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How Fun Are Your Meetings? Investigating the Relationship Between Humor Patterns in Team Interactions and Team Performance
University of Nebraska at Omaha DigitalCommons@UNO Psychology Faculty Publications Department of Psychology 11-2014 How fun are your meetings? Investigating the relationship between humor patterns in team interactions and team performance Nale Lehmann-Willenbrock Vrije University Amsterdam Joseph A. Allen University of Nebraska at Omaha, [email protected] Follow this and additional works at: https://digitalcommons.unomaha.edu/psychfacpub Part of the Industrial and Organizational Psychology Commons Recommended Citation Lehmann-Willenbrock, Nale and Allen, Joseph A., "How fun are your meetings? Investigating the relationship between humor patterns in team interactions and team performance" (2014). Psychology Faculty Publications. 118. https://digitalcommons.unomaha.edu/psychfacpub/118 This Article is brought to you for free and open access by the Department of Psychology at DigitalCommons@UNO. It has been accepted for inclusion in Psychology Faculty Publications by an authorized administrator of DigitalCommons@UNO. For more information, please contact [email protected]. In press at Journal of Applied Psychology How fun are your meetings? Investigating the relationship between humor patterns in team interactions and team performance Nale Lehmann-Willenbrock1 & Joseph A. Allen2 1 VU University Amsterdam 2 University of Nebraska at Omaha Acknowledgements The initial data collection for this study was partially supported by a grant from the German Research Foundation, which is gratefully acknowledged. We appreciate the support by Simone Kauffeld and the helpful feedback by Steve Kozlowski. Abstract Research on humor in organizations has rarely considered the social context in which humor occurs. One such social setting that most of us experience on a daily basis concerns the team context. Building on recent theorizing about the humor—performance association in teams, this study seeks to increase our understanding of the function and effects of humor in team interaction settings. -
Spring-And-Summer-Fun-Pack.Pdf
Spring & Summer FUN PACK BUILD OUR KIDS' SUCCESS Find many activities for kids in Kindergarten through Grade 9 to get moving and stay busy during the warmer months. Spring & Summer FUN PACK WHO IS THIS BOOKLET FOR? 1EVERYONE – kids, parents, camps, childcare providers, and anyone that is involved with kids this summer. BOKS has compiled a Spring & Summer Fun Pack that is meant to engage kids and allow them to “Create Their Own Adventure of Fun” for the warmer weather months. This package is full of easy to follow activities for kids to do independently, as a family, or for camp counselors/childcare providers to engage kids on a daily basis. We have included a selection of: BOKS Bursts (5–10 minute activity breaks) BOKS lesson plans - 30 minutes of fun interactive lessons including warm ups, skill work, games and nutrition bits with video links Crafts Games Recipes HOW DOES THIS WORK? Choose two or three activities daily from the selection outlined on page 4: 1. Get physically active with Bursts and/or BOKS fitness classes. 2. Be creative with cooking and crafts. 3. Have fun outdoors (or indoors), try our games! How do your kids benefit? • Give kids time to play and have fun. • Get kids moving toward their 60 minutes of recommended daily activity. • Build strong bones and muscles with simple fitness skills. • Reduce symptoms of anxiety. • Encourage a love of physical activity through engaging games. • We encourage your kids to have fun creating their own BOKS adventure. WHO WE ARE… BOKS (Build Our Kids' Success) is a FREE physical activity program designed to get kids active and establish a lifelong commitment to health and fitness. -
Circle up Event Booklet
