Professional sports teams have become very vocal, and often very successful, claimants for access to the public purse. Economics as a discipline usually relies on one of two possible explanations for government involvement in the economy: market failure and interest group theory. This thesis attempts to evaluate which of these two theories best explains the success of professional sports teams in attracting subsidies. Proponents of subsidization argue that teams are a positive externality and, therefore, a transfer from government will actually increase efficiency. Although the empirical work in this paper follows a very different methodology from previous efforts, the results are consistent with the prevailing consensus that sports do little to improve a region's economy. Interest group theory makes no claims about government intervention leading to increased efficiency, instead it argues that outcomes will be dependent on a political "market". While interest group theory has some explanatory power, it does not capture one crucial aspect of sports subsidization--team's ability to relocate. In an effort to improve on existing interest group theory, this thesis incorporates capital mobility into more traditional interest group theory. This adjustment gives firms and their lobby groups more power in the political process than thus far admitted in interest group theory and fits the trends and evidence in sports subsidization quite well. The conclusion is that sports subsidization should not be thought of in terms of welfare economic notions of a positive externality. but rather, as the result of a political outcome in whic the teams are well placed to receive public support from the government.
from Scythe : Proceedings and Bulletin of the International Data Farming Community, Issue 9 Workshop 21 ; Nearly a decade after the highly publicized small boat attacks against the USS Cole (in 2000) and M/V Limburg (in 2002) in Yemen, small vessels continue to pose a security threat to ports worldwide. At ports, small vessels frequently operate in close proximity to important maritime infrastructure, such as bridges and petrochemical plants, and to passenger and military ships. (Department of Homeland Security, Small Vessel Security Strategy, 2008)
The purpose of the study was to identify the educational values among Jordanian National Team Players from their own respective to find the differences between educational values according to gender, kind of the game, ecology, culture level, and family income. The study composed of (156) (M=94, F=62) national players representing the following sports, Football, Basketball, Volleyball, Table Tennis, Handball, Fencing, Karate, and Taekwondo. The questionnaire consisted of (71) educational values items in which they were divided into six dimensions: (knowledge values, political values, esthetic values, economic values, ethical values and social values). The researcher used means (percentage) and standard deviation to answer the first question, and analysis of variance, (ANOVA) and also used (T- TEST) for the variables of the six dimensions. The results showed that the educational values dimensions available of the following series (esthetic values, ethical values, political values, social values, knowledge values and economical values). There are difference, according to the statically indication in players response to single or team game in the following values (esthetic values and ethic values) increased in popular games. There are differences in statically identifications in players response related to cultural level in the values of (knowledge values and ethical values) in favor of players with attending university. It is recommended the necessity of supporting the national team players, primarily knowledge, ethic values and esthetic values also recommends for periodic culture seminar for the national games players to concentrate on the educational values and its necessity in forming individual behavior.
Many decisions in politics and business are made by teams rather than by single individuals. In contrast, economic models typically assume an individual rational decision maker. A rapidly growing body of (experimental) literature investigates team decisions in different settings. We study team decisions in a public goods contribution game with a costly punishment option and compare it to the behavior of individuals in a laboratory experiment. We also consider different team decision-making rules (unanimity, majority). We find that teams contribute significantly more and punish less than individuals, regardless of the team decision rule. Overall, teams yield higher payoffs than individuals.
Machiavelli and modern team-based management styles are said by several scholars to be at odds with one another. Callahan (2004) and Buttery and Richter (2003) associate the concepts of organizational leadership power, control, and fear with traditional organizational structures and Machiavellian philosophy. Love, collaboration, and empowerment, on the other hand, are viewed as being the exclusive domain of contemporary leadership styles. However, it is the conclusion of this article that Machiavellian leadership and team-based organizations are not necessarily incompatible. To assume, as Callanan does, that current "collaborative work systems" are in some way superior because they do not focus on, so called, Machiavellian "tactics to increase power and hoard it as a means to ensure a leadership position" is at best naïve. In reality, precisely the opposite is taking place: Organizations are currently being structured into collaborative environments for the express purpose of enhancing "individual accomplishment and the building of power." It is not the principle of maintaining and building power that has changed, but rather the manner in which this power-building is being expressed that has changed. Powerful leadership and control should not be seen as the enemy of modern organizational structure. Only powerful organizational leaders who are in total control of their organizations can successfully implement collaborative work systems into their organizations.
