The Legal Drinking Age Of The United States - 1783 Words

Persuasive-Research Essay The legal drinking age in the United States is 21, while in other countries the legal age ranges from 16-18. The argument in the United States is â€Å"Should the United States lower its drinking age?† There are many sides to this argument but research has given many good points to back up both sides of the question. First thing is the difference between a teen’s brain with alcohol and an adult’s brain with alcohol. Another thing is drinking at a younger age can help teach culture. Lastly the more alcohol exposed the increase in death rate. I believe that it is a good idea to keep the legal drinking age at age 21 because in our past we have had many problems with death increases due to the drinking age being at different ages and the research used uses pathos, logos, ethos and Kairos to help persuade the reader support that 21 should stay the legal drinking age. First off, the reason the drinking age is 21 is because the United States MAAD program wants to make sure a teen’s brain develops to maturity in order for them to be able to drink alcohol. The argument that congress had in the 70’s was, â€Å"If young Americans could be entrusted to vote, serve on a jury and fight in Vietnam, why couldn t they order a beer?†(Griggs) If Americans are allowed to vote, fight in the wars and serve on jury all at the age of 18 what is the difference in them being able to go out and buy some alcohol. This side of an the argument is using ethos to help convince people thatShow MoreRelatedThe Legal Drinking Age Of The United States Essay1385 Words   |  6 Pagesbefore when they went out drinking. It is a common fact that most teenagers have had a drink of alcohol before their twenty-first birthday. Most teenagers drink regularly or in some cases, binge drink. Nobody can prevent underage drinking. When people tell a teenagers they canno t have something, it inclines them to want it even more and teenagers will go to extreme lengths to obtain it. In 1984, Congress passed the law stating the legal drinking age in the United States was twenty-one (Alcoholism)Read MoreThe Legal Drinking Age Of The United States965 Words   |  4 Pages In the United States, when a man or women turn eighteen they are considered an adult. Being eighteen, they are not acknowledged as teenagers anymore. They have more freedom and more opportunities to become independent. Some of the opportunities an eighteen years old are given are the right to vote, open bank accounts, lease their own apartment or join the military. They have equal opportunities like adults over the age of twenty-one. However, anyone between the age of eighteen through twenty areRead MoreThe Legal Drinking Age Of The United States1270 Words   |  6 PagesThroughout the world, the age when a child becomes an adult is at the age 18. Most people gain the right to vote, start to work for themselves, drive in certain countries. All of this being said, an additional privilege is the ability for one to be able to legally drink. The United States is one of the only countries who ´s legal drinking age is separate from the declared age of an official adult under the law. The idea of putting restrictions on a â€Å"legal† adult, makes the issue more complicatedRead MoreThe Legal Drinking Age Of The United States Essay1500 Words   |  6 PagesThe legal drinking age in the United States was ruled to be 21 in 1984, setting the country apart from almost all other western nations. These past 30 years have contained as much problems regarding the consumption of alcohol as one of the country’s biggest failures ever, the 18th amendment, otherwise known as prohibition. Also, the legal drinking age in the United States can be considered violation of states liberties, as the national government, albeit with good intentions, has intervened and onlyRead MoreThe Legal Drinking Age Of The United States2408 Words   |  10 PagesThe Legal Drinking Age The legal drinking age in the United States is 21, while in other countries the legal age ranges from 16-18. The argument in the United States is, â€Å"Should the United States lower its drinking age?† There are many sides to this argument but research has given many good points to back up both sides of the question. First issue is the difference between a teen’s brain with alcohol and an adult’s brain with alcohol. Another concern is that drinking at a younger age can help teachRead MoreThe Legal Drinking Age Of The United States1479 Words   |  6 Pages The legal drinking age in the United States has been argued for many decades. The current minimal legal drinking age is twenty-one but some want to lower between eighteen and twenty. The main focus of the research conducted and opinions of people are based on the minimal legal drinking age of eighteen. The research is taken from the 1970s, when the twenty-sixth Amendment was passed in the Constitution (Wage naar, 206). It was stated that eighteen is the â€Å"age of majority†, so thirty-nine of theRead MoreThe Legal Drinking Age Of The United States920 Words   |  4 Pages The legal drinking age has always been a debatable topic that people argue about all the time. Alcohol has been a drug problem for the majority of our young adults all around the world. The goal is to decrease the effects of underage drinking In the United States by keeping the legal drinking law 21. Every state had the right to their own legal drinking age, therefore during the 1970 1980’s some states had 21 while others had 18. This problem was carried over when teenagers got behindRead MoreThe Legal Drinking Age Of The United States1345 Words   |  6 PagesWith food, there comes a variety of cultural differences with beverages. One of the most popular drink markets in the United States is energy drinks. This industry has grown significantly in the