Teamwork Icebreaker Games and Excercises

Teamwork Icebreaker Games and Excercises Icebreakers are exercises that are designed to facilitate interactions. They are often used at meetings, workshops, classrooms, or other group functions to introduce people who dont know each other, spark conversations among people who dont typically converse or help people learn  how to work together. Icebreakers are usually formatted as a game or exercise so that everyone can relax and fun. Some icebreakers also have a competitive element.   Why Icebreakers Help With Team Building Icebreakers games and exercises can help with team building when they require everyone in the group to work together to accomplish a specific task or goal. For example, the group may have to work together to conceptualize and implement a strategy to achieve the task. This sort of teamwork can improve communication among group members and may even help to energize and motivate a team.   Every Team Needs a Leader Icebreakers can also break down barriers among participants who are at different places in the chain of command in an organization - such as a supervisor and the people they supervise. People who normally dont take the lead on a team may have an opportunity to do so during an icebreaker game. This is empowering for many people and may help to identify people in the group with leadership capability and potential.   Teamwork Icebreaker Games The  icebreaker games shown below can be used for both large and small groups. If you have a relatively large group, you may want to consider splitting the attendants into several smaller groups. Although each game is different, they all have a common goal: get the group to complete a task within a specific amount of time. If you have more than one group, you can add a competition element to the game by seeing which team can complete an assigned task the fastest. Sample tasks to try: Build a house of cards using 10 cards.Form a line according to height (tallest to shortest or shortest to tallest).Think up and write down 20 words that start with the letter T.Create and write down 5 questions that have the same answer. After the icebreaker game ends, ask the teams to describe the strategy they used to work together and accomplish the task. Discuss some of the strengths and weaknesses of the strategy. This will help all of the group members learn from each other. As you play more and more icebreaker games, you will notice that the group tries to hone their strategies to improve from one game to the next.   More Icebreaker Games for Teams A couple of  other icebreaker games that you might want to try to encourage teamwork and team building include: Team Building Puzzler - This game encourages multiple teams to compete against each other in a puzzle building competition.The Ball Game - This classic group icebreaker is a great way to help people in small or large groups build trust and get to know each other better.