Challenges in global politics like climate change, maritime piracy and fighting highly contagious diseases concern global public goods. The related policy decisions are mostly made by teams. In contrast, economic models of global public goods typically assume a single rational decision-maker. We use a laboratory experiment to compare team decisions to decisions of individuals in a finitely repeated public good game with and without a costly punishment option. Teams of three participants coordinate on decisions either by majority or unanimity rule. We find that in absence of a punishment option teams contribute more to the public good than individuals. With a punishment option subsequently to the contribution decision team treatments exhibit a less frequent use of anti-social punishment and lower levels of social as well as anti-social punishment. Extreme preferences for punishment are eliminated by the majority decision rule. Overall, team decisions are closer to the social optimum and teams yield higher net payoffs when compared to individuals.
Challenges in global politics like climate change, maritime piracy and fighting highly contagious diseases concern global public goods. The related policy decisions are mostly made by teams. In contrast, economic models of global public goods typically assume a single rational decision-maker. We use a laboratory experiment to compare team decisions to decisions of individuals in a finitely repeated public good game with and without a costly punishment option. Teams of three participants coordinate on decisions either by majority or unanimity rule. We find that in absence of a punishment option teams contribute more to the public good than individuals. With a punishment option subsequently to the contribution decision team treatments exhibit a less frequent use of anti-social punishment and lower levels of social as well as anti-social punishment. Extreme preferences for punishment are eliminated by the majority decision rule. Overall, team decisions are closer to the social optimum and teams yield higher net payoffs when compared to individuals.
Team communication is considered a key factor for team performance. Importantly, voicing concerns and suggestions regarding work-related topics—also termed speaking up—represents an essential part of team communication. Particularly in action teams in high-reliability organizations such as healthcare, military, or aviation, voice is crucial for error prevention. Although research on voice has become more important recently, there are inconsistencies in the literature. This includes methodological issues, such as how voice should be measured in different team contexts, and conceptual issues, such as uncertainty regarding the role of the voice recipient. We tried to address these issues of voice research in action teams in the current literature review. We identified 26 quantitative empirical studies that measured voice as a distinct construct. Results showed that only two-thirds of the articles provided a definition for voice. Voice was assessed via behavioral observation or via self-report. Behavioral observation includes two main approaches (i.e., event-focused and language-focused) that are methodologically consistent. In contrast, studies using self-reports showed significant methodological inconsistencies regarding measurement instruments (i.e., self-constructed single items versus validated scales). The contents of instruments that assessed voice via self-report varied considerably. The recipient of voice was poorly operationalized (i.e., discrepancy between definitions and measurements). In sum, our findings provide a comprehensive overview of how voice is treated in action teams. There seems to be no common understanding of what constitutes voice in action teams, which is associated with several conceptual as well as methodological issues. This suggests that a stronger consensus is needed to improve validity and comparability of research findings.
The article discusses the results of the research carried out in theatres in the Silesian Region of Poland among the technical and administrative staff. The research concerned a crisis situation of director change, often a turning point in the life of each theatre. We examined the employees' attitudes, emotions, and opinions associated with the change. We selected teams that were lower in the theatre hierarchy than the artistic team. It turned out that, contrary to popular opinion, the change in the directorial seat has a certain impact on these employees, who are extremely aware of the processes taking place in the organization. The empowerment of theatre employees postulated in discussions about culture coincides with the results of our research. It creates an opportunity for the traditionally-managed theatres to transform themselves into so-called learning organizations.
Situation Awareness (SA) is a construct that is considered important to safety in dynamic, risky, time-constrained and complex environments, such as military aviation, nuclear reactors and emergency management. Research consideration of SA is complicated by the fact that there is no clearly superior methodology for SA measurement. Typically, SA is considered at the individual level; however, the nature of the SA context often requires more than one individual for safe and effective operations. Team SA is a qualitatively different phenomenon than individual SA. Few models of team SA have been proposed. The primary purpose of this paper was to develop and test a model of team SA. Existing models of team SA were reviewed, an integrated model was put forth, and each of the models was tested. Additionally, the paper explored and compared several methods for quantitatively assessing SA. Results indicate that one measure of SA, SALIENT (Muniz et al, 1997) has the best measurement characteristics. Model testing revealed that all models put forth fit the data adequately, but the summation model yielded the best fit to the data. Implications and suggestions for future research were outlined.
