Recherche

... THE FIORETTI AN ANTHOLOGY OF MARIAN COLLEGE PROSE AND VERSE , VOLUME ONE Marian College Indianapolis; Indiana 1943 TO MARY Patroness of Marian College Queen of the Order of Friars Minor Mother of the Incarnate Word this volume of human words is lovingly inscribed through him whose w~rds and works are preserved in the Fioretti de S. Francesco d' Assisi HISTORICAL NOTE The Fioretti de S. Francesco d' Assisi, Little Flowers of Saint Francis, is the name of a classic collection of popular legends about St. Francis and his early companions, as they appeared to the Italian people at the beginning of the 14th century. These historic tales recreate the early Franciscan spirit, instinct with poetry. The Canticle of the Sun by St. Francis voices that spirit eloquently. The earliest known Italian version of the Fioretti ranks with the finest specimens of literary Tuscan. FOREWORD The FIORETTI, of which this is the first issue, has a two fold purpose. It aims to give some degree of permanence to student literary '%rks of merit and to encourage among students the cultivation of the art of writing. The fulfillment of the first of these aims, in particular, dictated the inclusion of representative work done by alumnae during their attendance at Marian, 1937-1943. The remaining contributions were selected from the best work entered by students during 1942-1943 in each of the principal fields of English composition. As is necessary in a compilation of this kind, many deserving works could not be included. Some were no longer available, others, due to their length or to duplication of . subject matter or of form, had to be eliminated. While requiring a certain level of literary merit as chief criterion, the editors have attempted to make this anthology representative both in contributors included and in material presented. Grateful acknowledgement is made to the Phoenix, Marian College newspaper, to the Hoosier College Verse, and to Our Sunday Visitor inwhich some of the selections first appeared. STAFF MEMBERS Editorial Editor-in-Chief MARYANNA TODD, '44 Associate Editors JULIANA DILL HOFF, '46 MARY NOONAN, .'46 Business Circulation FRIEDA MEINERS, '46 Finance Typing RENILD-t\ MENY, '45 GERTRUDE SCHROEDER, '46 Art LICIA TOFFOLO, '44 GRACE CRAWFORD, '~6 CONTENTS Ode to Poetry So Shall Ye Reap Perfect Joy My Autumn Rhapsody Vicissitudes April Shower Heart for Sale . Just Won Date Wistful Ode tqa Nun Christmas Eve To Pyrrha To Augustus The Return of Deirdre Mono-Graphs Book-Lure February Three Cheers for ... .. . Silhouette Miracie Responsibility Sanctissimae Trinitati Ode to Sleep Book Review Mary Jane Lang, '41.. .. ...... .... ............ 9 Naomi Raney, '44........................ ..... 10 Sister Margaret Ann, '44............ ...10 Maryanna Todd, '44........................ 11 Anna E. Mehn, '44.................... .. .. ...13 Marietta (Metcalf) Penning, -'44 .... 14 . Beatrice Hynes, '46............ ........ ......15 Betty Armstrong, '45 ...... ............... .19 Naomi Raney, '44 .............................28 Mary Rose (Turner) Buckele, '43 ..29 Anna Mehn, '44 ................................ 30 Mary Jane Lang, '41.. .....................31 Betty Spencer, '41.. .......................... 31 Naomi Raney, '44.. ...........................33 Beatrice Hynes, '46............ ............ .. 35 Mary Jane Hermann, '46................36 Juliana Dillhoff, '46.... .. .............. ......36 Mary N00l1an, '46 ............................. 37 Sister M. Michaela, '43 .......... .........38 Doris Ann Becker, '42 ...... .. .. ..........39 Betty Spencer, '41.. .... .. ....... ....... ..... .41 Anna E. Mehn, '44.... .... ............., .... .42 . Joan Duffin, '45 .. .............. ... ,.......... .. 43 i I, i i II I I i I I I I I CONTRIBUTORS Betty Armstrong, junior, won the 1942 Civic Theatre Award ' for her play Just Won Date. Doris An'n Becker, graduated in 1942, has written articles in Our Sunday Visitor, in the Qu'arterly Journal of the International Federation of Catholic Alumllae,and in a syndicated column Young America by Elsie Robinson. Mary Rose (Turner) Buckele, '43,was a contributor to the Phoenix and to the Hoosier College Verse in 1939.'40., Joan Duffin, junior, counts the criticism of books among her hobbies. Mary Jane Hermann, sophomore, selects the beauty of the commopplace as her favorite literary theme. Beatrice Hynes, junior, finds creative writing a JOY. Her style is unique and different. Mary Jane Lang, graduated in 1941, was a literary leader at Marian College 1937-1941. Two of her odes appeared in the Hoosier College Verse for 1939 and 1940. Sister Margaret Ann, O.S.F., senior, specializes in verse writing on religious themes. Anna Mehn, senior, writes light verse or serious poetry on request. She merited recognition from the American Poet , Laureate Society in 1942. Sister M. Michaela,O.S.F., graduated in 1943, combines literary with scientific interests. Mariet~a (Metcalf) Penning, '43, finds occasional versewriting del,gl1tful. Naomi R~ney, senior, has earned a place in the American Poet Laureat~ Society volume of 1942. Poetry is her first literary lover Betty Spencer, graduated in 1941, was editor-in-chief of the Phoenix for three years. Her literary achievements were ' recognized by the Hoosier ,College Verse in 1939. / 9 ODE TO POETRY MARY JANE LANG, '41 Hoosier College Verse Entry 1939 Thy beauty fair goes singing down the years, To strike an echo in the hearts of men; To bring a peace where once there was but pain; And by thy presence there, ring out again. Thy noble theme imprisoned in man's soul, Through living words wings out its fragile way, As butterfly from its concealing case Unfolds itself, alight with radiant grace. o Music of the Soul, thou strik'st a spark, And what is thine becomes, indeed, the world's For thou art sung from heart to answering heart. i i i Ii I i i II I I I I i Ii I I I I! I. I I I Ii I i I ! 10 , FIORETTI SO YE SHALL REAP NAOMI RANEY, '44 American Poet Laureate Prize Poem 1942 If in the future there should come a time, When I no longer breathe of Freedom's air, W'hen I have reached the end of that long trail Which I have followed all these many years, If that time comes, let no one weep for me. I want no human tears nor sighs Nor mellow sorrowing wail of funeral dirge. Give me instead the sihister sound Of battle; the roar of guns, the harsh sound Of airplanes as they wing their way Spreading death and terror in their path. Let me have this that I may meet my God in my own way, That when I meet Him I may hear Him say, "Enter, well-beloved, and receive thy joy, For thou hast fought courageously for Freedom's sake." PERFECT JOY SISTER MARGARET ANN, '44 Chapter VIII of the Fioretti de S. Francesco 'retold In what does perfect joy consist? Oh pray, List how St. Francis once expounded this To Brother Leo. 'Twas a wintry day As 'mid Perugian snows the twain made haste. St. Francis spoke, "Oh Leo, though the friars Exhaled the sweet perfume of sanctity, Though they had gifts of tongues, or even power O'er every form of dread infirmity. Though at their word the dead received new life, Not e'en with these is perfect joy allied." Then Leo in amazement begged the saint To tell the cherished secret; who replied "To bear all insults, pain, and sacrifice With patience and with joy for love of Christ." 11 Autumn---perfect of seasons, receives tribute in this sketch. If you love a fall day, .readI My Autumn Rhapsody MARYANNA TODD, '44 Autumn is a fascinating season. I sometimes think the new year just begins for me when the Indian summer winds turn cool and scatter gay-hued leaves over the frosty ground. James Russell Lowell's perf~h days came in June; mine come in October. The world, I think, stung by the first crisp winds that hint of the coming winter, hurries too much to note the peculiar charms of autumn. Have you ever paused outside on a bright October day and let the sun run warm fingers of light through your hair? Have you ever felt the wi'ne-like wind bring rose to your cheeks? Or watched the capering squirrels or heard the last call of the birds? I like to see a lake in autumn, with shivering waves ruffling its slate-blue sleekness. . I like to drink cider before a warm fire, and I like the uncertainty of an early snow from leaden skies. I like to walk through the piles of leaves and I like the smoky taste of wieners roasted over an open fire. I like the trees in autumn, as they seem to reach the acme of their beauty. You can see one with its green foliage hardly touched by the frost, while another is a living flame of amber-gold and red. Then, finally, they all are gaunt and bare, awaiting spring, God's gift for their perseverance through the winter. I love Benediction in the autumn twilight, with incense forming a dim veil and misting the mellow gold of candle flames. I love the ' stately beauty of white and yellow chrysanthemums gracing the altar, and the rich swell of the organ announcing the sacramental presence of the Lord of the harvest-time. 12 FIORETTI Some day I shall compose a melody expressing my conception of Autumn. Perhaps I will not write words, for words sometimes are shallow and cannot fully match the beauty of music. In my melody you will hear the crunch of dead brown leaves trod underfoot; you will taste the crisp tang of an autumn apple. My music will rush with the frenzied cries of half-mad college students as their team battles on to football glory. It will throb with the happy laughs of youngsters on Hallowe'en. Hearing it you will b~ reminded of the ~rackle of a log fire, of the acrid smell of burning leaves, of turkey and cranberry sauce- of America pausing to contemplate her blessings on Thanksgiving day. For autumn means all of this to me. Yes, some day I shall compose this melody. And I shall call it My A utumn Rhapsody. 