Quotes From A Farewell to Arms by Ernest Hemingway

Quotes From 'A Farewell to Arms' by Ernest Hemingway A Farewell to Arms is a novel by Ernest Hemingway that was first published in 1929. The books popularity contributed to Hemingways status as an American legend in literature. Hemingway drew from his wartime experiences to tell the story of Frederic Henry, a volunteer in the Italian army. The novel follows his love affair with  Catherine Barkley as the first World War rages in Europe. Here are some memorable quotes from the book: Chapter 2 I was very glad that the Austrians seemed to want to come back to the town sometime if the war should end, because they did not bombard it to destroy it but only a little in a military way. All thinking men are atheists. Chapter 3 It was all as I had left it except that now it was spring. I looked in the door of the big room and saw the major sitting at his desk, the window open and the sunlight coming into the room. He did not see me and I did not know whether to go in and report or go upstairs first and clean up. I decided to go upstairs. Chapter 4 Miss Barkley was quite tall. She wore what seemed to be a nurses uniform, was blonde and had a tawny skin and gray eyes. I thought she was very beautiful. Chapter 5 American in the Italian Army. There were racks of rockets standing to be touched off to call for help from the artillery or to signal with if the telephone wires were to be cut. You see Ive been leading a sort of a funny life. And I never even talk English. And you are so very beautiful. Were going to have a strange life. Chapter 6 I kissed her and saw that her eyes were shut. I kissed both her shut eyes. I thought she was probably a little crazy. It was all right if she was. I did not care what I was getting into. This was better than going every evening to the house for officers where the girls climbed all over you and put your cap on backwards as a sign of affection between their trips upstairs with other officers. Thank god I did not become involved with the British. Chapter 7 I went out the door and suddenly I felt lonely and empty. I had treated seeing Catherine very lightly. I had gotten somewhat drunk and had nearly forgotten to come but when I could not see her there I was feeling lonely and hollow. Chapter 8 There were troops on this road and motor trucks and mules with mountain guns and as we went down, keeping to one side, and across, under a hill beyond the river, the broken houses of the little town that was to be taken. Chapter 9 I believe we should get the war over. War is not won by victory. I ate the end of my piece of cheese and took a swallow of wine. Through the other noise I heard a cough, then came the chuh-chuh-chuh-chuh- then there was a flash, as when a blast-furnace door is swung open, and a roar that started white and went red and on and on in a rushing wind. Chapter 10 I will send Miss Barkley. You are better with her without me. You are purer and sweeter. Chapter 11 Still even wounded you do not see it. I can tell. I do not see it myself but I feel it a little. I would be too happy. If I could live there and love God and serve him. You do. What you tell me about in the nights. That is not love. That is only passion and lust. When you love you wish to do things for. You wish to sacrifice for. You wish to serve. Chapter 12 The next day in the morning we left for Milan and arrived forty-eight hours later. It was a bad trip. We were sidetracked for a long time this side of Mestre and children came and peeked in. I got a little boy to go for a bottle of cognac but he came back and said he could only get grappa. When I woke I looked around. There was sunlight coming in through the shutters. I saw the big armoire, the bare walls, and two chairs. My legs in the dirty bandages, stuck straight out in the bed. I was careful not to move them. I was thirsty and I reached for the bell and pushed the button. I heard the door open and looked and it was a nurse. She looked young and pretty. Chapter 14 She looked fresh and young and very beautiful. I thought I had never seen anyone so beautiful. God knows I didnt mean to fall in love with her. Chapter 15 I have noticed that doctors who fail in the practice of medicine have a tendency to seek one anothers company and aid in consultation. A doctor who cannot take out your appendix properly will recommend you to a doctor who will be unable to remove your tonsils with success. These were such doctors. Chapter 16 I dont. I dont want anybody else to touch you. Im silly. I get furious if they touch you. When a man stays with a girl when does she say how much it costs? Chapter 17 Catherine Barkley took three days off night duty and then she came back on again. It was as though we met again after each of us had been away on a long journey. Chapter 18 She had wonderfully beautiful hair and I would lie sometimes and watch her twisting it up in the light that came in the open door and it shone even in the night as water shines sometimes just before it is really daylight. Dont make up a separate me. Chapter 19 Always I wanted to see Catherine. Its all nonsense. Its only nonsense. Im not afraid of the rain. I am not afraid of the rain. Oh, oh, God, I wish I wasnt. Chapter 20 Dont you like it better when were alone? Chapter 21 In September the first cool nights came, then the days were cool and the leaves on the trees in the park began to turn color and we knew the summer was gone. The Chicago White Sox were winning the American League pennant and the New York Giants were leading the National League.  