss difficult issues, and address the emotions that surround them. 2. Find creative, shorthand ways to acknowledge and express the emotion in the group. 3. Create fun ways to acknowledge and relieve stress and tension. 4. Express acceptance of members' emotions. Creating an Affirmative Environment 1. Reinforce that the team can meet a challenge. Be optimistic. For example, say things like, â€Å"We can get through this† or†Nothing will stop us† 2. Focus on what you can control. 3. Remind members of the group's important and positive mission. 4. Remind the group how it solved a similar problem before. 5. Focus on problem solving, not blaming. Solving Problems Proactively 1. Anticipate problems and address them before they happen. 2. Take the initiative to understand and get what you need to be effective. 3. Do ityourself if others aren't responding. Rely on yourself, not others. Building External Relationships 1. Create opportunities for networking and interaction. 2. Ask about the needs of other teams. 3. Provide support for other teams. 4. Invite others to team meetings if they might have a stake in what you are doing. MARCH 2001 87 Building the Emotional Intelligence of Groups design an intranet to serve everyone's needs. We've seen gaining the confidence of outsiders, adopting an ambasmany situations in which a team is so enamored of its so- sadorial role instead of an isolationist one. lution that it is caught completely by surprise when othA manufacturing team we saw at KoSa displayed very ers in the company don't share its enthusiasm. high social skills in working with its maintenance team. It recognized that, when problems occurred in the plant, Some of the most emotionally intelligent teams we the maintenance team often had many activities on its have seen are so attuned to their broader organizational plate. All things being equal, what would make the maincontext that it affects how they frame and communicate tenance team consider this particular manufacturing their own needs and accomplishments. A team at the group a high priority? Knowing a good relationship chemical-processing company KoSa, for example, felt it would be a factor, the manufacturing team worked hard needed a new piece of manufacturing equipment, but seto build good ties with the maintenance people. At one nior management wasn't so sure the purchase was a pripoint, for instance, the manufacturing team showed its ority. Aware that the decision makers were still on the appreciation by nominating the maintenance team for fence, the team decided to emphasize the employee safety â€Å"Team of the Quarter† recognition-and then doing all benefits of the new machine-just one aspect of its desirthe letter writing and behind-the-scenes praising that ability to them, but an issue of paramount importance to management. At a plant safety meeting attended by high- would ultimately help the maintenance team win. In turn, the manufacturing team's good relationship with level managers, they made the case that the equipment maintenance helped it become one of the highest prothey were seeking would greatly reduce the risk of injury ducers in the plant. to workers. A few weeks later they got it. Sometimes, a team must be particularly aware of the needs and feelings of another group witbiin the organizaA Model for Group Emotional tion. We worked with an information technology comIntelligence pany where the hardware engineers worked separately from the software engineers to achieve the same goalWe've been discussing the need for teams to learn to faster processing and fewer crashes. Each could achieve channel emotion effectively at the three levels of human only so much independently. When finally a hardware interaction important to them: team to individual memteam leader went out of bis way to build relationships ber, team to itself, and team to outside entities. Together, with the software people, the two teams began to coopthe norms we've been exploring help groups work with erate – and together, they achieved 20% to 40% higher per- emotions productively and intelligently. Often, groups formance than had been targeted. with emotionally intelligent members have norms like these in place, but it's unlikely any group would unconThis kind of positive outcome can be facilitated by sciously come up with all the norms we have outhned. norms that encourage a group to recognize the feelIn other words, this is a model for group emotional intelings and needs of other groups. We saw effective norms ligence that any work team for interteam awareness at a could benefit from by applying division of AMP, where each it deliberately. Nee seen many situations manufacturing team is responsible for a step in the manufacWhat would the ultimate in which a team is so enamored emotionally intelligent team turing process and they need one another to complete the look like? Closest to the ideal of its solution that it is caught product on time. Team leaders are some of the teams we've there meet in the morning to completely by surprise when seen at IDEO, the celebrated understand the needs, resources, industrial design firm. IDEO's and schedules of each team. If others in the company don't creative teams are responsible one team is ahead and another for the look and feel of products share its enthusiasm. is behind, they reallocate relike Apple's first mouse, the sources. Members of the faster Crest toothpaste tube, and the team help the team that's behind and do so in a friendly Palm V personal digital assistant. Thefirmroutinely wins way that empathizes with their situation and builds the competitions for the form and function of its designs and relationship. even has a business that teaches creative problem-solving techniques to other companies. Most of the examples we've been citing show teams that are not only aware of but also able to influence outThe nature of IDEO's work calls for high group emosiders' needs and perspectives. This ability to regulate tional intelligence. Under pressure of client deadlines and emotion at the cross-boundary level is a group's version of budget estimates, the company must deliver innovative, the â€Å"social skills† so critical to individual emotional intel- aesthetic solutions that balance human needs with engiligence. It involves developing external relationships and neering realities. It's a deep philosophical belief at IDEO 88 HARVARD BUSINESS REVIEW Building ttie Emotional Intelligence of Croups that great design is best accomplished through the crerelationships with those individuals and groups. On disative friction of diverse teams and not the solitary pursuit play at IDEO is a curious model: a toy truck with plastic of brilliant individuals, so it's imperative that the teams at pieces on springs that pop out of the bed of the truck IDEO click. In our study of those teams, we found group when a button is pressed. It turns out the model