13 VICISSITUDES ANNA E. MEHN, '44 Tears, Sorrow's c:;hildren, Fall, And a pain-wrung heart Seems lighter. Sighs, The language of grief, Breathe In wordless.accents Our deepest woe. Smiles, The keys to happiness, Open The magic chest Of love and joy. Laughter, Like sparkling diamond, Crowns The tear-washed soul With a jeweled diadem. . I 14 FIORETTI . APRIL SHOWER MARIETTA (METCALF) PENNING, '44 I saw a rainbow in the clouds Arched beautiful and high; The gentle rain stopped pattering The zephyrs breathed a sigh. And all the little animals 'Gain scurried to and fro Trying to make up the time They'd lost a while ago. The crickets tuned their violins, The butterflies sipped nectar, Fat robins caught unwary worms And chuckled loud with laughter. I saw a small, shy violet Sparkling still with dew; I saw a glowing dandelion That held some raindrops too. The whole earth looked refreshed, And creatures now were gay; For WaS this riot a perfect end To a very rainy day? 15 Heart For Sale BEATRICE HYNES, '46 Perhaps you know the woman of this story. She may be an acquaintance, a neighbor, or a friend. Have you ever been at an auction? If you haven't, you certainly have ' a thrill in store. There may be something pathetic, however, about a sale of this kind. I remember very distinctly one that I attended approximately a year ago. An elderly woman had decided to break up her home, sell the furnishings, and spend the rest of her days in a small apartment. When I arrived, many friends and outsiders had gathered, for she possessed some valued antiques. The more cautious bidders were sifting in and out among the crowd, going from room to room, from corner to corner, eyeing and ' appraising each article. The owner, at least owner for another half hour, remained in the remote parts of the house, occasionally nodding to those who intruded upon her privacy. She knew that what she was doing was the most sensible thing to do; but, some-how, she couldn't keep that lump from her throat, and now and then she could taste the salt of a tear on her lips. Hearing the auctioneer's gravel tones suddenly pierce the air, she reluctantly proceeded to the spacious living room. I had been watching her for some time and now followed her. She stood apart from the crowd. Her quivering chin and glassy eyes told me I should join the others, but I could not. The tight creased lips began to mumble. Now and then I caught snatches of what she was saying. Why couldn't they have sent another man to conduct the sale- this one seems so cold and indifferent. 16 FIORETTI ' He was starting now and had selected the cranberryjewel hanging lamp as his first item. The 'opening bid was . ,,' ' ten dollars. .' I That lamp was a birthday gift from Tom .. ... ! . . Her eyes lighted as she remembered the expectant look on his face when he stood there waiting to see whether she would like it. Fifteen dollars .................... sixteen .. .. ............ .... twenty. Now it was the French ic onsolepiano- one hundred and fifty.................... i'" / ~ This was a Christmas ,'. gift to Cathy, ';, tiny, delicate" Cathy, who had, loved " ,:' . , music so passi.on~tely. Three hundred ................. ~ .. fdur. " Everything in this room was sold, even the vase on the fireplace. An old friend, noting the blanched face of the one" time proprietor, came over to her and suggested that she had better lie down- no, she wanted to stay. She did, however, accept" the support of her friend's arm. Subsequently her reminiscing grew more articulate. The group proceeded to the dining hall, an enormous room lavishly: furnished. She recalled the many gay dinner parties, the quiet peaceful family ones, the ones by candlelight when she and Tom were first married. She reviewed how young Tom used to beam when asked to say 'grace. "Bless us, 0 Lord, and these Thy gifts"........ .... ........ .... .... she could hear the uncertain, changing voice even now. The library was next. ' All the books and paintings had been bought beforehand, but the furniture still remained. The ,massive oak desk and the comfortable sw~vel-L- - - HEART FOR SALE 17 Tom loved this room and the rose-carved arm chair there'near the windows. From these windows you could get a marvelous view of the hills and the woods. Cathy used to come in here and watch Tom romping with the dogs in the yard. All the miscellaneousitems were gathered in the reception hall. There was the 18th century grandfather-dock-Five dollars .................. .. It had been in the family for years and was a special ffiend of the children. It .stopped running the night Cathy died .. : and it had to be sent away to be repaired. She remembered'that night all too dearly. It was extremely cold and the house seemed submerged in snow. All the other houses were filled with the joy and gaiety of Christmas Eve. In the distance, carollers could be heard singing their holy hymns and spreading good will toward men. Ten dollars ........... ............. twelve-fifty. The love seat--She and Tom had received it as a wedding present and had cherished it dearly. Young Tom was especially fond of it; when he married, it was given to the young couple to help solve part of their home decoration problem. Then came that terrible train wreck. ...,.................. . "Who'll make it seventy dollars?" The small organ was the next victim of the auctioneer's gavel. In how many family musicales, under her own direction, that organ had played: the main role. Tom took suddenly ill after one of these sessions- he was ill . only three weeks, and then ................... .... . - i 18 FIORETTI HDid I hear someone say two hundred?" Nearly everything was gone and only a few of the original group remained to see the sale to the end. The china was being auctioned now. After that, there were just a few odd pieces. I took my leave, sad and somehow quite weary. As I went out through the grounds into the street, I found myself wondering where she was going to stay that night. Would her lodging be her own apartment, a friend's or just a . hotel? . I was afraid that wherever it would be, she would be lonely, for the auctioneer's mallet, which had signed away her earthly possessions, had likewise crushed her heart. 19 ~Just .Won :.Dane :BETTY ARMSTRONG, '45 (Civic Theater' Prize Play, 1942 . Jane 'spends an exciting evening and learns;/a valuable .lesson v:ia'an interesting niixJ..up. ' I CHARACTERS ,Jane:- a rather flippant.young girl. .Joan:- heftvvin sister. -Quiet, butlmodern. a'ommy:- Jane's friend. Gay, iIrresponsible; in'senrice 'for;a , . short time. .' lDonald:- a , recently. arrived neighbor. Artless, handsome, . ,refined. -' SETTING Scene. Living room'.of the twins' ,home. 'Time. One summer evening about .seven o'clock. ,Uane' and Joan are seated in the living room. Jane'is eating ,an apple as she reads a letter. Joan is reading the newspaper.) Jane:- Oh! (Laughs aloud) Joan:- Is th~t a letter from Tommy? Jane:- Umhmm! (Biting the apple and nodding her head.) Joan:- How is he getting along? Does he still like the ,army? Jane:- He's okay; of course, he's 10ne,some.... .. ~Jor lme . .Just listen to what hesays,]oan. ,~Readingfr{)m 7Ietter) "(Gosh, .Janie, II stillcaIi't believe'that you reallyrdort't care to run around 'with eR lot of other 'fellows while I'm away. 'I getp1l'etty lonesome, and it makes me feel loads better to know that 'you're probably eating fudge ' and pop corn, and thinking 'of 'me:" I{Putting the letter down) Isn't that sweet? IH e Ire ally :knows : my weakness for fudge and pop corn. Hey, thaes an idea! Tm going to make some. (Jane gets up and, reading the letter, ,walks over to the divan, lies down, and looks rat ':1lommy~s Jpicture. ,The ,phone ,rings but sheidoesn't.,notice 20 FIORETTI Joan:- (Answering the phone) Hello. Yes, this is Carrolls'. Miss Jane or Miss Joan? Last week at the Civic Theatre ........ that's Jane. Just a moment. Telephone for you, Janie. Jane:---", Huh? Oh, telephone. Thanks! (Goes to the phone, carrying the picture with her) Hello. Yes,this is she. Oh, yes, Donald, of course I remember. I'm fine, thank you .......... What.. .......... tonight? (Forgetting the picture she allows it to sliP from her hands, and it falls to the floor and breaks) OH! Oh, that noise? It was Tomm ................ I mean, oh nothing! What were you saying? Tonight. Yes, yes, I'd like to. About seven-thirty. Fine. Goodbye. (Hanging up the phone and forgetting about the picture, she dances about the room.) Joan, Joan, guess what! You remember the fellow I told you I met last week at the Workshop Meeting........ the one that just joined the Civic .... .... you know, Donald Norris. Well, he's really good looking, and all the girls simply fell for him, and we were all wondering who he'd date first, and he asked me for tonight! Oh, glory, isn't it wonderful? [ I II I i i ! I i i l' i I! ! I I I Joan:- Nice work, but I thought you weren't dating ' anyone while Tommy was gone. . Jane:-- Oh, this isn't really a date. And anyway, Tommy wouldn't mind just this once. He's just new in the Civic, and how do you suppose he'd feel if he were refused by the first girl he tried to date. Gosh, I couldn't be that impolite could I? Joan:- Humph! Oh, Janie! (as Jane starts for the door) you'd better clean up Tommy (indicating the picture) before you start on Donald. (Jane looks a bit guilty, but starts to sing as she picks up the picture and glass.) Jane:- Joan, may I wear your dark blue silk tonight? Joan:- My new one! You may not. Jane:- But, Joadie, this is special. Please. Joan:- I haven't worn it yet. What's wrong with your new one? Jane:- I wore it last night and spilt a coke on it. Please, Joan, let me wear yours. JUST WON DATE 21 Joan:- Nope, sorry. Anyway, I don't think yo~ should have dates and tell Tommy that you're riot having any. Jane:- Oh, what's one date! Never mind, I'll wear one of my own dresses. Uane leaves the room. Joan sits quietly for a few moments. The door bell rings and she goes to answer it.) Joan:- (In hall) Yes. Voice:- (Off stage) Western Union. Telegram for Miss Joan Carrolls. Sign here please. Joan:- Thank you. (Door closes and she returns to stage) . Jane. Telegram for you. Uane enters, takes the telegram, and , tears it open.) Jane:~ Oh, Joan, Tommy has a furlough and he'll be h~re tonight. About eight o'clock. Isn't it grand? I'm just dying . to see him! , Joan:- Very nice. I'll be glad to see Tommy, too. But you have one date for tonight? . Jane:- A date? Gosh, yes! With Donald Norris. What on earth will I do? J oan:- Break the date. Jane:- But I couldn't do that. I've got to see both of them. 'Oh, gosh! Joan:- Wen, you could have a nice, cozy reunion with both.of them in here; Or you could keep Tommy occupied with fudge and pop corn in the kitchen and keep Donald in the garden. Or perhaps you could ask Tommy to go .............. Jane:- Will you ke~p quiet, and let me think? Wait a minute! What did you say about keeping Tommy in the kitchen and Donald in the garden? That's it, Joan! You can help me and it'll work out swell. Joan:- Oh, no, you don't! Count me out of any of your schemes; I won't help. Jane:- Please, Joan, listen. This is keen. When Donald comes, you be upstairs, and I'll let him in; and then I'll come don~t I 22 FIORETTI up, and you come and take him out in the garden. When Tommy comes, I'll let him in and then I'll go upstairs and turn ,on the light, and you come in the back way, and then you come down to Tommy, and I'll go out to Donald. Do you see what I mean? Joan:- I see exactly what you don't mean. And the answer is still NO. Jane:- Oh, gosh, I thought you were a good sport. Just think of the fun, if we dressed alike no one would ever know. Donald doesn't know me well enough, and Tommy has been gone so long that.. .... ... .... . Joan:- No, no, no! Jane:- Look, you wouldn't have to stay with Donald all evening, we'll swit<;h back and forth. Hey, that would really be fun. Let's prove that we really are twins that no one knows apart. Joan:- Oh, Jane, don't try to talk me into it. And anyway, what dresses would we wear? J ane:- What a question! You know we buy most all of our dresses together, and we always get the same kind. (The door bell rings and Jane looks at her watch.) J ane:- Good heavens, Joan, there's Donald now. What are we going to do? Joan:- Heaven help us, I don't know. Jane:- We'll simply have to carry out that plan, now. You tear upstairs and jump into your dress like this. I'll let Donald in, and then I'll come up and you can have ' him. (Bell rings again as Joan exits right and Jane left.) Jane:- Hello, Donald. Won't you come in? Donald:- Good evening, Jane. How are you? (Jane and Donald enter the room.) J ane:- Sit down, won't you? I'll try to get some music on the radio . . Donald:- There should be a concert on WFBM at 7:45. Would you care to go dancing or take in a movie? JUST WON DATE 23 Jane:- Later perhaps, but not right now. (Looks at her watch) I'll tell you what let's do, I'll run upstairs and get a scarf, and then I'll show you the garden. How's that? Donald:- That's a grand idea. Have you seen the moon? It's full tonight. Jane:- No ............ no, I haven't seen it yet. I'll be down in a moment. (Jane exits and Donald picks up a magazine. Joan enters the doorway, and stands quietly for a moment. She starts out of the room, but then deciding against running away, she speaks.) -Joan:- Have you found something interesting? Donald:- Yes, rather. I was just reading this resume of Hamlet by Tillinghost. It's certainly different, have you read it? /' Joan:- Yes, I've read it. By the way, have you ever heard Barrymore's rendition of the soliloquy? Donald:- No, do you have it? . Joan:- Umhmm. I'll put itdn. (She goes to the phonograph, and having selected the record, places it on the machine.) Donald:- I didn't have any idea that you were really so interested in this sort of. thing. Joan:- You didn't? Why? Donald:- Don't .get angry, please, but the other night when I first met you, I thought you were just a trifle giddy. I've changed my mind so much.in these last few minutes. (Donald is seated with his back to the hall door. Jane quietly opens the door and motions for Joan to go into the garden. , Joan looks at her watch and suddenly turns off the record.) Donald:- What's the matter? Joan:- It's nearly seven-thirty, we've got to get out of here. Donald:- We've got to get out? Joan:- Yes, so Tomm ............ I mean ... :........ a ............ oh, I want to show you the garden, and soon it will be too dark to see the flowers. . 24 FIORETTI Donald:- Well, all right, but I would like to hear the rest of that record before we go dancing. Joan:- Dancing? Are we going dancing? Donald:- You said you might like to, later in the evening. Joan:- Oh, did I? Donald:- Yes, don't you' remember? Joan:- No .............. yes .............. yes, I remember. Let's go out now, shall we? (The door bell rings) Shall we go out into the garden now? Donald:- Don't you want to answer the door first? Joan:- No, Jane will answer it.. .......... .... ,I mean ......:........ . a ................ my sister Joan will answer it. Shall we go out? Donald:- Yes. What did you do with your scarf? Joan:- My scarf? Donald:- Yes, you went upstairs to get it. (The door bell rings again, and Jane starts to enter the room, but she quickly withdraws.) Joan:- I don't need the scarf now. Let's go. UQ~an and Donald exit and Jane enters immediately from the -other room. She looks around the room, and then goes to the front door.) Jane:~ (Off stage) Oh, Tommy, it's grand to see you. You look wonderful. . 'Tommy:- Janie! Gosh, it's swell to be back. Let's go in and let me sit and look at you aU evening. Do you want to go to a show, or dancing, or drivi~g, ?T- something? Jane:~ No, Tommy. I'd much rath~r just sit here and talk. . Tommy:- I was hoping you'd say that. Everything looks so familiar. How's the garden doing? Let's walk out and see it. (As he speaks he begins to opere the garden doors. Jane gets up and rushing over closes the doors and stands in . front of them.) . Jane:- No, Tommy, we can't go out t4at way! JUST WON DATE 25 Tommy:- (Thinking it's a joke) Why not? J ane:- Well, 'cause then you'd see them, and then ........... . I mean ............ !. .. well ............ .... you see ................ 1. ............... Tommy:- (Beginning to suspect something) What have you done now, young lady? Jane:- Nothing! I just.. .............. a ................ I just planted some flowers by the walk, and I didn't want you to see them until we went around the front way. Tommy:- Oh, so that's all it was. You had me worried for awhile. We'll go out later and see them. Got any new records? (As he says this, he walks to the phonograph and takes off the record and replaces it with another.) Jane:--' Tommy, I want to run upstairs for a moment. I'll be right down. Tommy:- Okay, Janie, hurry though, 'cause I want to be with you as much as possible while I'm home. (Jane exits. Tommy wanders around the room and finally goes to the garden doors. Sounds of running feet can be heard.) Tommy:- I wonder if someone is in the garden. Hey, you! . (Calling out the, door) Joan:- Don't worry, Tommy, it's just me. Joan. Tommy:- Oh, okay. (In a few moments Joan comes in the side door.) Tommy:- It's about time you've come back. Do you want to go to the garden now? Joan:- Yes, if you want to. (She thoughtfully turns off a small table lamp, and they walk toward the hall door~) Tommy:- (Stopping Joan) Jane, why did you take off your necklace just now? Joan:- Necklace? What are you talking about? I haven't had any necklace on all evening. Tommy:- Of course you did. When I first came this evening, I was so glad 'cause I noticed that you had on that locket I gave you for your birthday, and you had it on until 26 FIORETTI you went upstairs, and now you don't have it on. Why not? Joan:- Well, Tommy, I didn't want to tell you this, but you see, when I just went upstairs, 1.. ............ a .............. I caught the necklace on my bracelet and it broke the chain. I hoped you didn't notice that I had had it on. . Tommy:- Oh,.I see. Well, look, supposing y~ou go get it, and perhaps I can fix it. Run along upstairs and bring it down. Joan:--- Well, look, let's .............. a .............. let's go look at the garden first, it will soon be too dark to see anything. Then later on you can fix the necklace. Hmmm? Tommy:- Well, okay, let's go look at your new flowers. (Joan and Tommy are just closing the door when the other door, the one to the garden, opens, and Jane and Donald enter.) Donald:- Will you play that record for me now? Jane:- Record? Oh, yes ................ let's see ........ :....... ,what did I do with it? Donald:- Why, you left it on the phonograph, remember? Jane:- Oh, of course, I did. Well, here it goes. (She turns on the phonograph, and a very fast orchestration begins to play.) Donald:~ What's the joke? , Jane:- Joke? What do you mean? Donald:- You ' know that wasn't the record we were playing while ago. I Jane:- That's right. I can't imagine what I was thinking , of. Well, now where did I put that record? (She starts going through the records ,very slowly.) Donald:- Here, I'll help you find it, but I know it was right on top'. (They begin looking through the .recprds, and suddenly voices qre heard from the. ,outside.) , JUST WON DATE , 27 Joan:- No, Tommy, really, I'd rather not, I'll make ...... ... . Tommy:- No, there isn't any sense in making any. Come on we'll run down to the drug store and buy som~. ' " Joan:- I'm really not in the mood for any pop corn now. No, Tommy, I don't want to go into the house. (Tommy and Joan enter the' room tlirough the garden ,doors. Tommy is pulling Joa:n by the hand, and laughing.) Tomrny:-(Seeing Jane and Donald) Hello, Joan, "HoW' are you? ' What have you been doing since I've been gone? ' . (When ,Tommy addresses Jane as Joan, Donald is thunder- ' struck.) Donald:- Wait a minute. Your name's Jane isn't it? Jane:- Yes, no.......... ...... well ................ a ............... . Tommy:- (Crossing over to Jane's side) You've got Jane's necklace on. Hey, you are Jane! Donald:- Of course she's Jane, I had a date with Jane for tonight. Tommy:- But, you had this necklace @n when you left me in tonight, and then you didn't have it on, and now you've got it on. What's it all about? I'm mixed up. Jane:- (Awkwardly) Well, you see, I got your telegram after Donald called this ~vening, and so I just wanted to see bo ........ ........ Joan:- You see, Donald, we just wanted to see if you'd really remember Jane, after that casual introduction at the Civic last week, and so Jane and I decided to change around and see if you'd suspect anything, and then she got a telegram from Tommy, after you talked to her, and we wondered if Tommy"would notice any difference if we'd change around, since it's been so long since he's seen either of us~ Well, we found out.' You fellows aren't angry, are you? FIORETTI 28 Tommy:- (Going to Jane and putting his arm around her) Well, it's okay since I won out and we're still together. Donald:- Well, since you're the girl I really like best, you're the one I want a date with, Jane. (Looking at Joan) No, it isn't Jane, is it? Joan:-- No, it's Joan. Tommy:- Hey, fell as, what do you say if we make sOlJle~ . fudge and pop corn? .". Trio:- Suits me. (They all exit through a side door.) WISTFUL NAOMI RANEY, '44 Violets Outside my window Growing. Heart-breaking Blue on~s begging to be plucked And brought to you. Sor~owing I pass them by And they Droop baby faces. No one has told them That This spring You are not here. 29 ODE TO A NUN MARY ROSE (TURNER) BUCKELE, '43 Hoosier .College Verse Entry 1940 Tell me, 0 muses what ye are saying in her heart That giyes her countenance an ethereal bliss? o sculptors of marble, who chisled this Masterpiece not of stone but ,of life? What magic artist limned that face! Not Raphael's brush could' give such grace! Philosophers' words grow blank and cold, , Leaving her secret strength untold. Venus herself must pale at the sight Of the love that is her light. My blundering words will never find ., The joy hidden In. thy soul sublime. It is a 'god of whom Thou speakest to me. This of eternity I know not; Let my pagan spirit warm , 19 the faith of thine. Let th~ song that sings, in thee Sing in me and halt the numbing pain. o short be the years until I see This god, the God, who sings in thee! , \ FIORETTI 30 Christmas Eve ANNE MEHN, '44 Night had descended early that December evening and a bevy of stars were already sending bright shafts of light down through the darkness. The pale moon strolled through the sky, stooping now and thep. through an occasional cloud. The air had grown quite chill and gently the palm leaves moved. Three men stood gazing into the night. Behind them lay their sleeping camp, before them, the vast expanse of sand. They had come from afar and the journey had been difficult and perilous. There was no cheery fireside to sit by, there were no loved-ones here to greet them. No happy . child's laugh broke the stillness of this night. Only sand and sky and an unknown destiny lay ahead. Yet they had come, for they possessed the courage to fulfill a great mission, to them a most sacred mission. Silently they stood, their eyes raised to the heavens, renewing in their hearts the solemn promise they had made. The stars seemed to grow brighter as if sending down a benediction of courage and cheer to the three men -in khaki- "somewhere in the Pacific." .1 / 31 Translations The charm of these odes lies in the accuracy with which they uncover the hidden meanings of classic poetry, no less than in their own poetic merit. TO PYRRHA (From the Carmina of Horace, Book I, Ode V) MARY JANE LANG, '41 What gracefulryouth in rose-decked bower Enhanced with perfume, courts thee, Pyrrha? For whom dost thou bind up thy hair In studied plainness? Alas, how often will he mourn Thy lack of faith, his changed fate, And wonder at the roughened course Caused by love's bliooness. He now enjoys thee, thinking still Thy golden charm is but for him, Nor knows he that the lack of guile Is his entirely. o wretched those who know thee not Yet drown themselves in beauty's sea. My dripping garments hung on high Bespeak my safety. T,O AUGUSTUS (From the Carmina of Horace, Book I, Ode XII) BETTY SPENCER, '41 What god or hero dost thou choose to praise o Clio, on the lyre or clear-toned flute? Whose name do playful echoes make resound On shady Helicon or on cool Pindus' top, Or Haemus', whence the forests blindly followed Singing Orpheus, with his mother's art Slowing the rapid lapse of rivers and swift winds, And leading listening oaks with singing strings? ) 32 FIORETTI What shall I sing in praise of him Who rules men's destinies and gods', Who rules the seas and land and hours? From him no greater god is born, Nor none like him or nearly so; 'Still, warlike Pallas holds the nearest place. Yet must I not forget thee, Liber, Nor thee, Dian', to monsters dread, Nor thee, Apollo, of unerring bow. And I shall speak of Hercules, and Leda's sons Renowned for skill in boxing and in horsemanship; When their white star shines forth to sailors, Angry waves down flow from cliffs, The winds die down, the storm-clouds flee, The threat'ning sea lies down to rest . . Next these shall I speak first of Romulus, The peaceful reign Pompilius brought, Of Tarquiri's rule, or Cato's noble death? Regulus, and men of Scaurus' kind, The great-souled Paul, Fabricius, With gratitude my muse shall sing. Strict discipline, a simple home prepared For battles great Camillus' kind and Curius, Marcellus' fame grows greater with the silent Lapse of time, as grows a tree; among the stars The Julian star outshines all others,. As the moon the lesser fires. o guide and fath~r of the human race, o Saturn's son, to you the fates have given Caesar's destiny. Long may you reign With only Caesar's glory near. If he now justly triumphs o'er the threat'ning Foe, or conquers distant Eastern shores, To thee alone, as second, may he rule The happy earth with his just sway; Thou, whose awful chariot doth shake Olympus; thou, who hurl'st thy thunderbolts Of wrath on sacrilegious crimes. 