Babe Ruth  was a pitcher then playing for Boston. The papers were dull, the news was local and stale, and the war news was all old. People have babies all the time. Everybody has babies. Its a natural thing. The coward dies a thousand deaths, the brave but one. Chapter 23 I wish we could do something really sinful. Chapter 24 I watched his face and could feel the whole compartment against me. I did not blame them. He was in the right. But I wanted the seat.  Still, no one said anything. Chapter 25 It did not feel like a homecoming. You are very good to say so. I am very tired of this war. If I was away, I do not believe I would come back. I kept this to remind me of you trying to brush away the Villa Rossa from your teeth in the morning, swearing and eating aspirin and cursing harlots. Every time I see that glass I think of you trying to clean your conscience with a toothbrush. Chapter 27 Its Germans that are attacking, one of the medical officers said. The word Germans was something to be frightened of. We did not want to have anything to do with the Germans. Chapter 28 What does she ride with me for if she doesnt like me? Chapter 30 The sides of the bridge were high and the body of the car, once on, was out of sight. But I saw the heads of the driver, the man on the seat with him, and the two men on the rear seat. They all wore German helmets. The hay smelled good and lying in a barn in the hay took away all the years in between. We had lain in hay and talked and shot sparrows with an air-rifle when they perched in the triangle cut high up in the wall of the barn. The barn was gone now and one year they had cut the hemlock woods and there were only stumps, dried tree-tops,  branches, and fire-weed where the woods had been. You could not go back. Chapter 31 You do not know how long you are in a river when the current moves swiftly. It seems a long time and it may be very short. The water was cold and in flood and many things passed that had been floated off the banks when the river rose. I was lucky to have a heavy timber to hold on to, and I lay in the icy water with my chin on the wood, holding on as easily as I could with both hands. I knew I would have to get out before they got to Mestre because they would be taking care of these guns. They had no guns to lose or forget about. I was terrifically hungry. Chapter 32 Anger was washed away in the river along with any obligation. Chapter 33 It  is now hard to leave the country but it is in no way impossible. Chapter 34 I know what sort of a mess you have gotten this girl into, youre no cheerful sight to me. If you had any shame it would be different. But youre God knows how many months gone with child and you think its a joke and  are  all smiles because your seducers come back. Youve no shame and no feelings. Often a man wishes to be alone and a girl wishes to be alone too and if they love each other they are jealous of that in each other, but I can truly say we never felt that. We could feel alone when we were together, alone against the others. It has only happened to me like that once. Chapter 36 I saw her white back as she took off her  night-gown  and then I looked away because she wanted me to. She was beginning to be a little big with the child and she did not want me to see her. I dressed hearing the rain on the windows. I did not have much to put in my bag. Chapter 37 I rowed all night.  Finally, my hands were so sore I could hardly close them over the oars. We were nearly smashed up on the shore several times. I kept fairly close to the shore because I was afraid of getting lost on the lake and losing time. At  Locarno, we did not have a bad time. They questioned us but they were polite because we had passports and money. I do not think they believed a word of the story and I thought it was silly but it was like a law-court. You did not want something reasonable, you wanted something technical and then stuck to it without explanations. But we had passports and we would spend the money. So they gave us provisional visas. Chapter 38 The war seemed as far away as the football games of someone elses college. But I knew from the papers that they were still fighting in the mountains because the snow would not come. She makes  little  trouble. The doctor says beer will be good for me and keep her small. I do. I wish Id had it to be like you. I wish Id stayed with all your girls so we could make fun of them to you. Chapter 40 When there was a good day we had a splendid time and we never had a bad time. We knew the baby was very close now and it gave us both a feeling as though something were hurrying us and we could not lose any time together. Chapter 41 I will eat from a tray in the next room, the doctor said, You can call me any moment. While the time passed I watched him eat, then, after a while, I saw that he was lying down and smoking a cigarette. Catherine was getting very tired. I thought Catherine was dead. She looked dead. Her face was gray, the part of it that I could see. Down below, under the light, the doctor was sewing up the great long, force-spread, thick-edged wound. I sat down on the chair in front of a table where there were nurses reports hung on clips at the side and looked out of the window. I could see nothing but the dark and the rain falling across the light from the windows. So that was it. The baby was dead. It seems she had one hemorrhage after another. They couldnt stop it. I went into the room and stayed with Catherine until she died. She was unconscious all the time, and it did not take her very long to die. But after I got them to leave and shut the door and turned off the light it wasnt any good. It was like saying good-bye to a statue. After a  while, I went out and left the hospital and walked back to the hotel in the rain.