past ten years, and many of the companie s are household names, such as Red Bull, Monster, and Rockstar Energy. While they have mainstream success in the United States, many countries look down on these products because of their use of certain supplements, such as excess amounts of caffeine of taurine. SomeRead MoreThe Legal Drinking Age For The United States Government Essay1196 Words   |  5 Pagesmultiple policies that should be taken into high consideration for the United States government. However, one specific topic that needs to be addressed is the legal drinking age. As of now, the legal drinking age in America is 21. To some residents, this law is considerably reasonable. To others, having the drinking age of 21 seems unnecessary for multiple reasons. Most people would agree that having the current drinking age allows for more responsible teens and young adults. Yet in most cases, thisRead MoreThe Legal Drinking Age At The United States Of America1698 Words   |  7 Pagesthe legal age to drink alcoholic bever ages in the United States of America. Some otherwise intelligent people want to lower the legal drinking age to eighteen rather than keep it at twenty-one, the current federally mandated drinking age. In Time Magazine Mary Cary, author of Time to Lower the Drinking Age, puts forth the position that lowering the drinking age would actually be beneficial to society. Though lowering the drinking age to eighteen may lead to solutions to underage drinking, many

Learning and Memory Free Essays

string(24) " is acquired by memory\." Learning and Memory Jessica A. Rountree, Brenda Bejar, Lisa Jackson, Derek Delarge PSY340 November 14, 2011 Dr. April Colett Learning and Memory On the surface learning and memory are connected easily. We will write a custom essay sample on Learning and Memory or any similar topic only for you Order Now When an individual learns to walk, they retain the information in the memory. The learning process is something that happens every day. As human beings we are programmed to learn life lessons, and retain them in our memory. The memory keeps pictures, smells, experiences, and tastes for us to learn how to live our lives. Learning is the experiences we have, and memory stores this information (Pinel, 2009). It is as simple as that. However, researchers have found how the brain functions while retaining memory. A closer look into learning and memory one find’s it is not quite that simple. The brain, although protected by the skull, is a fragile organ. A blood clot, a blow to the head, or drug use can damage the brain enough that learning is stunted, and memory does not exist. For an individual who cannot remember 20 years of their life due to a car accident is going to experience psychological damage as well. It is not just the absence of memory itself, but the fear as well. Learning and memory are something that the majority of individuals take for granted. There are those that can learn, yet not retain memory. Amnesia patients often can retain motor skills, a learned skill, however, cannot recall memories. Memory and learning deficits affect an individual to life’s core. Depending on what type of deficit is occurring learning and memory may not be related. Retaining the ability to walk means learning is still in place, however not knowing what you had for breakfast is memory. Knowing how to eat is a learned response to feeling hungry. The mind works the knowledge presented to it. Whether that knowledge is carried properly thought the process of the brain is a different story. An individual can experience death so many times they learn it is a part of life. However, it is the memory that betrays us. Learned information leads to memories. Long-term potentiation (LTP) shows facilitation of synaptic transmissions following an electrical stimulation at a high frequency. This study was done mostly on rat hippocampus. The hippocampus is where the process of learning and memory take place. During research on rats it was found that the co-occurrence of firing presynaptic and postsynaptic cells must fire at the same time to induce LTP (Pinel, 2009). Hebb’s postulate for learning is the assumption this co-occurrence is physiologically necessary for learning and memory. He states the axon of cell A nears cell B and excites it. This closeness talks part in firing. Growth processes or metabolic changes take place in both cells (Pinel, 2009). Even to the smallest molecule learning and memory are intertwined with one another. Misfires of these cells can cause poor learning and retention. Researchers would not know the extent of the unique relationship between learning and memory if not for the rat experiments. What makes learning possible is also what makes memory possible. The neurons take information to the hippocampus where it is divided, processed and stored. In Pavlov’s conditioning experiment, he learned that a conditioned response can be created from memory (Pinel, 2009). Given the limits on information processing capacity, the specific details encoded and retrieved in memory come at the expense of other details. Comparing the types of details and processes that individuals from one culture prioritize over others offers insight into the type of information given priority in cognition, perhaps reflecting broader cultural values. The properties of memories and the types of memory errors people commit offer a window into the organization of memory. In terms of types of memory errors, if people falsely remember conceptually related, but not phonologically related items, it suggests that the meaning of the information is critical to the organization of memory, whereas phonological information is not (Chan et al. 2005). Information can be encoded not only in terms of its precise properties (e. g. , remembering the unique perceptual features of an item) but