Thank You to Our Event Sponsors SUMMIT SPONSORS PATHFINDER SPONSORS CIRCLE UP! Northwest Outward Bound School Alumni & Friends Virtual Event October 22-24, 2020 TREK AMBASSADOR SPONSOR KEY IN-KIND SPONSOR Photo by Joel Reid NWOBS.ORG NORTHWEST NORTHWEST CIRCLEOUTW UP! ARD BOUND SCHOOL CIRCLE#NWO UP!BS OUTWARD BOUND SCHOOL Schedule of Activities CIRCLE UP! THURSDAY 10/22 5:30pm-7:00pm PT A year like no other. • Happy Hour with Breakouts by Decade Yet a year where the compassion, resilience, and leadership of our FRIDAY 10/23 students, staff and board has truly made a difference, both in their own 9:00–10:30 am PT (choose 1 of 3 options) lives and that of their families and communities. • From Spark to Flame: Conversations about Life After Outward As we’ve jointly steered NWOBS through this tumultuous time, we’ve Bound. spoken often about our organizational mission, the values our alumni • OB History: Re-examined hold and how so many of you all are out there, helping your families, • Recreating Responsibly: How to Improve Inclusion and communities and amplifying the good in the world. That thought has Diversity in the Outdoors kept us inspired. We know that each of us has personally benefitted from our Outward Bound experience in ways that have not only helped 1:00-2:30pm PT (choose 1 of 3 options) us persevere this year but has positively impacted those in our lives. • What is NWOBS doing to Improve Equity, Inclusion, and We are stronger because we have been Outward Bound. Diversity in our Organization This year has tested the limits of our organizational resiliency and found • White Privilege in Experiential Education a staff and board with the fortitude to fight for the students we will • OB in New Contexts: Partner Programs Showcase Through all those unrelenting serve this fall, next year and beyond. -
DISGUST: Features and SAWCHUK and Clinical Implications
Journal of Social and Clinical Psychology, Vol. 24, No. 7, 2005, pp. 932-962 OLATUNJIDISGUST: Features AND SAWCHUK and Clinical Implications DISGUST: CHARACTERISTIC FEATURES, SOCIAL MANIFESTATIONS, AND CLINICAL IMPLICATIONS BUNMI O. OLATUNJI University of Massachusetts CRAIG N. SAWCHUK University of Washington School of Medicine Emotions have been a long–standing cornerstone of research in social and clinical psychology. Although the systematic examination of emotional processes has yielded a rather comprehensive theoretical and scientific literature, dramatically less empirical attention has been devoted to disgust. In the present article, the na- ture, experience, and other associated features of disgust are outlined. We also re- view the domains of disgust and highlight how these domains have expanded over time. The function of disgust in various social constructions, such as cigarette smoking, vegetarianism, and homophobia, is highlighted. Disgust is also becoming increasingly recognized as an influential emotion in the onset, maintenance, and treatment of various phobic states, Obsessive–Compulsive Disorder, and eating disorders. In comparison to the other emotions, disgust offers great promise for fu- ture social and clinical research efforts, and prospective studies designed to improve our understanding of disgust are outlined. The nature, structure, and function of emotions have a rich tradition in the social and clinical psychology literature (Cacioppo & Gardner, 1999). Although emotion theorists have contested over the number of discrete emotional states and their operational definitions (Plutchik, 2001), most agree that emotions are highly influential in organizing thought processes and behavioral tendencies (Izard, 1993; John- Preparation of this manuscript was supported in part by NIMH NRSA grant 1F31MH067519–1A1 awarded to Bunmi O. -
Mathematics K Through 6
Building fun and creativity into standards-based learning Mathematics K through 6 Ron De Long, M.Ed. Janet B. McCracken, M.Ed. Elizabeth Willett, M.Ed. © 2007 Crayola, LLC Easton, PA 18044-0431 Acknowledgements Table of Contents This guide and the entire Crayola® Dream-Makers® series would not be possible without the expertise and tireless efforts Crayola Dream-Makers: Catalyst for Creativity! ....... 4 of Ron De Long, Jan McCracken, and Elizabeth Willett. Your passion for children, the arts, and creativity are inspiring. Thank you. Special thanks also to Alison Panik for her content-area expertise, writing, research, and curriculum develop- Lessons ment of this guide. Garden of Colorful Counting ....................................... 6 Set representation Crayola also gratefully acknowledges the teachers and students who tested the lessons in this guide: In the Face of Symmetry .............................................. 10 Analysis of symmetry Barbi Bailey-Smith, Little River Elementary School, Durham, NC Gee’s-o-metric Wisdom ................................................ 14 Geometric modeling Rob Bartoch, Sandy Plains Elementary School, Baltimore, MD Patterns of Love Beads ................................................. 18 Algebraic patterns Susan Bivona, Mount Prospect Elementary School, Basking Ridge, NJ A Bountiful Table—Fair-Share Fractions ...................... 22 Fractions Jennifer Braun, Oak Street Elementary School, Basking Ridge, NJ Barbara Calvo, Ocean Township Elementary School, Oakhurst, NJ Whimsical Charting and -