33 The Return of Deirdre NAOMI RANEY, '44 Delightful Irish fairy lore is here recaptured in the style of a native author. Once in the far off years when all the world was in its springtime and the very air was alive with happiness, there lived in the land of Glengarry a Woman known as Deirdre. She was as tall and slender as the lilies that grew by the lough, and her face was the fairest that men had ever seen. And all who knew her loved her, for her goodness and kindness were known the world over. Now Deirdre lived alone in a little Brown House just off the highway to Dublin, and many were the times that a waif or a vagabond would wander to her door and ask for a bit of work and a bite to eat. Out of the goodness of her great heart, Deirdre helped them and many were the songs that were sung of Deirdre the Compassionate . . One day there appeared at the door of the little Brown House, a waif, Mara, Child of Bitterness, and Deirdre, knowing that the child was alone in the world, sheltered and treated her as her own. For many years Mara lived under the roof of the little Brown House with Deirdre the Compassionate, and she was as fair as the first dewy rose of the springtime and her voice was as the song of the birds, but she was not so fair as Deirdre. Then in the heart of Mara, Child of Bitterness, there was sown the seed of envy and the seed flourished and grew until the heart of Mara was black and vile and the beautiful body of her was but a shell, hollow and empty. One day she turned upon Deirdre with the fury of a she-wolf and drove her from the little Brown House. But she did not live long because her fury was so great that she was consumed by it 34 FIORETTI and she died, a holocaust to her own desires. Then Deirdre, who had been wandering through the hills of Glengarry, returned to the little Brown House and for many years lived there, and her beauty and kindness were known the world over. But Deirdre disappeared one day and was never seen again and some of the old people say that she wanders the face of the earth, helping the poor and the unfortunate, inspiring the downtrodden. Once, during a Great War when the world seemed ready to consume itself out of its own fury, I heard a sennachie say, tt tTis me that's a'thinkin' that Mara is after drivin' Deirdre from the little Brown House again, but Deirdre will return." (In the style of Cathal O'Byrne.) ./ 35 Mono-Graphs Individual bits of creative writingvaried, colorf ul, thought-provoking. Book-Lure The little, antique book-store looked as though it had just stepped out of a Dickens' novel and imbedded itself on the quiet side street. The tinkling of the small brown bell above the door as I entered, helped to enhance the atmosphere. For a few moments I seemed to be alone, but suddenly from behind a counter popped a shiny head trimmed with white fringe beneath which were two twinkling marbles and a little red ball. This queer concoction of features approached me with a stiff yet springy step. Having exchanged greetings, I began to explain that I was an inveterate hoarder of booksbooks which had been tinged yellow with age or practically any kind that captured my fancy. The proprietor's warm and eager "Ja, Ja" loosened my tongue and I at once unraveled the story of my searches and even told him of a few treasured "first editions" I had unearthed in shops similar to this one. With an air of hospitality that was royal, he placed everything at my disposal and went back to his tasks, leaving me to browse and dally to my heart's content. A faint musty odor lingered in my nostrils, wholly unreproved. Books- large ones, small ones, thick ones, thin ones- confronted me , , BEATRICE HYNES, '46 I FIORETTI February Few people can see beauty in the cold February days. They speak of February as a grey, cheerless month. Today . looking from the library window I saw beauty in the scene before me. The bare trees looked like huge men reaching their arms to the sky. In the largest one was ' a baby squirrel, blissfully ignorant of the world about it. Soon it scampered after a leaf. The lake was partly frozen and edged with snow, an aftermath of last week's blizzard. The surrounding water was motionless, sparkling in the bit of. . winter sun. Through a blue haze, white birch trees could be seen on the opposite side. The field was brown and cold looking but in it all, the beauty of winter was striking. MARY JANE HERMANN, '46 Three Cheers For ..... . He is a tall, lean man, slightly past middle age. His rugged, weather beaten face with its finn set jaw reflects strength, determination, and wisdom. His greying Van Dyke beard will soon be silver and the wrinkles about his eyes are lines of kindness and benevolence. He is always around when needed and like most other men has a family to support. His family is made up of millions, but in spite of its hugeness he has done a magnificent job keeping them happy. He is always the first to step in to help the .oppressed and underprivileged, and wherever his high hat and striped pant's are seen people are assured of tqeir rights to happiness. Yes, he is the best AmericanOur Uncle Sam. JULIANA DILL HOFF, '46 MONo-GRAPHS 37 Silhouette She is alive, the college girl of today, very much alive. People of the world meet her in every walk' of life. Yes, she is outstanding in her own way- a very significant and individual way. She is sincere. That is why she speaks what she thinks. Her cheerfulness is a tradition. To her varied activities she brings an abundance of vitality. The touchstone of her success in enterprise is reliability. Dominant in her character is the note of determination to be helpful to' all those ' with whom she may come into contact. Since , she possesses a strong faith, she has no room in her heart for fear. In the struggle of life-- a struggle she has in common with her fellowmen- she is unafraid. Bewildered at "times, by the uncehain road ahead, she eagerly seeks the truth. She is learning today. Tomorrow she will be teaching others. Even now her life is a beacon of inspiration to many, who have had her dreams, but who have 'not been so fortunate as she in making their dreams a reality. To her forefathers she is grateful for the way of life they have left her- a bequest they fought and died for. That same way of life she is no~ fighting to maintain. Silhouetted in the breeze, her hair blowing, her smile childlike but r~flecting fine intellect and high courage, she expresses the fulness of life tha~ is hers. Such is' the ideal American college girl of today, the woman and leader of tomorrow, and a joy to the world forever. MARY NOONAN, '46 38 FIORETTI MIRACLE SISTER M. MICHAELA, '43 ' Original epilogue to the Fioretti story, The Wolf of Gubbio A beast of fierce and 'frightful mien Was Gubbio's wolf Until the saintly FranCis' love A lamb disclosed. Grim passions' fire our souls can know, And deep despair. Fair image of the Crucified They soon deface Unless we fly to Calvary's heights Where He, the Lamb, Our wolfish leaning takes, and leaves us Other Christs. 