also in terms of its gist, or general thematic properties (e. g. , a category or verbal label). One example of highly specific memory representation comes from the literature on priming. Priming occurs when prior experience with an item facilitat es a response. Its effects are implicit: they do not rely on conscious recollection the item encountered previously. Although people respond to different examples of the same item (e. g. , a different picture of a cat) more quickly than to unrelated items, suggesting facilitation from prior exposure to a related item, the benefit is smaller than it is for a repeated presentation of the original item (Koutstaal et al. , 2001). The functions of the brain are well known for the control of the functional memory and learning and how the two have become interdependent. When individuals begin to stimulate the memory is when the learning occurs. Stimulating learning incites memory. With the knowledge at the center of the attention, it is imperative to stimulate the brain through lifelong learning so that one can start to achieve longevity and quality of life (Khorashadi, 2010). The brain is the organ is responsible for what we refer to as the mind. The basics of the mind are feeling, thinking, wanting, learning, behavior and memory. Memory is the fundamental mental process of the brain. If  as  humans if we  not have memory then we are  capable of simple reflexes and stereotyped behaviors. There are two different types of memory the declarative memory and the non-declarative memory. The examples of a declarative memory are semantic memory, which is the general memory, and the episodic memory, which is the detailed memory. Then the non-declarative memory is the skilled learning, priming and conditioning. Memory and learning are the most studied subjects within the field of neuroscience. Memory is a behavioral change caused by experiences, and learning is a process that is acquired by memory. You read "Learning and Memory" in category "Learning" Memory makes it possible to obtain pervious learning skills. There are different types of  memory along with learning. Memory has temporal stages; short, intermediate, and long. The successive processes capture, store and retrieve information within the brain. There are different parts of the brain that process different aspects of the memory. It is known that a patient that suffers from amnesia will become memory impaired. With the two types of amnesia retrograde and anterograde the loss or inability to form memories will occur. With learning there are also different types the non-associative learning associative learning. These different types of non-associative are known as the habituation, which is a decreased response to repeated presentation of a stimulus. The distribution that is the restoration of a response amplitude after habituation. Then there is the sensitization that increases responses to most stimuli. There is also the associative learning that involves the relations between events. Classical conditioning is the neutral stimulus paired with another stimulus that elicits a response. The instrumental or operant conditioning is association is made between the behavior and the consequences of one’s behavior (Okano, 2000). Learning and memory are interchangeable processes that rely on each other. When memory-related neurons fire in sync with certain brain waves memories last. Theta oscillations are known to be involved in memory formation, and previous studies have identified correlations between memory strength and the activity of certain neurons, but the relationships between these events have not been understood. Research shows that when memory-related neurons are well coordinated to theta waves during the learning process, memories are stronger. When memory-related neurons in the brain fire in sync with certain brain waves, the resulting image recognition and memories are stronger, than if this synchronization does not occur (CSMC, 2010). In society, he or she widely accepted the necessity to be a lifelong learner if one is to thrive in today’s rapidly changing, economy, and technologically global society. Today’s economy ushers in adjustments and transitional challenges at several levels, and lifelong learning viewed as the vehicle that will empower individuals to meet and adapt to the challenges of today’s technological society according to (Jarvis, 1992). Too often today the knowledge and skills obtained from previous life experiences has become insufficient to respond to technological and economy question of today. The lack of accord that lies between an individual’s external world, and internal biographies that has been gathering over one’s lifetime, is a point of disjuncture. This is the point in one’s life that ushers in and ideal time, and condition for higher learning (Jarvis, 1992). A decision an individual must make at this point with a response to this disjuncture. An individual must decide to further their education to keep up with technology, or proceed with life as normal. With the ever-changing world of technology today it is only a matter of time before the point of disjuncture becomes inevitable. The traditional theory of the human brain was that it was a fixed and limited system, and it would develop its potential at the younger years of life. The theories insist that neurons were finite and could not regenerate. The contrast with the animal research has proven that new brain cells can be born in the hippocampus region responsible for new learning and memory. With this revelation the individual pursuit of activities that will foster brain health by developing neuron connections that underlie learning and experiences. Learning is imperative to human, and brain health. It is also imperative to quality of life. Today intuitions have financial incentives for people