comnorms supporting emotional intelligence at all three levmemorates an incident that taught a variety of lessons. ls ofour model. The story centers on a design team that had been working for three weeks on a very complex plastic enclosure First, the teams at IDEO are very aware of individual for a product. Unfortunately, on team members' emotions, and the Thursday before a Monday they are adept at regulating A team can have everything client deadline, when an engithem. F or example, an IDEO deneer was taking it to be painted, signer became very frustrated going for it-the brightest and it slipped from his pickup bed because someone from marketand exploded on ing was insisting a logo be apmost qualified people, access to 70 mph. The team the road at was willing plied to the designer's product, to work through the weekend to which he felt would ruin it visuresources, a clear mission – but rebuild the part but couldn't finally. At a meeting about the prodish it without the help of the still fail because it lacks group uct, the team's project leader outside fabricator it had used picked up on the fact that someemotional intelligence. on the original. Because they thing was wrong. The designer had taken the time to build a was sitting off by himself, and things â€Å"didn't look right. The project leader looked into the situation and then initiated a negotiation that led to a mutual solution. IDEO team members also confront one another when they break norms. This is common during brainstorming sessions, where the rule is that people must defer judgment and avoid shooting down ideas. If someone breaks that norm, the team comes down on him in a playful yet forceful way {imagine being pelted by foam toys). Or if someone is out of line, the norm is to stand up and call her on it immediately. If a client is in the room, the confrontation is subtler- perhaps a kick under the chair. Teams at IDEO also demonstrate strengths in groupfocused emotional intelligence. To ensure they have a high level of self-awareness, teams constantly seek feedback from both inside and outside the organization. Most important, they work very closely with customers. If a design is not meeting customer expectations, the team finds out quickly and takes steps to modify it. Regulating group emotion at IDEO often means providing outlets for stress. This is a company that believes in playing and having fun. Several hundred finger blasters (a toy that shoots soft projectiles) have been placed around the building for employees to pick up and start shooting when they're frustrated. Indeed, the design firm's culture welcomes the expression of emotions, so it's not uncommon for someone – whether happy or angryto stand up and yell. IDEO has even created fun office projects that people can work on ifthey need a break. For example, they might have a project to design the company holiday card or to design the â€Å"tourist stop† displays seen by visitors. Finally, IDEO teams also have norms to ensure they are aware of the needs and concerns of people outside their boundaries and that they use that awareness to develop tWARCH 2 0 0 1 good relationship with the fabricator, its people were willing to go above and beyond the call of duty. The lighthearted display was a way for teammates to show the engineer that all was forgiven-and a reminder to the rest of the organization of how a team in crisis can get by with a little help from its friends. Where Do Norms Come From? Not every company is as dependent on teams and their emotional intelligence as IDEO. But now more than ever, we see companies depending on teams for decisions and tasks that, in another time, would have been the work of individuals. And unfortunately, we also see them discovering that a team can have everything going for it-the brightest and most qualified people, access to resources, a clear mission-but still fail because it lacks group emotional intelligence. Norms that build trust, group identity, and group efficacy are the key to making teams click. They allow an otherwise highly skilled and resourced team to fulfill its potential, and they can help a team faced with substantial challenges achieve surprising victories. So how do norms as powerful as the ones we've described in this article come about? In our research, we saw them being introduced from any of five basic directions: by formal team leaders, by informal team leaders, by courageous followers, through training, or ft-om the larger organizational culture. (For more on how to establish the norms described in this article, see the sidebar†Building Norms for Three Levels of Group Emotional Intelligence. â€Å") At the Hay Group, for example, it was the deliberate action of a team leader that helped one group see the importance of emotions to the group's overall effectiveness. Because this particular group was composed of managers 89 Building ttie Emotional Intelligence of Groups from many different cultures, its leader knew he couldn't assume all the members possessed a high level of interpersonal understanding. To establish that norm, he introduced novelties like having a meeting without a tahle, using smaller groups, and conducting an inventory of team members'various learning styles. Interventions like these can probably be done only by a formal team leader. The ways informal leaders or other team members enhance emotional intelligence are typically more subtle, though often just as powerful. Anyone might advance the cause, for example, by speaking up if the group appears to be ignoring an important perspective or feeling-or simply by doing his or her part to create an affirmative environment. Training courses can also go a long way toward increasing emotional awareness and showing people how to regulate emotions. We know of many companies that now focus on emotional issues in leadership development courses, negotiation and communication workshops, and employee-assistance programs like those for stress management. These training programs can sensitize team members to the importance of establishing emotionally intelligent norms. Finally, perhaps more than anything, a team can be influenced by a broader organizational culture that recognizes and celebrates employee emotion. This is clearly the case at IDEO and, we believe, at many of the companies creating the greatest value in the new economy. Unfortu- nately, it's the most difficult piece ofthe puzzle to put in place at companies that don't already have it. For organizations with long histories of employees checking their emotions at the door, change will occur, if at all, one team at a time. Becoming Intelligent About Emotion The research presented in this article arosefromone simple imperative: in an era of teamwork, it's essential to figure out what makes teams work. Our research shows that, just like individuals, the most effective teams are emotionally intelligent ones-and that any team can attain emotional intelligence. In this article, we've attempted to lay out a model for positive change, containing the most important t3'pes of norms a group can create to enhance its emotional intelligence. Teams, like all groups, operate according to such norms. By working to establish norms for emotional awareness and regulation at all levels of interaction, teams can build the solid foundation of trust, group identity, and group efficacy they need for true cooperation and collaboration-and high performance overall. 9 Reprint R0103E To order reprints, see the last page of Executive Summaries. To further explore the topic of this article, go to www. hbr. org/explore. (A^^l^ j-iywi 1 â€Å"I'm in a rut They throw the ball, I bring it back. They throw it again, I bring it back again. What's the point of it ail? † 90 HARVARD BUSINESS REVIEW