39 Responsibili ty HAVE YOU ACCEPTED YOURS? DORIS ANN BECKER, '42 Our Sunday Visitor, October 27, 1940. Straight from the shoulder comes this frank plea for active patriotism. Do you know that two of the most valuable privileges of an American citizen are the right to vote and the right to hold f . public office? Have you reacted to this knowledge with interest, enthusiasm, and action? Perhaps you have shrugged your shoulders indifferently and thought: HWhat difference does it make whether I vote or not? Somebody will be elected without my vote. I shall be busy . election day." .............. .... Totalitarianism threatens to encircle the whole world, openly in Europe and Asia and, insidiously in the Americas. War clouds have blacked out normal life in most of the world ...... ..... .. .... . Young men and women of America, you can do your part to stem the tide of dictatorship and war by accepting seriously your responsibility as citizens 0\ the United States of America. It is not only your-civic duty but also your Christian duty to help in the preservation of the democratic ideal of government. You may never have the opportunity to show your patriotism and love for your country by a spectacular deed, but you can show it simply and effectively by exercising your constitutional rights. One of your constitutional rights is the privilege of holding public office. Of course, we know that as the youth of America you are not of age to hold office except in unusual cases. However, your youth is to your advantage. You can strengthen your character by following the mandates of Christ and the Church, by self-denial and self-control. You can 40 FIORETTI prepare yourself by study and observation. You can develop those abilities and aptitudes that are essential to succes in public office. Then, if and when you are offered a public office by the people, you will be worthy of the trust placed upon you .................. . Now, everyone cannot hold ' office- that privilege is restricted to a few- but every citizen can vote if he fulfills certain requirements. By voting one elects those who are to decide the future of the country. The men and women who run the government are the men and women who formulate the laws and policies that shape the destiny of the United States. If you elect ambitious and unscrupulous politicians, the country will be threatened with social and economic failure. You will be in danger of losing your most cherished liberties -freedom of religion, freedom of speech, and freedom peaceably to assemble. Elect men of unflinching integrity, men who love the principles upon which the government of the United States was founded. How can you become an intelligent voter? The answer to this is quite simple. Build a firm foundation of general knowledge both of historical events and of contemporary ' events.................... Study and carefully analyze all sides of governmental issues in the light of this kn9wledge and draw a conclusion. Let your final decision be based always on a Catholic or Christian philosophy, that is, one permeated with a love of right and justice as taught by Christ through His Commandments and His Church. Once you have forned an opinion through your own careful reasoning do not be swayed by propaganda. Yes, change your convictions if by your reasoning you realize that you have come to an erroneous or false conclusion, but do not let the unscrupulous politician or uninformed individual influence your decision . .... .............. Formulate your opinions and vote Now or some day the government may formulate your opinions for you and . tell you how to vote Then. 41 SANCTISSIMAE TRINITATI BETTY SPENCER, '41 God, Truth unutterable, Goodness incomprehensible, Beauty inexpressible, Infinity. How shall we Praise and adore Adequately The Ineffable? _ We, Multifarious potency, Circumscribed activity, Depending For each breath of being On pure Act. To utter The Ineffable, What is better Than a wordless song? Alleluia, Alleluia! a Thou Whose Essence is To Be, Father, Son, and Holy Ghost, Bending low to Thee we raise Our Alleluia hymn of praise. 42 FIORETTI ODE TO SLEEP ANNA E. MEHN, '44 American Poet Laureate Entry 1942 Sleep, Sleep, enchanting Sleep, o cast thy spell upon my heart, Soothe.thou the worry that is there, Strength and new hope to me impart. o be thou in this troubled world, As oasis in desert land;Into a world of calm content, Lead me with magic hand. o kiss me with "thy muted lips, And let me dream some wondrous thing; Make me oblivious of my woes, Surcease and rest in anguish bring. Sleep, Sleep, mysterious Sleep, Thy spell o'er me is cast; Thou art tranquillity serene, o let me sleep, sleep fast. J 43 BOOK REVIEW George Washington Carver BY RACKHAM HOLT In 1942 there came from the pen of a master literary artist of the negro race an autobiog-raphy, a classic ' its field. For those who read to learn, Dark Symphony has -a soul-stirritlg message. That same' message, this time in the guise of science, comes to America in the story of George Washington Carver by Rackham Holt. Born of ex-slaves about 1864 near Diamond Grove, Missouri, and snatched by raiders from the arms of his mother, George was rescued and given a home by Mr. and Mrs. Moses Ca~er, kindly German immigrants. At the age of ten, led by an unquenchable thirst for knowledge, he left his foster home to attend school. Despite rebuffs, delicate health, and the constant toil for a livelihood, he succeeded in completing his grammar school education and was graduated from high school in Minneapolis, Kansas. Rejected at Highland College, he was admitted to Simpson College in Indianola, Iowa, where he achie.ved signal honor. At Iowa State College of Agriculture, in Ames, he became an expert in the things of the soil, earning the bachelor and master degrees in science. The post of assistant botanist was then conferred upon him. In 1896, yielding to the entreaties of Booker T. Washington, Carver joined the faculty of Tuskegee Institute, Alabama, in. the capacity of research worker and professor. Pipettes from reeds,a mortar from a cracked china bowl, a classroom bell from a horse-shoe-- these typify the equipment his ingenuity devised. In his laboratory, ~~God's little workshop" he called it, nothing was ever thrown out. In quick succession and seemingly unending number and variety came Professor Carver's discoveries and inventions. Synthetic marble from palmetto roots and wood shavings, in 44 ~,. , FIORETTI shoe-polish from sweet potatoes, dyes, including the historic Egyptian royal purple, from ordinary clay, are typical. The peanut, however, was his greatest single contribution to the South. Not only did its growing enrich the soil and thus off-set the rui,nous effects of the one-crop system, but, under his deft fingers and keen intelligence, it yielded over one-hundred marketable commodities including axle grease, shaving cream, and mixed pickles. Even a medicinal remedy for a disease appearing among the peanut growers' was forthcoming. The motive that more than any other seemed to compel him to ceaseless study and investigation was the burning desire to . aid his people. That he definitely raised their earning capacity and their standard of living is proved by his title, "savior of the Negro." As a final contribution to his race, Dr. Carver established the Carver foundation, a research laboratory for pr,omising young negro chemi~ts. His services, however, were freely given to all. In the spirit of genuine altruism, Carver refused remunerations and did not even apply for patents. With heroic selflessness, he sacrificed a career in the fine arts; for the more ' helpful science of agric~lture. _ Carver's greatest claim to distinction, is the sincere .,.humility with which he referred all his success to God. Roaming in the woods or toiling in his workshop, he communed with "Mr. Creator." His death in January, 1943, marked the passing of a truly great American. JOAN DUFFIN, '45  ...

... Page 31    THE EFFECT OF A MICRONEGOTIATION TECHNIQUE ON TEAMINTERACTIONS Jeffery Kaufman, Marian University Indianapolis ABSTRACT Conflict can have detrimental effects on team interaction, performance, and member satisfaction, so research on tools and techniques aimed at reducing or resolving conflict is crucial. This study trained the leaders of teams made up of health profession students on a micronegotiation technique (Rogers & Lingard, 2006) to measure its effect on levels of task conflict, relationship conflict, team performance, and team member satisfaction. The research was conducted at a mid-size, Midwestern university and included 148 students from Radiology, Physiology, and Microbiology courses divided into 47 teams. No statistically significant differences were identified for any of the dependent variables between the groups whose leaders were trained in the micronegotiation technique and the groups whose leaders were not trained on the technique. While this may seem to indicate a shortcoming on the part of the technique, low levels of emotional investment in the process may have led to little group conflict to address. Additionally, the real value of the technique may be as a way for team leads to assess conflict strategies rather than as a resolution tool. INTRODUCTION When conflict exists between members of a team of professionals providing health care to patients, the breakdowns in communication and collaboration can have devastating effects. Finding ways to prevent or manage conflict is essential for all individuals involved in interprofessional teams, from managers to administrators to the individual professionals themselves. This