Visitor Guide 2006
A VISITOR’S GUIDE TO DEATH VALLEY 2006 NATIONAL PARK Helping Your National Park This year we are asking you to support your na- Here at Death Valley National Park, there are sev- tional heritage in a bigger way. Many parks, including eral areas where you can experience your money at Death Valley National Park, are increasing entrance work. Explore the new visitor area at Badwater, tour and camping fees to pay for public facilities, research, the newly stabilized historic structures at Harmony and the protection of natural and cultural heritage. Park Borax Works or overnight in campgrounds with new Superintendent JT Reynolds stated, “These areas pre- tables and grills. Some benefits to you are not as obvi- serve our national heritage. America’s heritage pro- ous, but nonetheless enhance your visit to the park. vides our national spirit. You break our heritage and Plans for future use of these funds include a new you break our spirit. You break our spirit and you break parking area at the sand dunes and reconstruction of the country.” Protecting our heritage does not come the historic Cook House at Scotty’s Castle. cheaply! The National Park Service staff is also doing its In 2004, President Bush, realizing that the percent- part to protect the park. Superintendent Reynolds says, age of tax dollars going to the National Park Service “What we accomplish in Death Valley is only possible was not keeping up with the increasing costs of op- because of a dedicated crew of workers... that’s what erations, signed the Federal Lands Recreation En- holds the parks together, this dedication.” Death Val- hancement Act. -
The Distancing-Embracing Model of the Enjoyment of Negative Emotions in Art Reception
BEHAVIORAL AND BRAIN SCIENCES (2017), Page 1 of 63 doi:10.1017/S0140525X17000309, e347 The Distancing-Embracing model of the enjoyment of negative emotions in art reception Winfried Menninghaus1 Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Valentin Wagner Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Julian Hanich Department of Arts, Culture and Media, University of Groningen, 9700 AB Groningen, The Netherlands [email protected] Eugen Wassiliwizky Department of Language and Literature, Max Planck Institute for Empirical Aesthetics, 60322 Frankfurt am Main, Germany [email protected] Thomas Jacobsen Experimental Psychology Unit, Helmut Schmidt University/University of the Federal Armed Forces Hamburg, 22043 Hamburg, Germany [email protected] Stefan Koelsch University of Bergen, 5020 Bergen, Norway [email protected] Abstract: Why are negative emotions so central in art reception far beyond tragedy? Revisiting classical aesthetics in the light of recent psychological research, we present a novel model to explain this much discussed (apparent) paradox. We argue that negative emotions are an important resource for the arts in general, rather than a special license for exceptional art forms only. The underlying rationale is that negative emotions have been shown to be particularly powerful in securing attention, intense emotional involvement, and high memorability, and hence is precisely what artworks strive for. Two groups of processing mechanisms are identified that conjointly adopt the particular powers of negative emotions for art’s purposes. -
The Gay Science (`La Gaya Scienza')