Bilingual Education Essay

The presence of bilingual students in U. S. schools is significant and the result of internal and external historical factors. Educators and policymakers must consider their needs and potential contribution to our education system. The multiplicity of languages and the complex nature of bilinguals renders a complicated but exciting educational field for research, practice, and educational innovation. Unfortunately, languages become entangled in political battles, dragging the education and the future of innocent children into such conflicts. Indigenous inhabitants, colonizers, and immigrants to the United States have and continue to represent a variety of language backgrounds. Like it or not, the United States is highly multilingual. Fashions in using language in education and attitudes toward bilingualism have undergone many changes since the United States became independent. During the initial colonization of the United States, European settlers used the languages of their countries of origin. The Continental Congress considered French and German important for political purposes. It recognized the need to disseminate information among disparate populations to broaden the cause of independence (Heath, 1976). The settlers established schools that educated their children in their own languages, especially French, German, Spanish, and Swedish, while teaching English as a second language. Schools that used English as the medium of instruction taught one of the other European languages as a second language ( Keller & Van Hooft, 1982). The presence of many languages in U. S. schools was an accepted reality until the 1870s. â€Å"Newspapers, schools, and societies provided instructional support for diverse languages† (Heath, 1981, p. 7). There was, however, concern for seeking a common language, especially to conduct government affairs (Heath, 1981). The original colonies and territories incorporated later into the Union comprised local governments that used different languages, such as German in Pennsylvania, French in Louisiana, and Spanish in New Mexico and California. English, nevertheless, always played an important role in the public life of the colonies because from the beginning England colonized the United States. The form of government embraced after the American Revolution reflected English values (Conklin & Lourie, 1983). Economic and historic factors helped solidify the position of English as the language of government. During the first half of the 20th century, English was imposed as the language of instruction in most states. As many as 34 states enacted laws mandating English as the language of instruction. Other languages were forbidden and teachers could be fined or jailed if found using them: â€Å"No polyglot empire of the old world has dared be as ruthless in imposing a single language upon its whole population as was the liberal republic ‘dedicated to the proposition that all men are created equal'† ( Johnson, 1949, pp. 118-119). Political, social, and economic rationales for denigrating all languages other than English advanced linguistic and cognitive theories that attacked bilingualism. Public schools quickly adopted a â€Å"sink or swim† attitude during the first half of the 20th century. Special programs such as English as a Second Language (ESL) served only adults. The assumption was that children learn languages easily and nothing special needed to be done. Nevertheless, despite the lack of public support for bilingual education, there were bilingual programs–mostly dual language programs–in private and parochial schools. These schools extended the required curriculum to include instruction in the cultural, linguistic, and religious heritages of the particular ethnic group. A great number of them were bilingual (Fishman & Markman, 1979). National interest in bilingual education spread when Title VII, the Bilingual Education Act (an amendment to the Elementary and Secondary Education Act) was enacted in 1968. This federal legislation provided funds to create bilingual programs in poor school districts (Lyons, 1990). The impact of the federal law, both good and bad, was widely felt. A number of states reversed the laws that permitted English as the only language of instruction by passing bilingual education legislation. Massachusetts was the first state to enact such a law with its Transitional Bilingual Education Act (1971). More than 20 other states followed Massachusetts’ example by creating transitional bilingual education programs (August & Garcia, 1988). Evidently, during the past two centuries, use of languages in education has been increasingly politicized. History has repeated itself but in modified ways. The acceptance of languages in education observed in the early part of the 19th century was apparent again in the 1970s but languages other than English appeared in schools with a much lower status with respect to English than they had a century earlier. The imposition of English only at the turn of the century reappeared in the 1980s, although this time some minority students were served by special English language programs rather than leaving all to sink or swim. Efforts to make English speakers fluent in other languages have also seen ups and downs. Suspicion toward foreigners in the early part of the century discouraged second language learning. Interest in foreign language learning following World War II wavered in the 1970s. The pendulum is swinging again in favor of bilingualism for English speakers. Foreign language programs are starting earlier in elementary schools and bilingual education programs that promote bilingualism are becoming increasingly popular (Met & Galloway, 1992). However, most successful bilingual programs have been created not by legislative mandates but by concerned educators and communities working together. Good education for bilingual students should not be the outcome of compliance with legislation. Schools must be willing to create good programs suitable for all