This essay reviews different notions about and approaches to nationalism in Australia in the year 2014 as seen through media commentary generated by the incumbent conservative Coalition government's declaration of new anti-terror initiatives (September-October 2014) and Prime Minister Tony Abbott's use of the metaphor 'Team Australia'. The aim is to shed light on divergent understandings of the place of nationalism in contemporary Australian politics and society. Nationalism can be both a means of engendering electoral and political affiliation and a more diffuse sentiment that pervades broader community ties in ways that go beyond mediated mobilisation. Multiculturalism as a trope, construct and category of political analysis serves as a useful context within which competing claims of national identity and nationalism may be examined. Multiculturalism is a well-embedded notion in Australia. However, continuing conflicts and international events constantly re-inflect understandings of nationalism and national unity against the backdrop of Australian multiculturalism. This essay surveys approaches to Abbott's declarations and poses queries for future research on discourse and nationalism in Australia.
Key concepts: We review interdependence theory measured by entropic forces, findings in support, and several examples from the field to advance a science of autonomous human-machine teams (A-HMTs) with artificial intelligence (AI). While theory is needed for the advent of autonomous HMTs, social theory is predicated on methodological individualism, a statistical and qualitative science that neither generalizes to human teams nor HMTs. Maximum interdependence in human teams is associated with the performance of the best teams when compared to independent individuals; our research confirmed that the top global oil firms maximize interdependence by minimizing redundant workers, replicated for the top militaries in the world, adding that impaired interdependence is associated with proportionately less freedom, increased corruption, and poorer team performance. We advanced theory by confirming that the maximum interdependence in teams requires intelligence to overcome obstacles to maximum entropy production (MEP; e.g., navigating obstacles while abiding by military rules of engagement requires intelligence). Approach: With a case study, we model as harmonic the long-term oscillations driven by two federal agencies in conflict over closing two high-level radioactive waste tanks, ending when citizens recommended closing the tanks. Results: While contradicting rational consensus theory, our quasi-Nash equilibrium model generates the information for neutrals to decide; it suggests that HMTs should adopt how harmonic oscillations in free societies regulate human autonomy to improve decisions and social welfare.
Studying and characterizing the culture in startup teams is an area of emerging interest, with stakeholders like founders, investors, government bodies and OB researchers. In the summer of 2020, an academic project commissioned by Purdue University was conducted for the purposes of garnering automated behavioural insights that influence decision making in lean startup teams possessing complementary skill sets. This resulted in a benchmarked tool/framework that combines computational techniques like Speaker Diarization, Topic Modelling, Affect and Sentiment Recognition, and Network Graphs to analyse input data which is audio and visual in nature and outputs instances of note that help researchers model group behaviour. A similar case study is made here for improvisational art forms like Jazz which thrive as participatory systems and depend on the positive outcomes from the development of personal and cultural forces that drive cognitive tensions/conflict. How is a Jazz group (and other improvisational art forms) comparable to a startup team? Startups share an inherent similarity to improvisational performance art forms in their shared ownership of the outcome, flat hierarchy and diverse experience set working towards a common goal. Link to relevant papers: Coda—Creativity and Improvisation in Jazz and Organizations: Implications for Organizational Learning Team dynamics: entrepreneurship versus music. What an entrepreneurial team can learn Goals Team dynamics and org culture come into play towards the success of an intended outcome, more so for teams with a shared goal but a loosely defined/evolving path or process to reach said goal. The ability to improvise and co-create in a team signals for the existence of trust, mutual respect and accepted equity of the shared goal. Markers of improvisations may be different in the two systems, we aim to determine the stripped away/abstracted version of improvisation that stays true in both systems. But is 'team tension' the defining characteristic in the creation of the ...
Arabic language is one of the international languages in the world today. This language has contrib- uted immensely to the development of human lives such as economy, education, politics, sociology and a host of others. The language has been used in the past to bring light of knowledge from other tribes and cultures such as Greco and Persian knowledge through translation. Today, it seems that the language is dwindling in our society in terms of speaking, writing and learning. There are many meth- ods to be used to improve in learning the language to regain its glory. The method suggested in this paper to teach the language effectively is team collaboration approach. The major findings to resusci- tate the learning/teaching of Arabic as a language to become a more interesting language to learn in the society include learning outcome and improve the behaviour. There will be quality control and as- sured evaluation reports being produced as evidence of best value. More hands of professionals on the field will be involved.