The role of Governments and Intergovernmental organizations in dealing Essay

The role of Governments and Intergovernmental organizations in dealing with the impact of globalization - Essay Example s and strategies adopted by governmental organizations shapes globalizations as much as globalization dictates the conditions and policy that must be established by governments (Globalization and Global Governance 9-21). The portrayal of globalization as the external force that constrains governments, leaving them with few choices apart from adapting, led the former US President Bill Clinton to remark: Government and intergovernmental organizations play a varying role to deal with the impact of globalization, depending on the dynamics of the matter at hand. Where globalization is understood in the context of being involved in the erosion of economic, political, social and cultural borders, the government’s role of accepting the process and defining policies that promote such a change can be seen as â€Å"making† globalization (The Global Transformation Reader 22-44). The steps taken by the national institutions include the harmonization of regulations that govern various aspects of the system setup, as well as the removal of barriers that prevented free flow of information, goods and services in the past. The European Union (EU) provides a classic example for understanding the role of governments in acceding to the demands of globalization, by the removal of physical borders and unification of economic might to deal in a more positive manner with the changing dynamics of the global business and development demands (Globalization and Global Governance 77-85). The Schengen treaty allowed the citizens of member states to move with ease across the expanse of the EU; the overall aim being to create a mobile and skilled workforce that would have benefits for all concerned members of the EU. For the impact of globalization to be dealt with a positive manner, it has been pertinent for governments and related institutions to undertake an open and flexible approach, especially in identifying the areas where comparative advantage can be reached. This is evident when seen

Lyric Explication - Patsy Cline Essay Example | Topics and Well Written Essays - 1000 words

Lyric Explication - Patsy Cline - Essay Example simile: scan: theme: The main theme of the lyric is the speaker's memory of his lost love and he is in all praise for her love. plot: The speaker is remembering the love of his one-time-beloved who has left only the memories. He finds several indications of her love for him and he is clear that only the memories of the woman remain. comment: The speaker is very passionate in his words and expresses his memory of the lost love. According to him, he has got only the memories of those good old days. The symbols that he uses as the signs or indications of his lost love are able to convey the man's feeling. It is truly a passionate relation that he has lost. Lyric Explication of "She's Got You" - Patsy Cline One of the most famous pop lyrics, "She's Got You" by Hank Cochran has been very strong in presenting the memory of a lost love. As predicted, it came to be a great hit when Patsy Cline first recorded and released in 1962. As she listened to the lyrics, Patsy was emotionally motivated by the power of the lyrics. She was sure about the quality of the lyrics and decided to approach it seriously. She recorded it at the next session. Significantly, there was profound agreement between Cline and her producer about a potential hit from the lyric. An explication of the lyric clarifies why Cline was greatly convinced about the potential of the lyric to become a success. There is a powerful theme running through the lyric and the lyricist has been able to make use of the best techniques to give the maximum effect to the lines. The verse speaks in volume about the feeling of love and the speaker in the lyric is extremely passionate in his voice when expressing his emotion on his lost love. A l yric explication of "She's Got You" substantiates...The symbols that he uses as the signs or indications of his lost love are able to convey the man's feeling. It is truly a passionate relation that he has lost. One of the most famous pop lyrics, "She's Got You" by Hank Cochran has been very strong in presenting the memory of a lost love. As predicted, it came to be a great hit when Patsy Cline first recorded and released in 1962. As she listened to the lyrics, Patsy was emotionally motivated by the power of the lyrics. She was sure about the quality of the lyrics and decided to approach it seriously. She recorded it at the next session. Significantly, there was profound agreement between Cline and her producer about a potential hit from the lyric. An explication of the lyric clarifies why Cline was greatly convinced about the potential of the lyric to become a success. There is a powerful theme running through the lyric and the lyricist has been able to make use of the best techniques to give the maximum effect to the lines. The verse speaks in volume about the feeling of love and the speaker in the lyric is extremely passionate in his voice when expressing his emotion on his lost love. A lyric explication of "She's Got You" substantiates the beauty of these lines and the importance of the lyrical techniques. The speaker's sweet memories of his beloved are presented by the lyricist in the most ef