students, including bilinguals. To overcome resistance to implementing bilingual education, many communities resort to politics or lawsuits to force school districts to provide bilingual education. However, political solutions create their own problems, paradoxically compromise and rigidity. For example, laws and regulations that impose a 3-year maximum for students attending bilingual education programs arose as a compromise between the forces for and against bilingual education. Research shows time and again that students profit from long-term bilingual instruction, even though some students who stay shorter periods eventually succeed in mainstream education (Kleinfeld, 1979). Consequently, it is clear that historically Americans have not showed great tolerance to linguistic diversity. There have been repeated efforts to make English an official language in the country by restricting bilingualism, as well as attempts to enhance more ESL programs on the other side. There is an ongoing disagreement regarding whether or not ESL program meets its initial objective, the ways it affects American society, and its necessity. The opponents of bilingual teaching argue it is expensive for the country, keeps immigrants socially isolated, slows down the assimilation process, creates a retreat of an official language and dissolves the unity of America. Generally, a lot of people form negative assumptions about bilingual programs based on their ideological beliefs, political views, personal observations, negative experience or simply generalizations and stereotyping based on limited knowledge about ESL classes (Rojas, 2003). These judgments usually lack evidence and logical reasoning, and thus cannot objectively analyze the program’s weaknesses or disadvantages. As Maria Brisk observes, â€Å"Much of the debate on bilingual education is politically motivated, more suitable for talk shows than for improving schools† (Rojas, 2003). And indeed, ESL programs are viewed more as a tool to solve multiple social problems (which, certainly, are also important)–minority groups’ rights, language diversity, melting pot, the unity of the country, a threat to the existence of dominant culture, and so on–instead of focusing on the quality of education our school-age population is receiving and the environment they are placed in. Policymakers should definitely pay more attention to the program’s educational effectiveness and dramatic improvement in students’ academic progress when deciding whether public schools need ESL classes. Because public schools have quite a significant influence on children’s learning and personal development, we are responsible of making it a positive schooling experience for all students despite their ethnic background or native language. Bilingual education helps students to learn English faster, provides a friendly learning environment, improves academic progress, encourages kids to become proficient in two languages, teaches cultural awareness, and preserves minorities’ linguistic human rights. It has been proven that students who are enrolled in bilingual classes have better scores on standardized tests, such as the ACT’s and SAT’s, than those who are not enrolled in bilingual classes. Bilingual education is beneficial for our country and enables students to learn English as well as keeping their native tongue for future success in our global economy. Bilingual education works in our society and should stay intact within the schools and should be funded to enable students who wish to take these classes should be able to. However, it is not the question of whether bilingual programs work (obviously they do), but more the question of how our society addresses cultural and linguistic diversity. Recent studies have proven that bilingual teaching dramatically increases students’ educational progress both in English communicational skills and other content in curriculum. Students who attend a regular English class right away usually fall behind in subjects taught in English and experience negative consequences in psychological development. ESL system doesn’t disregard the need for acquisition of English; indeed, it one of the most important outcomes of effective bilingual education programs (Zehr, 2004). Looking at the money spent on bilingual education program (when funds are being cut off from other public services across the country) may lead to consideration of abolishing bilingual system and focusing on the projects that affect all students in education system instead. The United States spends approximately $12 billion on bilingual education each year (Wood, 1997) and over $100 million was spent to study the effectiveness of ESL programs (Mujica, 2003). Because American taxpayers don’t benefit from bilingual instruction directly, many communities and states are unwilling to pay that expense and are quick to cut back regardless its potential positive results. Nevertheless, even though we give up other things that could be otherwise purchased, bilingual programs in public schools is a critical factor in foreign students’ learning process. Besides the fact that bilingual teaching dramatically increases academic performance, it also encourages more parents to send their children to school and that, in turn, motivates more students to become educated. In other words, the money spent on ESL programs should not be associated with an opportunity cost of ignoring other important problems. Instead, it is a valuable investment in students’ success at school as well as assimilation into American society. The issue of bilingual education in relationship to our global economy enables students enrolled in these classes to have a better future than those students who only speak English. Jeff MacSwan, supporter of bilingual education and assistant professor of curriculum and instruction at Arizona State University, is quoted about bilingual education in our global economy when he says, â€Å"Multilingualism is an asset, and Arizona must embrace it† (MacSwan, 1998). Arizona Senator John McCain also believes that bilingual education is an asset to children. He states that, â€Å"Arizona should strengthen them (bilingual classes) and make similar resources available to all children† (MacSwan). In fact, McCain has introduced a program that enables students to be in programs like these. McCain’s program is called â€Å"English-Plus† (MaSwan) which acknowledges the great importance of bilingualism in our modern global economy. McCain is quoted concerning bilingual education when he says, â€Å"People should not have to abandon the language of their birth to learn the language of their future†¦The ability to speak languages in addition to English is a tremendous resource to our community† (MacSwan). In addition, the benefits of bilingual education in our global economy can be seen when US Secretary Richard Riley said, â€Å"When they enter the work