Background. Schools unequivocally privilege solo-teaching. This research seeks to enhance our understanding of team-teaching by examining how two teachers, working in the same classroom at the same time, might or might not contribute to the promotion of inclusive learning. There are well-established policy statements that encourage change and moves towards the use of team-teaching to promote greater inclusion of students with special educational needs in mainstream schools and mainstream classrooms. What is not so well established is the practice of team-teaching in post-primary settings, with little research conducted to date on how it can be initiated and sustained, and a dearth of knowledge on how it impacts upon the students and teachers involved. Research questions and aims. In light of the paucity and inconclusive nature of the research on team-teaching to date (Hattie, 2009), the orientating question in this study asks 'To what extent, can the introduction of a formal team-teaching initiative enhance the quality of inclusive student learning and teachers' learning at post-primary level?' The framing of this question emerges from ongoing political, legal and educational efforts to promote inclusive education. The study has three main aims. The first aim of this study is to gather and represent the voices and experiences of those most closely involved in the introduction of team-teaching; students, teachers, principals and administrators. The second aim is to generate a theory-informed understanding of such collaborative practices and how they may best be implemented in the future. The third aim is to advance our understandings regarding the day-to-day, and moment-to-moment interactions, between teachers and students which enable or inhibit inclusive learning. Sample. In total, 20 team-teaching dyads were formed across seven project schools. The study participants were from two of the seven project schools, Ash and Oak. It involved eight teachers and 53 students, whose age ranged from 12-16 years old, with 4 teachers forming two dyads per school. In Oak there was a class of first years (n=11) with one dyad and a class of transition year students (n=24) with the other dyad. In Ash one class group (n=18) had two dyads. The subjects in which the dyads engaged were English and Mathematics. Method. This research adopted an interpretive paradigm. The duration of the fieldwork was from April 2007 to June 2008. Research methodologies included semi-structured interviews (n=44), classroom observation (n=20), attendance at monthly teacher meetings (n=6), questionnaires and other data gathering practices which included school documentation, assessment findings and joint examination of student work samples (n=4). Results. Team-teaching involves changing normative practices, and involves placing both demands and opportunities before those who occupy classrooms (teachers and students) and before those who determine who should occupy these classrooms (principals and district administrators). This research shows how team-teaching has the potential to promote inclusive learning, and when implemented appropriately, can impact positively upon the learning experiences of both teachers and students. The results are outlined in two chapters. In chapter four, Social Capital Theory is used in framing the data, the change process of bonding, bridging and linking, and in capturing what the collaborative action of team-teaching means, asks and offers teachers; within classes, between classes, between schools and within the wider educational community. In chapter five, Positioning Theory deductively assists in revealing the moment-to-moment, dynamic and inclusive learning opportunities, that are made available to students through team-teaching. In this chapter a number of vignettes are chosen to illustrate such learning opportunities. These two theories help to reveal the counter-narrative that team-teaching offers, regarding how both teachers and students teach and learn. This counter-narrative can extend beyond the field of special education and include alternatives to the manner in which professional development is understood, implemented, and sustained in schools and classrooms. Team-teaching repositions teachers and students to engage with one another in an atmosphere that capitalises upon and builds relational trust and shared cognition. However, as this research study has found, it is wise that the purposes, processes and perceptions of team-teaching are clear to all so that team-teaching can be undertaken by those who are increasingly consciously competent and not merely accidentally adequate. Conclusions. The findings are discussed in the context of the promotion of effective inclusive practices in mainstream settings. I believe that such promotion requires more nuanced understandings of what is being asked of, and offered to, teachers and students. Team-teaching has, and I argue will increasingly have, its place in the repertoire of responses that support effective inclusive learning. To capture and extend such practice requires theoretical frameworks that facilitate iterative journeys between research, policy and practice. Research to date on team-teaching has been too focused on outcomes over short timeframes and not focused enough on the process that is team-teaching. As a consequence team-teaching has been under-used, under-valued, under-theorised and generally not very well understood. Moving from classroom to staff room and district board room, theoretical frameworks used in this research help to travel with, and understand, the initiation, engagement and early consequences of team-teaching within and across the educational landscape. Therefore, conclusions from this study have implications for the triad of research, practice and policy development where efforts to change normative practices can be matched by understandings associated with what it means to try something new/anew, and what it means to say it made a positive difference.