Penguin Evolution Essay -- essays research papers fc

  Ã‚  Ã‚  Ã‚  Ã‚  On our Earth, we are graced with many fantastic life forms. From those gliding through the heavenly skies, to those at the deepest depths of the oceans, there is a plethora of various species. A group of these, though, is like a diamond in the rough. While many people admire its beauty, they have yet to realize that it’s the love for them that is dwindling its population. Who are these magnificent creatures†¦none other then the penguins.   Ã‚  Ã‚  Ã‚  Ã‚  Just about everyone’s seen a penguin, whether it be on TV, in a magazine, or at a zoo. This is because of the fact that penguins are highly saturated in the media and various industries. Think of Penguin Books or the Pittsburgh Penguins. All the cartoons you’ve seen with penguins in them. Unfortunately, due to mounting and continuing problems, penguins are in danger of becoming extinct. There may be a day were penguins won’t be in any media, simply because there won’t be anymore. Though one may have heard of news supporting them, or funds helping them, this crackdown is seemingly not helping as much as it needs to.   Ã‚  Ã‚  Ã‚  Ã‚  In order for one to understand the danger possessed by penguins, a background of the species and evolution is necessary. The impact people have on penguins is mostly destructive, and the future possibilities are gloomy if things don’t change. The endangerment of penguins is being perpetuated by human actions and these actions must cease for penguins to stay alive.   Ã‚  Ã‚  Ã‚  Ã‚  Simply saying penguins are endangered is not suffice. There are many kinds of penguins, each having its own status of vulnerability and danger. Just like all other living things, penguins have a Scientific Classification. Theirs is as follows. The class they are in is the Aves. This class includes all birds. The Order they are in is called the Sphenisciformes, followed by the only Family under it, the Spheniscide. Both of these include all penguins, living and extinct. Moving down, the only point with variation is that of the species. Most scientists agree that there are seventeen species of penguins, with a select few recognizing eighteen instead. (del Hoyo, 1992). See Chart A   Ã‚  Ã‚  Ã‚  Ã‚  The largest penguin is the Emperor Penguin, standing four feet tall and one hundred pounds. The smallest is the aptly named Litt... ...  Ã‚  Ã‚  Ã‚  World Book Inc, 2000. Davis, Lloyd S. and John T Darby. Penguin Biology. San Diego: Academic Press,   Ã‚  Ã‚  Ã‚  Ã‚  Inc., 1990. del Hoyo, Josep, Andrew Elliott and Jordi Sargatal. Handbook of the Birds of the World.   Ã‚  Ã‚  Ã‚  Ã‚  Vol 1, Ostrich to Ducks. Barcelona: Lynx Edicions, 1992. Dr. Dr. h.c. Grzimk, Bernhard. â€Å"The Penguins.† Animal Life Encyclopedia. Volume 7,   Ã‚  Ã‚  Ã‚  Ã‚  Birds I. New York: Van Nostrand Reinhold Company, 1968. Marchant, S. and P.J. Higgins. Handbook of Australian, New Zealand and   Ã‚  Ã‚  Ã‚  Ã‚  Antarctic   Ã‚  Ã‚  Ã‚  Ã‚  Birds. Melbourne: Oxford University Press, 1990. Name Unknown. â€Å"Nature. The World of Penguins.†   Ã‚  Ã‚  Ã‚  Ã‚  http://www.pbs.org/wnet/nature/penguins/resources.html Pasquier, Roger. â€Å"Penguin.† Encyclopedia Americana. Volume 21. Connecticut:   Ã‚  Ã‚  Ã‚  Ã‚  Grolier Inc, 1998. Simpson, George Gaylord. Penguins: Past and Present, Here and There. New Haven,   Ã‚  Ã‚  Ã‚  Ã‚  Connecticut: Yale University Press, 1976. Sparks, John and Tony Soper. Penguins. New York: Facts on File Publications, 1987.