force in several years we will regret the inability of our children to speak two languages. Our global economy demands it; our children deserve it† (Pratt, 2000). Undoubtedly, in addition to educational advantage, adult bilinguals with a complete grasp of two or more languages, can be more successful economically and benefit more to their communities than their single-language peers. Our public services employ staff as translators in order to keep abreast of the constantly growing immigrant population. Increased marketable skills are an advantage of bilingual fluency. Because of the aforementioned educational advantages, bilinguals can offer a flexibility and level of problem-solving ability that surpasses the average monolingual. According to Graciela Kenig, author of The Best Careers for Bilingual Latinos: Market Your Fluency in Spanish to get Ahead on the Job, employers are looking for people â€Å"with a broader scope of experience and strong problem-solving ability. † (1998, p. 5). The marketplace is also focusing on the global economy. Bilinguals are uniquely qualified to give the U. S. a competitive edge. The utilization of well-educated American bilinguals can give our country a significant advantage in the global marketplace. In aspect of Rudolph Giuliani’s view that bilingual education doesn’t work and that it is too expensive should be better thought out and he should look at the benefits that come from it. Giuliani was quoted regarding bilingual education by saying, â€Å"It’s cruel to them and gives them less of a chance to succeed† (Willen, 1998). Giuliani has some reason to argue that it is too expensive considering that â€Å"New York City alone spends $300 million annually on its program serving 126,000 students† (Chavez, 1995). In addition, Giuliani has a reason to argue that bilingual education it too time consuming considering the outrageous number of students who are eligible for bilingual classes. Although these are good reasons Giuliani should realize that, â€Å"half the Hispanic children in bilingual classes (New York City) are American-born. And many- if not most- speak English better than they do Spanish† (Chavez, 1995). The number one reason why these students are enrolled in these particular classes is because that New York automatically places these students in these classes by whether or not they score above the 40th percentile on a standard eyes test. These tests should not be done because it is evident that the students are learning English just maybe not as fast at other students. Giuliani’s claims are somewhat relevant but he should consider all of the benefits that come from bilingual education. Although Giuliani believes it is too expensive this should not be an issue considering that our country can benefit as a whole with multilingualism. During the Restrictive Period (1880s-1960s) the need of being able to effectively communicate in English was motivating immigrants to learn the language and assimilate into society (Ovando, 2003). Single language was meant to unify the members of a society (Schaefer, 2003, p. 66). However, today conformity to a single language would probably be regarded as â€Å"racist† (Mujica, 2003). Currently, most people would rather agree with Eliana D. Rojas, an assistant professor of bilingual education, that the right to maintain one’s native language and culture is a part of a person’s human rights (Mujica). The main reason so many people protest attempts to implement bilingual programs in public schools is a belief that such step will lead to dissolving the unity of the country. The government provides funds for translators in most government organizations which allow immigrants to function in their own language, doesn’t encourage foreigners to learn English and thus isolates them from the rest of the community. In response, they are more likely to form a small group or even a subculture within the dominant society with different norms, values and language. â€Å"We cannot assimilate and we won’t! † one day proclaimed the executive director of the League of United Latin American Citizens, an organization originally supporting pro assimilation (Mujica, 2003, p. 2). According to the Census statistics in 2000, 18 percent of American population over the age of 5 speaks a language other than English as their primary language (Schaefer, 2003, p. 65), while 8 percent of them are classified as â€Å"limited English proficient† (Mujica, 2003, p. 2). Hispanic population is the fastest growing minority in the U. S. and large parts of the country are becoming increasingly â€Å"Latinized†. Americans â€Å"feel strangers in their own neighborhoods and aliens in their own country† (Schaefer, 2003, p. 66). It may look like sooner or later we will have to say â€Å"Hasta la Vista to the ‘United’ States and Adelante to Canadian-style discord over the issues of language and ethnicity† (Mujica, 2003, p. 4). Therefore, blaming such programs as bilingual instructing in schools is based primarily on nationalistic concerns. The recent studies have proven, though, that only a small percent of children attending bilingual classrooms will still be able to communicate in their native language in a few years (Worthy, 2003). In some ESL classes students are actually encouraged to maintain their first language and are introduced to elements from both American and their native cultures. It seems apparent that a child will more likely associate himself or herself with other immigrants rather than Americans and it may seem hard for that student to assimilate into American society. It may be difficult for him or her to learn English later because any language cannot be taught successfully in isolation – proficient communicational skills can only develop through everyday practice and a practical need to apply new knowledge. In reality it takes about the same time for a person to learn English in the all-English class than gradually switching from the native language to the regular English instructing. Despite the fact they differ in the length of the transition to English and how long they allow students to remain in bilingual classrooms, all ESL students receive enough practice and even become monolingual English speakers pretty soon, as a yearlong study of fifth-grade children attending bilingual class has proven (Worthy, 2003). As the teacher encouraged students to read, write and speak Spanish, most of them were losing their ability to communicate in Spanish and had English as their dominant language both in school and informal situations. The study concludes that at a certain time social and peer pressure are more important for children than family influence, the reason why many of them started feeling uncomfortable speaking their native language with their friends (Worthy, 2003). Evidently, bilingual education is an asset to our country and the benefits can be seen throughout our global