study investigated the use of a micronegotiation technique (Rogers & Lingard, 2006) intended for use by surgeons in managing operating room conflict. The research looked at the effect of the technique on task conflict, relationship conflict, team performance and team member satisfaction on teams of undergraduate health profession students. The literature review was completed using two methods. First, searches were conducted in EBSCOhost and PubMed using key words such as conflict, medical conflict, negotiations, medical errors, and medical conflict resolution. Those searches were delimited to years 1990 to present. The second method was reverse tracking of relevant articles using the reference list. In this method, reference lists in specifically relevant articles were reviewed and sources from the reference list then investigated. The literature review suggests that there appears to be evidence of the negative impact of conflict on medical outcomes. Baldwin and Daugherty (2008) surveyed medical residents and found that those who reported experiencing higher rates of conflict with colleagues also reported higher rates of significant medical errors (SME) and adverse patient outcomes (APO). Higher rates of committing medical errors was also related to higher rates of residents reporting being humiliated or belittled. Baldwin and Daugherty (2008) found: -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU Page 32   Of the 2,811 residents who reported having no interprofessional conflict, 669, or 23.8% reported making a SME, with 3.4% APOs. By contrast, the 529 residents who admitted serious conflict with at least one other professional reported a total of 36.4% SMEs and 8.3% APOs. For the 193 reporting conflict with two or more other professional groups, the SME rate was 50.5% and 16% APOs. (p. 581) Conflict comes with high social and economic costs. In medicine, the Institute of Medicines (IOM) report To Err is Human (1999) stated that between 44,000 98,000 individuals died in hospitals each year as a result of medical errors and that these errors cost between $17 billion to $29 billion a year. The IOM indicated that faulty systems, processes and conditions were primary contributors to these medical errors (1999, p. 2) with communication and interaction of medical personnel being among the faulty systems. The Society of Actuaries (2010) determined that $1.1 billion was spent on short-term disability claims, and over 10 million excess days of work were missed as a result of medical errors. This expands the breadth of economic impact beyond only the organizational level to national and even international level given the context of the global marketplace. When considering Swansons (1995) business perceptions of human resource development, addressing conflict and its effect would certainly seem to qualify as a major business process, something an organization must do to succeed (p. 207). One of many accelerants for conflict within healthcare teams may be the conflict style employed by various parties. For example, Skjrshammer (2001) found that forcing and avoidance were the primary styles used by physicians in his study of conflict in Norway hospitals. This is not to suggest that the use of either the forcing or avoidance style is always inappropriate, but if a conflict is consistently not addressed or repeatedly shut down by one party through an exercise of power, it can have lasting effects on individuals ability to collaborate effectively. In a medical setting, this may lead to less than optimal patient care (Baggs Schmitt, Mushlin, Mitchell, Eldredge, Oakes, & Hutson, 1999). Medical environments are unique and as such require contextualized consideration for when teaching conflict management skills to healthcare professionals (Kaufman, 2011). Investigations on various methods for managing conflict and increasing collaboration and understanding among interprofessional teams are ongoing and necessary. One such method is the use of Interprofessional Education (IPE). There appears to be some evidence regarding the benefits of IPE for providers and patients (Carpenter, Barnes, Dickinson, & Wooff, 2006). As the use of IPE has increased, studies have focused on appropriate learning outcome expectations (Thistlethwaite & Moran, 2010) and ways to measure IPEs effect on participants (Thannhauser, Russell-Mayhew, & Scott, 2010). Others tools, such as Crew Resource Management, have also been applied to medical and interprofessional teams to increase communication and collaboration (France, Stiles, Gaffney, Seddon, Grogan, Nixon, & Speroff, 2005; Haller et al., 2008; Lerner, Magrane, & Friedman, 2009; Mcgreevy, Otten, Poggi, Robinson, Castaneda, & Wade, 2006). Additionally, training on conflict and conflict resolution skills for medical personnel has also shown promising results in participant perceptions of conflict and behavioral change in reacting to conflict (Brinkert, 2011; Haraway & Haraway, 2005; Saulo & Wagener, 2000; Zweibel Goldstein, Manwaring, & Marks, 2008). -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU  Page 33  This study investigated the effect of teaching team leaders on the use of a micronegotiation technique as introduced by Rogers and Lingard (2006). The technique was recommended for use by surgeons for managing conflict within the operating room and addresses the issue of communication and active listening that are essential to resolving conflict (Back & Arnold, 2005; Gill, 1995). Rogers and Lingard (2006) recommended the following: Practice expedited negotiation as a conflict response process. Developing a pattern of this type of problem solving allows it to become a style. This micronegotiation should take less than a minute but consists of the following steps found in formal negotiation: Take a few seconds to allow for the control of emotions in a tense clinical situation, particularly if conflict has already occurred. Listen to the ideas or concerns of the other party and paraphrase or summarize them to indicate that they were heard. State your primary need or interest. It might be possible to suggest a solution, but it is important to indicate that there might be other reasonable options. Allow the other individual to react and express a respect for his position. Decide which conflict response will now be optimal. Problem solving is preferred whenever possible. (p. 572) Before providing a description of the methodology for this study one point stands out that is worth discussing. The final sentence directs the leader to choose an optimal conflict response. This suggests that the technique may be less a conflict resolution technique and more a conflict resolution assessment technique, as it directs the user to gather information and then select the appropriate response. The difference is worth noting, but the benefit of the system comes in its ability to move the user into a collaborative mindset, rather than settling on avoidance or forcing, which Skjrshammer (2001) saw in his study. This will be discussed further in the discussion section. METHODOLOGY The effect of training on the micronegotiation technique was measured on levels of task conflict and relationship conflict as defined by Jehn (1994), as well as satisfaction and team performance, using a pre- and post-test design. Four research questions served to guide this study: R1 What effect does training on the micronegotiation technique have on task conflict in teams of health profession students? R2 What effect does training on the micronegotiation technique have on relationship conflict in teams of health profession students? R3 What effect does training on the micronegotiation technique have on team performance in teams of health profession students? R4 What effect does training on the micronegotiation technique have on team member satisfaction in teams of health profession students? -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU Page 34   Participants The study included 148 students from health profession and pre-health profession programs at a medium-sized, Midwestern, state university. The students came from four classes (radiology pre-clinical, radiology post-clinical, microbiology, and physiology) and were divided into 47 different teams with either three or four students in each team. Teams included only students from within the same class. This population was chosen for a variety of reasons chief among them was the fact that in studies included in previous meta-analyses looking at task conflict and relationship conflict (De Dreu & Weingart, 2003; de Wit, Greer & Jehn, 2012), none using health profession students could be located. Additionally, because many in this population would be or hoped to matriculate to health professions, such as radiology departments and