Cambridge University Press 0521631599 - The Gay Science: With a Prelude in German Rhymes and an Appendix of Songs Friedrich Nietzsche Excerpt More information The Gay Science R`La gaya scienza') This house is my own and here I dwell, I've never aped nothing from no one and ± laugh at each master, mark me well, who at himself has not poked fun. Over my front door. The title is a translation into German Rin our edition, into English) of the ProvencËal subtitle. Gaya scienza R`joyful, cheerful, or gay science') was a term used by the troubadours in the twelfth to fourteenth centuries to refer to the art of poetry. In Ecce Homo Nietzsche writes that he has used the term gaya scienza here to designate the speci®c unity of `singer, knight, and free spirit' which was characteristic of early ProvencËal culture. © Cambridge University Press www.cambridge.org Cambridge University Press 0521631599 - The Gay Science: With a Prelude in German Rhymes and an Appendix of Songs Friedrich Nietzsche Excerpt More information Preface to the second edition 1 This book might need more than one preface; and in the end there would still be room for doubting whether someone who has not experienced something similar could, by means of prefaces, be brought closer to the experiences of this book. It seems to be written in the language of the wind that brings a thaw: it contains high spirits, unrest, contradiction, and April weather, so that one is constantly reminded of winter's nearness as well as of the triumph over winter that is coming, must come, perhaps has already come. -
DEPORTES EXTREMOS Horas Aula: 4 Clave: DIP2310C12
Universidad Estatal de Sonora Secuencia Didáctica Curso: DEPORTES EXTREMOS Horas aula: 4 Clave: DIP2310C12 Antecedentes: Horas plataforma: 0 Competencia del área: Competencia del curso: Diseñar programas de deportes extremos a partir de los elementos abordados a nivel técnico y de preparación física, con el propósito de ejecutarlos en los espacios públicos del entorno regional, considerando el enfoque de la sustentabilidad en el medio urbano y rural. Elementos de competencia: 1. Interpretar la legislación vigente de las disciplinas que conforman los deportes extremos en el ámbito nacional e internacional, para establecer las bases de referencia de la práctica de este tipo de deportes en espacios urbanos y al aire libre. 2. Analizar la historia y los elementos técnicos básicos de los deportes extremos urbanos y al aire libre mediante el estudio y ejecución de los mismos, a partir de la bibliografía vigente a nivel mundial, con la finalidad de ponerlos en práctica en los espacios públicos del entorno regional, mostrando respeto a las instalaciones y comunidad que en ellas se encuentren. 3. Elaborar una propuesta de programa de Deportes Extremos, con el fin de aplicarlo con población de diferentes edades en el entorno regional, conforme a criterios de sustentabilidad. Perfil del docente: Licenciado en Entrenamiento Deportivo o afín, preferentemente con certificaciones en actividades al aire libre o deportes extremos. Planifica los procesos de enseñanza y de aprendizaje atendiendo al enfoque por competencias y los ubica en contextos disciplinares, curriculares y sociales amplios. Elaboró: REYES LOPEZ JOSE HUMBERTO, LEON MADA JESUS HUMBERTO Mayo 2018 Revisó: DANITZA GASTELUM CELAYA Junio 2018 Última actualización: Autorizó: Coordinación de Procesos Educativos Junio 2018 Elemento de competencia 1: Interpretar la legislación vigente de las disciplinas que conforman los deportes extremos en el ámbito nacional e internacional, para establecer las bases de referencia de la práctica de este tipo de deportes en espacios urbanos y al aire libre. -
The Aesthetic Mind This Page Intentionally Left Blank the Aesthetic Mind Philosophy and Psychology
The Aesthetic Mind This page intentionally left blank The Aesthetic Mind Philosophy and Psychology EDITED BY Elisabeth Schellekens and Peter Goldie 1 3 Great Clarendon Street, Oxford OX26DP Oxford University Press is a department of the University of Oxford. It furthers the University’s objective of excellence in research, scholarship, and education by publishing worldwide in Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Oxford is a registered trade mark of Oxford University Press in the UK and in certain other countries Published in the United States by Oxford University Press Inc., New York # the several contributors 2011 The moral rights of the authors have been asserted Database right Oxford University Press (maker) First published 2011 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, without the prior permission in writing of Oxford University Press, or as expressly permitted by law, or under