to continue lifelong learning has become a part of several health care programs. It is imperative that older Americans understand that learning is a healthy activity, not only for the brain, but for physical, emotional, and Spiritual, conditions as people age. . The learning and memory process is more delicate than individuals believe. However, the brain is an organ that can be exercised. It is important to remember to try to learn new things, and keep the brain moving. The brain and the mind are connected physically, and metaphysically. In order for the mind to be at ease, the brain has to function normally. Without normal brain function, an individual can experience depression. This depression can cause a slowing of the firing process causing false memories. The biological function of learning and memory are connected with one another in a delicate balance of connectivity. An electric charge between one neuron and another incites learning, and readies the memory. Perspective can change our learning process. An individual tends to learn something that interests them, rather than something that does not. The interest in the activity sends a stronger signal to the brain. This strong electric current incites the learning process, which makes memorizing the task much easier. This is why it is a strong belief that learning and memory are created by cells becoming close enough to respond to each other. An interest jump-starts this process. A healthy mind achieved through learning can reduce the affects of Alzheimer’s patients. More proof that as long as the brain is stimulated learning and memory can still take place. Reference Cedars-Sinai Medical Center (2010, March 24). When memory-related neurons fire in sync with certain brain waves, memories last. Retrieved November 14, 2011 from http://www. brandeis. edu/gutchess/publications/Gutchess_Indeck. pdf Chan, J. C. , McDermott, K. B. , Watson, J. M. , Gallo, D. A. (2005). The importance of material-processing interactions in inducing false memories. Memory Cognition, 33, 389–395. Jarvis, P (1912) Paradox of learning on becoming and individual in society. San Francisco: Jossey-Bass Publisher. Khorashadi, M. (2010). Differential effects of estrogen on memory processes and learning strategies: A selective review of animal studies. Mcgill Science Undergraduate Research Journal, 5(1), 24-29 Koutstaal, W. , Wagner, A. D. , Rotte, M. , Maril, A. , Buckner, Okano, H. (2000). Pnas. Retrieved from http://www. pnas. org/content/97/23/12403. full http://www. pnas. org/content/97/23/12403. full Pinel, J. (2009). Biopsychology (7th edition). Boston, MA: Allyn and Bacon. R. L. , Schacter, D. L. (2001). Perceptual specificity invisual object priming: Functional magnetic resonance imaging evidence for a laterality difference in fusiform cortex. Neuropsychologia, 39, 184–199. How to cite Learning and Memory, Essays Learning and memory Free Essays The goals of the course are to provide students with foundational knowledge in behave viral neuroscience which includes contemporary theoretical issues and research methods, to encourage studs nuts to think now, and into the future, about the role of the nervous system in all psychological processes, to beg in to develop the ability to read and interpret original research articles in behavioral neuroscience and to practice CE writing skills. Lectures: Regular attendance at lectures is required. Textbook reading assignments are meant o provide additional breadth and background for the material discussed in lecture. We will write a custom essay sample on Learning and memory or any similar topic only for you Order Now It is assumed that the assigned readings will be completed before class. Exams: Your comprehension of the lecture and reading materials will be assessed by 3 exam s and a final exam. Exams will be in multiple choice format. Together they will comprise 75% of the final grade. The final exam will be given on FRIDAY 12/11/2009 from 8:00 – 11:00 AM. This is the only time the final exam will be given. Exemptions from taking the exam at the scheduled time will only be gar need under college and university exceptions (e. G. , no more than three exams in one day), or to students who have serious illness or family emergencies. Therefore, please plan accordingly. Article Summaries: One goal of the course is to build foundational knowledge in behavioral neuroscience , including contemporary theoretical issues and research methods. While we will discuss the results of many r search studies, we will also read and discuss original research articles in order to give you a fuller appreciation f or the theoretical issues and search methods. You will be required to read each article and to write a brief (no more than one page) narrative summarizing the article. The articles will be available via Blackboard and w ill be announced in class and on Blackboard. Grades on summary papers comprise 10% of your final grade. Neuroscience in the Media Paper: Another goal of the course is to encourage students to think now, and into the future, about the role of nervous system in all psychological processes. To encourage such broader thinking, each SST dent will be required to iscuss an example of â€Å"physiology in the media† (movies, television, music, magazine nest, newsprint, etc). This term paper will discuss and critique an example of physiology in the media with r preference to original scholarly research articles on the topic. The Media Watch paper will comprise 15% of the final grade and is due on December 4th 2009. To facilitate the Neuroscience in the Media paper project, a b rife description of the media example that will be the basis for your paper is due on October 7th and a bill graphs of original research articles for the topic is due on November 6th. How to cite Learning and memory, Essays