economy. People such as Giuliani should embrace the idea of this type of education and should help fund programs as it will undoubtedly further enrich our economy. In addition, why should students loose their native language simply for the reason that the majority of people speak English? The ability to speak multiple languages enables them for future aspirations, success, and priority over those who can only speak only English fluently. Our society extremely benefits from bilingual education and there no significant reason for eliminating it. All in all, bilingual education in public schools is definitely not a threat to an official language or unity of the country. Nor it is a waste of funds since it is so essential in children’s first years of education. ESL classes do not slow down assimilation, and even if in some cases American culture is so diverse that even abolishing all programs helping immigrants to maintain their language will not have a great impact on American melting pot. Instead, English-only initiatives have only negative consequences for limited-English proficient groups and their interaction with the dominant society (Barker, 2001). Abolishing bilingual education in schools will not create an intense for immigrants to learn English, but most likely will result in protests, racial conflicts, even prejudice against minority groups, and that is a certain way to dissolve a country. References August, D. , & Garcia E. E. (1988). Language minority education in the United States. Springfield, IL: Thomas. Barker, Valerie, Howard Giles, Kimberly Noels, Julie Duck, Michael Hecht, and Richarde Clement. (Mar 2001). The English-only movement: A Communication analysis of changing perceptions of language vitality. Journal of Communication,51 (1), 3. Proquest. DeVry University, Federal Way, WA. Retrieved February 3, 2006 from http:\www. il. proquest. compdauto>. Chavez, Linda. (1995, April 2). Bilingual education was to teach English, not trap students. Minneapolis Star Tribune, 23. Conklin, N. F. , & Lourie, M. A. (1983). A host of tongues: Language communities in the United States. New York: The Free Press. Fishman, J. A. , & Markman, B. R. (1979). The ethnic mother-tongue school in America: Assumptions, findings, directory. New York: Ferkauf Graduate School, Yeshiva University. Heath, S. B. (1976). A national language academy: Debate in the new nation. International Journal of the Sociology of Language, 47(11), 9-43. Heath, S. B. (1981). English in our language heritage. In C. A. Ferguson & S. B. Heath (Eds. ), Language in the U. S. A. (pp. 6-20). Cambridge, UK: Cambridge University Press. Johnson, G. W. (1949). Our English heritage. Philadelphia: Lippincott. Keller, G. D. , & Van K. S. Hooft. (1982). A chronology of bilingualism and bilingual education in the United States. In J. A. Fishman & G. D. Keller (Eds. ), Bilingual education for Hispanic students in the United States (pp. 3-19). New York: Teachers College, Columbia University. Kenig, Graciela. (1998). The best careers for bilingual latinos: Market your fluency in Spanish to get ahead on the job. McGraw-Hill. Kleinfeld, J. S. (1979). Eskimo school on the Andreafsky: A study of effective bicultural education. New York: Praeger. Lyons, J. J. (1990). The past and future directions of federal bilingual education policy. In C. B. Cazden & C. E. Snow (Eds. ), English plus: Issues in bilingual education (pp. 66-80). Newbury Park, CA: Sage. Macswan, Jeff. (1998, August 6). Bilingual education an asset that can offer global rewards. Arizona Republic. Retrieved February 4, 2006 from www. onenation. org/0898/080698. html Met, M. , & Galloway, V. (1992). Research in foreign language curriculum. In P. Jackson (Ed. ) Handbook of research on curriculum (pp. 852-890). New York: Macmillan. Mujica, Maero E. (2003, Dec). Why the US needs an official language. The World and I, 18(12), 36. Proquest. Devry University, Federal Way, WA. Retrieved February 4, 2006 from http://www. il. proquest. com/pdauto Ovando, Carlos J. (Spring 2003). Bilingual education in the United States: Historical development and current issues. Bilingual Research Journal 27(1), 1, 25. Proquest. DeVry University, Federal Way, WA. Retrieved February 4, 2006 from http:\www. il. proquest. compdauto>. Pratt, Chasity. (2000, April 4). One class, two languages: Both English, foreign benefit bilingual schools. Newsday, 6. Rojas, E. D. & Reagan, T. (Winter 2003). Linguistic human rights: A new perspective on bilingual education. Educational Foundations 17(1), 5. Proquest. DeVry University, Federal Way, WA. Retrieved February 4, 2006 from http:\www. il. proquest. compdauto Schaefer, Richard T. (2003). Sociology: A Brief introduction. McGraw Hill: New York Willen, Liz. (1998, January, 16). Bilingual debate: Rudy’s push to limit education programs draws flak. Newsday, 8. Wood, Daniel B. (1997, July 30). Next big push from California: No bilingual education. The Christian Science Monitor United States. Retrieved February 4, 2006 from http://csmweb2. emcweb. com/durable/1997/07/03/us/us. 1. html Worthy, J. , Alejandra Rodriguez-Galindo, Lori Czop Assaf, Leticia Martinez and Kimberly Cuero. (Summer 2003). Fifth-grade bilingual students and precursors to ‘subtractive

Characteristics of civilized societies and civilization Assignment

Characteristics of civilized societies and civilization - Assignment Example â€Å"A Labyrinth that housed the Minotaur, a monstrous creature, half man and half bull, the product of the union of Minos’s wife Pasiphae with a bull. Minos exacted from Athens a regular tribute of seven boys and seven girls, who was sent to be devoured by the Minotaur. The Athenian hero Theseus volunteered to stop the grisly tribute. He went to Knossos with the new group of intended victims and, with the help of the king’s daughter Ariadne, killed the Minotaur in its lair in the middle of the Labyrinth. He then escaped with Ariadne and the Athenian boys and girls. Theseus later abandoned Ariadne on the island of Naxos, but the god Dionysus discovered her there and comforted her† (Cunningham and Reich).What aspect of the first chapter most intrigued you?The civilization process/ stage among the Greeks. The process was slow but intriguing because the amount of technology was limited.   The architects came up with different design models including doric and ico nic.How did the physical geography of Greece affect the development of the states?The mountains separated the city states; hence the states were able to develop independently.What are the causes of the many contradictions in Classical Greek mythology?There is no concrete evidence that backs the events in the myths. Distortion of the original events is prone to happen, leading to contradictions.How did the Doric style differ from the Ionic style or order of architecture (consider the base, capital, frieze)? Hoplite- meaning an armed infantry.