terms agreed with the appropriate reprographics rights organization. Enquiries concerning reproduction outside the scope of the above should be sent to the Rights Department, Oxford University Press, at the address above You must not circulate this book in any other binding or cover and you must impose the same condition on any acquirer British Library Cataloguing in Publication Data Data available Library of Congress Cataloging in Publication Data Data available Typeset by SPI Publisher Services, Pondicherry, India Printed in Great Britain on acid-free paper by MPG Books Group, Bodmin and King’s Lynn ISBN 978–0–19–969151–7 13579108642 Contents List of Figures viii Notes on Contributors ix Introduction 1 Elisabeth Schellekens and Peter Goldie Part I. -
Daisen-Oki National Park Boasts Diverse Sceneries, Comprising a Mountainous Area Stretching from Mt
Mountains where the gods reside, and a series of volcanoes and islands that breathe with ancient memories Daisen-Oki National Park boasts diverse sceneries, comprising a mountainous area stretching from Mt. Daisen, the highest Daisen-Oki peak of the Chugoku region, to Mt. Hiruzen and Mt. Kenashi, the Mt. Mitoku area, the coastal portion of the Shimane 15 Peninsula, the Mt. Sanbe area and the Oki Islands. This Park and its surrounding areas include places of mountain worship National Park and stages of a number of Japanese myths such as the Kunibiki Shinwa (“land-pulling myth”), and retain culture and livelihood deeply connected to nature. In the Park’s mountainous region, volcanic topography, forests and grasslands are part of a varied landscape where each area possesses distinct scenery. Amidst this majesty, Mt. Daisen is revered as Japan’s oldest kami-yama —mountain of gods—while Mt. Mitoku is said to be sacred ground for mountain asceticism. On the Shimane Peninsula along with Izumo Grand Shrine, one of the most important shrines in Japan, you will find scenic and historic locations associated with myths in every direction. At Miho Shrine, situated on the eastern tip of the Shimane Peninsula, Shinto rituals associated with two ancient accounts of Japanese history, the Kojiki and the Nihon- Shoki, are passed down as regional events, while the main hall of Izumo Grand Shrine, constructed in the oldest style of Shinto shrine architecture, is a designated National Treasure. The Oki Islands are celebrated for their spectacular islands and coastal scenery. In acknowledgement of the geohistory that dynamic forces created them, their isolated and unique ecosystem, and the lifestyle and traditions that this environment nurtured, the Islands have been designated as a UNESCO Global Geopark. -
Human Perception and Control of Vehicle Roll Tilt in Hyper-Gravity
Human Perception and Control of Vehicle Roll Tilt in Hyper-Gravity By Torin Kristofer Clark B.S. Aerospace Engineering University of Colorado at Boulder, 2008 S.M. Aeronautics and Astronautics Massachusetts Institute of Technology, 2010 SUBMITTED TO THE DEPARTMENT OF AERONAUTICS AND ASTRONAUTICS IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN AERONAUTICS AND ASTRONAUTICS AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY September 2013 © 2013 Torin Clark. All rights reserved. The author hereby grants to MIT and The Charles Stark Draper Laboratory, Inc. permission to reproduce and to distribute publicly paper and electronic copies of this thesis document in whole or in any part medium now known or hereafter created. Signature of Author: ____________________________________________________________ Torin K. Clark Department of Aeronautics and Astronautics August 22, 2013 Accepted by: __________________________________________________________________ Eytan H. Modiano Professor of Aeronautics and Astronautics Chair, Graduate Program Committee 2 Human Perception and Control of Vehicle Roll Tilt in Hyper-Gravity By Torin Kristofer Clark DOCTOR OF PHILOSOPHY IN AERONAUTICS AND ASTRONAUTICS AT THE MASSACHUSETTS INSTITUTE OF TECHNOLOGY Certified by: ___________________________________________________________________ Laurence R. Young Apollo Program Professor of Astronautics Professor of Health Sciences and Technology Massachusetts Institute of Technology Thesis Committee Chair Certified by: ___________________________________________________________________