Social and Organizational Issues-.com

Question: Analyse the theoretical Concepts underpinning Social and Organisational barriers to Organisational Creativity and Innovation. Answer: Introduction The purpose of this report is to provide a brief overview about the social and organizational barriers which the management of an organization face while conducting creative activities in their business process. Creativity and innovation are the tools which help an organization in achieving competence in the target market but it is not easy for the organizations to adopt such tools in their business process (Jain 2014). So, the aim of this report to tell about the issues which an organization face while initiating human resource development, creative leadership, creativity and innovation etc. activities. Further it also tells about the models used in the organization to promote the use of such tools in the organization of increasing its efficiencies. Further the latter part of the report includes the climate of the organization in implementing such activities and recommendations for the organizations to improve themselves. More details about the task are discussed below: Social and organizational barriers to organizational creativity and innovation Before initiating the creativity and innovation, it is very important to understand the meaning and importance of creativity and innovation in an organization. Creativity refers the art of creating something new by doing the regular activities business process. And innovation refers to the process of exploiting the creative ideas and creating a new and different way of doing things. In the growing competition, it has become very important for the organization to initiate innovation and creativity in their business so as to gain the competitive edge (Sieczka 2011). But it is not easy for the organizations to make use of such tools irrespective of their size. For large scale organization it is difficult for them to initiate such big change in their business process quickly whereas for a small scale organization, it is risky for them to make use of innovation and creativity in their business. Further other social and organizational and barriers are discussed below: Lack of motivation and trust: It is one of the biggest organizational issue that in order to implement a new business activity, the managers firstly need to take the employees under their confidence then only then can start the process efficiently. But, many times the employees do not trust and support the activities of the leaders of the resulting in failure of the innovation. Teamwork and employee participation is very necessary to achieve success. If the employees are not motivated enough then neither they will provide new ideas to the management nor will they flexibly adopt such techniques (Siedlok, and Hibbert 2014). Criticism: criticism a negative approach to every task. Also it is not easy for the management of the organization bar criticism while conducting new and innovative business activities. With this process they lose their confidence which results in failure of the approach. Also criticism is the killer of creative thinking (Nasurdin, Ahmad, and Ling 2015). Conservatism and authoritarian management: even the middle managers of the organization maintain the status quo and conflict in case of changes occurs in the principles of the organization. They believe that they might lose their authority and power with the use of creativity and innovation in the organization. Resulting to which, they become rigid towards making such changes in the organization process (Naranjo-Valencia, Jimnez-Jimnez, and Sanz-Valle 2016). Climate for innovation, creativity, leadership and HRM/D in an organization It is very important for the organization develop a positive climate in their workplace so as to promote creativity and innovation. In any organization change can only occur if the people connected to it are positive enough to make such change otherwise its effectiveness would not show in the organizational process. Further in order to implement creativity and innovation in the regular activities of the business, firstly the employees need to trust o the instincts of thee leader and follow the path which he suggests. In this way they can promote such activities in the organization (Kuratko, Covin, and Hornsby 2014). Also the leader of the organization also needs to make use of creative leadership kills in their course of action so as to develop creativity in workplace. Creative leadership skills can be utilized in an organization by implementing the transformational leadership in workplace. Transformational leadership model helps the leaders to analyses the need of the employees and organization and develop and mission accordingly and work on them innovatively (Eskiler, et. al., 2016). Under this process the leader utilizes creativity and innovative skills to provide better satisfaction to employees, reach the target and gain the competitive edge as well. Climate for innovation in an organization is directly associated with innovative work behavior of the employees. And innovative work behavior is positively connected with the organizational performance and organizational performance is dependent on the human resource of the organization (Bedford 2013). Positive human resource in the organization adequately supports the growth of innovation and creativity in the organization and vice versa. If the human resource is not qualified enough to handle the innovation in the organization or is negatively influenced by some other source in the workplace; then it will become difficult for thee organization to sustain creativity in their business activity. Resulting to which, it is very important for the organization initiate human resource development. This framework helps in motivating and boosting up the