Will China revalue its currencyCauses of devaluation Mechanisms Essay

Will China revalue its currencyCauses of devaluation Mechanisms Implications - Essay Example It follows the laws of the fixed exchange regime where the currency is devalued and revalued at will. For years, China maintained a fixed exchange rate; allowing to appreciate at its will. It has, now and again, manipulated its currency to gain a competitive advantage in the global trade market; and it has allowed China to maintain supreme dominance over the world markets. Nonetheless, the country has been facing immense pressure since a decade to float the currency in the open market and allow the currency to appreciate to a free rate. China did allow appreciation for a while, but at a gradual pace with interruptions. (Murphy 2009) The world continues to ask: will China revalue its currency? The essay will provide justifications for both sides; it will provide the reasons behind the devaluation, the mechanisms used as well as implications on an undervalued Yuan. The essay will end with a strong conclusion followed by recommendations. At present, economists believe that the Chinese c urrency is still undervalued by 15 to 20 percent. They opine that the revaluation will benefit the global economies and help reduce the increasing trade deficits. However, the Chinese politicians believe that the revaluation will hurt their economy and growth; as well as their political control. (Johnson 2013) Causes of Devaluation In the domestic sphere, analysts, in the Chinese circle, believe that revaluation will make their exports expensive compared to today. This consequential drop in Chinese exports will lead to several immediate factory shutdowns; while many others will shift to the low wage economies such as Vietnam and Sri Lanka. (Johnson 2010) This will upset the economy as a whole especially the working class. The resulting unemployed from the layoffs and shutdowns in the remote areas will not easily be absorbed into the economy. This will create anti government sentiments and result in isolated mass incidents around China. (Johnson 2010) â€Å"Any significant appreciat ion of the renminbi will erode China’s export competitiveness overnight and impact the livelihood of tens of millions of workers1,† states an editor at China Daily media agency. Likewise, Chinese politicians strongly believe that the currency reforms, pushed by the US and other global powers, are only means to slowdown its economy and contain growing Chinese power. These politicians refer to similar US policies towards Japan in 1980s. Japan stills reels from the effects of the real estate bubble burst caused by the forced US policies. Therefore, the Chinese are eager not to repeat the same episode. (Lee 2010) (Murphy 2009) Similarly, China thinks alike all the economic powers of the world. It first thinks about the domestic affairs especially employment figures before working towards rebalancing of the macroeconomic indicators around the world. In the aftermath of the financial crisis 2008, the Chinese lost 20 to 40 million jobs related to the export oriented industries . This forced Chinese to put an to the revaluation thoughts for some time. (Lee 2010) A research conducted by the Chinese authorities on the streets showed that a percent appreciation in the value of Yuan will lead to a percent decline in the tiny profit margins of the small export oriented companies. Economists opine that an undervalue Yuan is critical for sustaining the Chinese growth; therefore, all the intimidating by the world leaders will not change the Chinese policy. Revaluation will benefit China in the Long Run Other economists believe that the revaluation of Yuan will benefit China in the long run. It will do more good than harm. Economists know that, at present, the Chinese economy is heavily depending on exports and fixed investment; and not on the local consumption. It must revalue its

Piero Gobetti on Liberal Revolution Essay Example | Topics and Well Written Essays - 1500 words

Piero Gobetti on Liberal Revolution - Essay Example The capitalist ideal of alienation of labor was one of the key drivers of his revolution. According to him, change could only be achieved through a complete dismantling of the edifice of power as represented in the fascist system of government. It was because of this belief that he supported the idea of complete reshaping of the society in ways that could capture the interests of the governed. Many times, the idea of a popular revolution was considered as one of his eventual objectives. He spread the idea of revolution through his publications and the journalistic writings he was engaged in both at home and during his life in exile. According to him, it was inappropriate for the factory workers to continue serving under the hegemonic powers of the ruling elite because they could never articulate their opinions in accordance with the ideals of democracy. The taking away of the powers of the ruling according to him represented the systematic suppression of the rights of the governed th rough a system that could never be represented through an active appropriation of the rights of the majority. On this score, Gobetti is widely regarded as a revolutionary who changed the course of the Italian political process. He appropriated the ideals of Marxism in ways that opposed the political processes represented in the thinking of the Italian government. ... He appropriated the ideals of Marxism in ways that opposed the political processes represented in the thinking of the Italian government. As a staunch believer of the Marxist philosophies of popular revolution by the working class, Gobetti believed that real change in the Italian Political structure could only be achieved through the active rebellion against the fascist status quo. As such, he was opposed to the views propagated by the society, which insisted on the active representation of the political power through a centralized leadership in the opinions and views of the ruling elite. There was an increasing belief that some of the issues appropriated in political doctrine were supposed to represent the views of the opposition. Due to this reason, Gobetti was often criticized as a radical opponent of the government for the reason of benefitting the opposition. Such claims led to some of the challenged he faced as a philosopher, journalist, and activist. Gobetti’s brand of revolution incorporated a range of ideals that combined the ideals of Marxism and other liberal philosophies in order to challenge the status quo on which the Fascist policies were governed. On this score, it could be argued that some of the issues appertaining the control of the state and government were openly subjugated under the absolute regime. His ideals were consistent with the principles of popular liberation as espoused in the ideals of Marx and other philosophers who had thrived in the eighteenth and twentieth centuries. On this matter, it might be argued that some of the ideals he held were anchored on his deep association with the views and aspirations of the majority. However, he was limited by the fact that much of the Italian society had