Learning is a process Essay

Learning is a process, which requires mental capability for it to happen. There are various means by which learning takes place for example there is observational learning, intuition, or through experience. Learning is a continuous process, which happens throughout the life of a person. In education, learning takes place from the time one starts attending a classroom. This paper reflects on the experience that I have had on teaching student to learn. At the first instance, this is not an easy process because it involves making a student open up his or her mind so that grasping of the instruction can take place well in the mind. Most students find it difficult to learn out of many reasons. One of the reason I have realized make students fail to learn how to read fast is fear. Most of them have fear to make a mistake as they start reading. This fear hinders them from attaining degree of learning that they are supposed. Another factor that affects the rate of how children learn to read is the rate of mental development (Arends & Kilcher, 2009). This is because children have different rates of mental development. Those children who learn to read faster than the others are the ones who have faster rate of mental development. I have learned that it is difficult to teach children in the same classroom due to the different rates by which the children learn. Therefore, what I do is to attend to individual students. This allows those children with low rate of learning to feel embarrassed by other who are able to learn first. This also helps the students who are quick learners not to feel dragged by their counterparts who are slow learners. Another thing that I have noticed about students as they learn to read is that they do not like so much supervision. When the students are given freedom to learn more by themselves they tend to learn faster than when as a teacher I try to push them and giving them direction on how to learn. Freedom helps them to be more open to the learning process as they feel they are not intimidated. They also find time to challenge each other as they try to memorize the words they have learned to read. I have found that the best way to enhance learning to students is to allow them do much of the learning by themselves. The work of the teacher would be to give directions, guide them, and then allow them to take charge. The students also learn faster when they are allowed to learn in groups. This allows the students to assist each other to learn some of the difficult things when they are free. Children always feel embarrassed when you show them, for example, to read some words but the following day they have forgotten. I have realized that this can make a student even take longer time to learn because of this embarrassment. So I realized that the best thing a teacher can do to prevent this is to start with the most simple concepts of learning, then move slowly to the more difficult ones. By this, the student mind develops, as the concepts become more difficult (Burns & Sandra, 2004). Slowly by slowly the student is able to grasp even difficult concepts without much difficulty. A student also needs a lot of encouragement and praise even if he or she fails to understand what is being taught. This acts as a motivating factor to a student to work harder. References Arends, R. & Kilcher, A. (2009) Teaching for Student Learning, Taylor and Francis. Burns, T. & Sandra, S. (2004). Teaching, learning and study skills: a guide for tutors, New York, SAGE, 2004

“the Adventures of Huckleberry Finn”- Meaning of a...

All modern American literature comes from one book by Mark Twain called Huckleberry Finn. Many would agree with Earnest Hemingway’s broad statement, but it takes a keen eye to detect and appreciate the brilliant satire that Twain has interwoven throughout his novel. The most prominent topic of his irony is society. Twain questions the â€Å"civilized† nature of white society, which heavily idolizes slavery. Huckleberry is given nothing but contradictory ideas about what kind of boy he should be---on one side he has the â€Å"sivilized† white members of society who seek to â€Å"improve† him, but are not always the best people. On the other hand, Jim, whose character is just a lowly slave, is portrayed to be humane and kind in comparison to his superior†¦show more content†¦The tone of the story changes into something darker at this point, and we are reminded that Huck, although easily forgotten, is still a child that is supposed to be influenced b y his environment. Incredibly, this is not the case with Huck, for his morals are still good, despite all of the twisted and contradictory characters that have been in his life. Huck is always trying to escape from this cruel society, and ironically, he seeks out the presence of Jim. Whereas Pap symbolizes cruelty and ruthlessness in a father through his abusive tirades, Jim symbolizes the compassionate and caring figure that Pap, and all of the â€Å"superior† members of society, should be. Jim portrays the better half of society, and he ironically happens to be a slave, the ultimate inferior of society at the time. Twain uses Jim’s character to show how ridiculous the white society’s application of slavery and human inequality truly is. On page 92, Jim reflects on the story of King Solomon chopping his child in half. He says that if the king had many children, it would be acceptable for him to chop his child in half; in slavery, one life means little and is easily replaceable. Jim’s ideas seem appalling, but with deeper speculation, the reader can see that this is only what Jim has witnessed in his horrible experiences with slavery. Jim possesses a uniquely humane way of thinking, oneShow MoreRelatedThe Use of the Word - Nigger - in Twains Novel The Adventures of Huckleberry Finn1238 Words   |  5 PagesSince 1884, when the book was first published, there has been much controversy regarding the use of the word â€Å"nigger† in the novel The Adventures of Huckleberry Finn, by Mark Twain. Many people all over the world, predominantly the African-American population, feel that the word demoralizes the Blacks, and feel that the novel should be strongly censored from society. 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