employees and eliminating the negativities from the workplace. Further the human resource wheel helps the organization developing good workplace climate. Development is primary process of this framework, so with the help of this framework the organization develops the capability to adopt creativity and innovation in their regular activities (Audenaert, et. al., 2016). Conclusion Thus, in the limelight of above mentioned events it shall be noted that it is very important for the organizations to make use of the innovation and creativity in their business process so as to gain the competitive advantage in the target market. Innovation and creativity works similarly but they have difference in their working. Innovation refers to the process of creating a new product by using creativity in its process where as creativity refers to the process of applying creative ideas in regular business activity. Further it shall be noted that creative leadership is one of the major aspects with the help of business can initiate innovation in their practice. Creative leadership can be applied in the business with the use of transformational leadership process. Further human resource development plays a significant role in implementing creativity in the organization as this type of development help in increasing the thinking skills of the human resource by the process of traini ng and development (part of human resource wheel) and helping them adopt such techniques. Further the human resource wheel helps the workforce to become more efficient as well. The above mentioned report also states the social and organizational issues faced by the organization while conducting the innovative activities. By creating a positive climate all such problem can be resolved in the organization. Thus the report adequately justifies to all requirement mentioned in the task. Recommendation Thus, in order to promote and sustain the organizational creativity and innovation activities, the business shall make use of the below mentioned recommendations. Clear vision: If the organization will develop a clear vision on the basis of which they have to work and chive their target, then might become easy for them to make use of innovation and creativity in their business. As the business goal of the organization would only get achieved if the employees will make use of innovation, then in order to achieve the target the workforce will work on their skills and initiative innovative activities to accomplish their goals (D'Este, Rentocchini, and Vega-Jurado 2014). Collaboration: collaboration is the other word of team build, if good and efficient human resource are collaborated in the organization then there would be adequately flow of ideas and creativity resulting to which innovation will automatically happen. Thus, with the help of collaboration the organization can easily develop innovation and creativity in the organization (Seeck, and Diehl 2017). Communication: communication is the tool which helps the flow of ideas and creativity in the organization. In an organization if there is efficient communication then the employees will share their view and ideas resulting to which they would become more positive to make use of innovation to enhance their skills and help the organization to achieve their target as well (Nainman 2017). References Audenaert, M., Decramer, A., George, B., Verschuere, B. and Van Waeyenberg, T., 2016. When employee performance management affects individual innovation in public organizations: the role of consistency and LMX.The International Journal of Human Resource Management, pp.1-20. Bedford, G. S., 2013. 5 ways to promote creativity in the workplace. Viewed on November 28, 2017 from https://www.bizjournals.com/bizjournals/feature/small-business/tip-of-the-month-creativity.html D'Este, P., Rentocchini, F. and Vega-Jurado, J., 2014. The role of human capital in lowering the barriers to engaging in innovation: evidence from the Spanish innovation survey.Industry and Innovation,21(1), pp.1-19. Eskiler, E., Ekici, S., Soyer, F. and Sari, I., 2016. The relationship between organizational culture and innovative work behavior for sports services in tourism enterprises.Physical Culture and Sport. Studies and Research,69(1), pp.53-64. Jain, R., 2014. Innovation promotion strategies: A conceptual framework.South Asian Journal of Management,21(2), p.44. Kuratko, D.F., Covin, J.G. and Hornsby, J.S., 2014. Why implementing corporate innovation is so difficult.Business Horizons,57(5), pp.647-655. Nainman, L., 2017. 12 Ways to Enhance Creativity and Collaboration in Teams. Viewed on November 28, 2017 from https://www.creativityatwork.com/2008/05/15/12-ways-to-enhance-creativity-and-collaboration-in-teams/ Naranjo-Valencia, J.C., Jimnez-Jimnez, D. and Sanz-Valle, R., 2016. Studying the links between organizational culture, innovation, and performance in Spanish companies.Revista Latinoamericana de Psicologa,48(1), pp.30-41. Nasurdin, A.M., Ahmad, N.H. and Ling, T.C., 2015, January. High performance human resource practices, identification with organizational values and goals, and service-oriented organizational citizenship behavior: A review of literature and proposed model. InSHS Web of Conferences(Vol. 18). EDP Sciences. Seeck, H. and Diehl, M.R., 2017. A literature review on HRM and innovationtaking stock and future directions.The International Journal of Human Resource Management,28(6), pp.913-944. Sieczka., K, 2011. Cause and Effect: Barriers to Creativity and Innovation. Viewed on November 28, 2017 from https://www.trainingindustry.com/articles/strategy-alignment-and-planning/cause-and-effect-barriers-to-creativity-and-innovation/ Siedlok, F. and Hibbert, P., 2014. The organization of interdisciplinary research: Modes, drivers and barriers.International Journal of Management Reviews,16(2), pp.194-210.