You are asked to analyse current developments in Canadian cultural, Essay

You are asked to analyse current developments in Canadian cultural, political and economic business environment impacting investment plans of a German-based luxury car manufacturer - Essay Example This paper will explore current developments in Canada’s cultural, political and economic business environment and how they affect Audi’s investment objectives. With its stable democracy, economy, and culture, Canada ranks high on the list of ideal investment locations in the world. The economy has been thriving since the end of World War Two, and the country has been in the good books of major international organisations for as long as it has existed. The country’s middle class has been growing steadily over the years, and there are no signs that it will shrink anytime soon. The number of wealthy citizens has also increased significantly in the past two decades, creating more spending power and expanding the market for luxury goods (Anastakis, 2013:21). Like all manufacturers of luxury products, Audi seeks to move as many of its goods as possible in the cheapest and most effective way possible. Audi has had operations in Canada since 1971, and it was one of the first automakers to venture into a market that was relatively unexploited at the time. As at January 2015 Canada had made almost 15% of the automobiles assembled in North Ame rica. The Economist has also rated the country’s business scene as the most conducive among G7 countries that produce vehicles. Canada has recognised its automobile industry as a key sector in its current and future growth plans. As such, it has put in place measures to support manufacturers in the country. Although Audi does not have an assembly plant in Canada, it still exports a significant amount of vehicles to the country, and operates dealerships that cater to the needs of its Canadian customers (Peters, 2013:26). A core aspect of supporting automakers is guaranteeing a global market for their goods. Using the Global Markets Action Plan, the Canadian government has signed 7 different free trade agreements with thirty-eight nations. In addition, it has signed or adopted

Indiana State University School of Music Essay Example | Topics and Well Written Essays - 500 words

Indiana State University School of Music - Essay Example The concert also aims at promoting and showing off the talents in the faculty of artists by offering them a chance to compare their undertakings to the skills and techniques used by the performers. This can, not only give them courage in presenting to the audience, but also give them chances for them to find opportunities outside their institution. This is because, there were no limitations of inviting the audience, and hence, the local industry in the theatre metrics and media could find their way in to select for the best actor. This means that, the concert can be an opening opportunity to express the capabilities as they build experiences due to the interactions with the experts in the industry. The title of the concert shows that Sharilyn Spicknail will feature the rest of the colleagues with a violin. Martha Krasnican featured the concert with the piano together with Kurt Fowler who plays cello. The featured group seemed to rock the jazz styles as the rhythm system can justify. Playing the instruments with their styles seemed to be the common goal of the artistic student as there are always some conflicts in rhyming to most of the learners, which is the biggest challenge. Nevertheless, the concert is deemed to correct the anomalies in the 2012-2013 season. In the events program, one can note that there are four pieces to be presented in the concert. The first two pieces do not have any spate sections, hence they are performed continuously. After the two performances, an intercession break is given and then the last two are acted in each after the other. According to the program, each piece has three sections or movements, which the audience can be easily, count its end although occasionally the composer without any silence always connects the movements. The titles of the movements indicate the characters or the speed to be used by the composer on each movement in a piece. These movement’s titles can be of any language although most of them are Italian since it was the first international language of the music industry. Having three movements each, a piece was named with the author name at the end and the years of its composition in order to draw the attentions of the audience of when each piece existed and the surrounding techniques involved. This also helps the audience to identify various genres or its evolution from year to the other.

Surrealism Art Essay Example | Topics and Well Written Essays - 500 words

Surrealism Art - Essay Example The essay "Surrealism Art" states the surrealism movement and art. Artists of the 20th century that actively participated in the surrealist movement included but were not limited to Rene Magritte, Man Ray, and Giorgio de Chirico. The surrealist artists invented techniques which tended to portray the mechanisms of dreams, thus emphasizing upon the theory of liberation through their artwork. Giorgio de Chirico is known as the pioneer of surrealist aesthetic. The surrealist artists gained inspiration from his work and attempted to minimize the role of will and consciousness in the artwork. Potential examples of this include Andre Masson’s automatic drawings, Max Ernst’s use of collage and frottage techniques, and raographs made by Man Ray. Thereafter, oneiric images were made by Dali and Magritte by juxtaposing contrasting elements. The first group of the surrealist artists exhibited their artwork in 1925 in Paris. The exhibitions that were subsequently arranged in London and New York in the year 1936 led to the spread and recognition of the surrealist style of art at a larger scale. An exhibition was arranged in 1937 in Tokyo followed by another in Paris in 1938. The surrealist style of art has influenced the American art a lot. For instance, â€Å"the practice of automatism is one basis for Jackson Pollock's work and for Action Painting, while the Surrealists' interest in objects prefigures Pop Art†. Paintings contain familiar objects that are painted in such a way so as to make them appear strange and unknown.