medical school, it was an appropriate population for studying a technique aimed at medical teams. Permission was granted by the universitys institutional review board prior to recruitment or data gathering. Among the participants, 21 of the participants were Medical/Dental Education Preparatory Program (MEDPREP) students, 19 from the microbiology class and two from the physiology class. MEDPREP serves as an opportunity for students interested in pursuing medical school to prove their potential success in that field. Thus, students in the program hope to matriculate to dental or medical school. Radiology students (n=74) naturally move into health profession positions, meaning that of the 148 total participants, 95 (64.19%) intended to matriculate to health professions. Monetary gift cards were used to heighten the emotional investment of the participants in the outcomes of their group tasks. Saavedra and Van Dyne (1999) found a statistically significant correlation between personal reward and emotional investment within work teams, which seems to support this method. Given that the activity was not part of the students grade for the class, the monetary gift was intended to give the students incentive for trying to do well, which would hopefully lead to an increase in discussion among teams attempting to get the right answers. Team members from the four teams with the highest combined scores from the Lost at Sea: A Consensus-Seeking Task and the NASA Moon Survival Task received a gift card ranging in value from $30 - $10. Each member of the team finishing with highest score received a $30 gift card, each member of the team with the second highest score received a $20 gift card, and each member of the teams with the third and fourth highest scores received $10 gift cards. Students were informed of how the gift cards would be distributed both when their consent was initially obtained and immediately prior to beginning their first group task. Additionally, the students were told how their scores would be tabulated and that their scores were being compared among all participants in all classes including their own. Procedure One week prior to the beginning of the study each participant completed consent and demographic information forms. Using the demographic information, stratified random assignment was used such that the most senior students, determined by age or grade level, were randomly assigned leader roles. Students were only placed in teams with members of their own class. Due to class sizes, teams were made up of either three or four students including the team leader. This method resulted in 148 total students in 47 different teams. These different teams -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU Page 35   were then randomly assigned to either the control group or intervention group using a randomized number program. The study used three phases. In Phase I, all teams completed the Lost at Sea: A Consensus-Seeking Task. Task instructions generally suggest 15-20 minutes for completing the tasks used for this study; however, because it has been suggested that time stress is a catalyst of conflict in medical settings (Marco & Smith, 2002); the teams were given only 12 minutes to try and increase the opportunity for time-related stress. When all groups finished their group tasks, each individual member separately completed the Intragroup Conflict Scale (Pearson, Ensley, & Amason, 2002), which measured team conflict, and a satisfaction scale (Priem, Harrison, & Muir, 1995) that measured participant satisfaction with the team process. The results of the initial completion of the task as well as the Intragroup Conflict Scale and satisfaction scale were used in a similar way to the studies on training effects conducted by Haraway and Haraway (2005), Brinkert (2010), and Zweibel et al. (2008), who used pre- and post-test survey and interview data to serve as a baseline for comparison. In Phase II, team leaders from the intervention group were removed from the room and, as a group, given background information and a short training on the steps of the micronegotiation technique. They were instructed to use this technique if and when conflict or disagreement occurred during the completion of the Phase III task. The training lasted fifteen minutes and included an introduction to conflict styles, the steps of the micronegotiation technique, and several minutes to practice reflective listening. The intervention group leaders were told what the rest of the participants were doing while they were in the micronegotiation training. While the leaders of the intervention groups were being trained on the micronegotiation techniques, all other participants, including non-intervention group leaders, either watched a short video clip as an entire group or were regrouped and completed a short brainteaser exercise in their new, temporary groups. The brainteaser was a visual brainteaser in which a common phrase was presented in the form of pictures and the teams attempted to figure out the common phrase. The video was a clip from the movie Castaway in which the main character fights the breakers while attempting to paddle his makeshift raft out to open water. This was chosen as it loosely related to the Lost at Sea task they had just completed. Use of either the video or brainteaser exercise was based on whether or not the classroom had video capabilities. These participants were not informed about what the intervention group leaders were doing while they were watching the video or completing the brainteaser. In Phase III, the teams completed the NASA Survival Task. The teams remained intact from Phase I as Korsgaard, Schweiger, and Sapienza (1995) suggested that intact teams show higher emotional investment in group processes. As in Phase I, teams were given 12 minutes to complete the task and once finished, they again separately completed the Intragroup Conflict Scale and the satisfaction scale. Finally, the participants completed the Group Task Procedures Questionnaire to determine if the micronegotiation technique was used by the team leads trained on the technique. -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU Page 36   Measures Both the Lost at Sea: A Consensus-Seeking Task (Nemiroff & Pasemore, 1975) and the NASA Moon Survival Task ask participants to imagine a scenario where they are stranded in a particular environment and to then rank order a specific list of 15 available resources that have been salvaged from their boat or spaceship based on the items importance to their survival. Both tasks have been previously used in team and group process related research (Innami, 1994; Kimura & Kottke, 2009; Littlepage, Robison, & Reddington, 1997; Miner, 1984; Reinig, 2003; Roch & Ayman, 2005), and the items in each have a correct ranking such that accuracy can be measured. The presence of correct answers was important as it provided an objective measure of team performance, which was one of the dependent variables. Additionally, the inauthentic nature of the tasks was beneficial in reducing subject matter expertise as a possible confounding or extraneous variable. The Intragroup Conflict Scale (Jehn, 1994) is intended to measure the amount of task conflict and relationship conflict within groups. The scale consists of nine questions, such as how much anger was there among members of the group? and how many disagreements over different ideas were there? (Pearson, Ensley, & Amason, 2002, p. 113). Participants choose a response from the five point Likert-type scale with options ranging from None or Hardly to A Great Deal. The scale was completed individually and then the scores of all team members were averaged for a group score. For this study, the Cronbachs alphas for the instrument measuring relationship conflict and task conflict were .873 and .833 respectively. The scale was chosen due to its widespread acceptance for measuring task conflict and relationship conflict. Satisfaction was measured using a two item scale (Priem, Harrison, & Muir, 1995) that included two questions; working with this group has been an enjoyable experience and I would like to work with this group in the future. Participants chose their response from a fivepoint Likert scale anchored from strongly agree to strongly disagree. This method was previously used by DeChurch and Marks (2001) as part of their study on the effects of task conflict and for this study recorded a Cronbachs alpha of .959. The reliability and previous use of this satisfaction scale in studies on task conflict and relationship conflict, coupled with the fact it only required two questions to assist in protecting against test fatigue, met the primary measurement criteria for this study. FINDINGS Four questions guided this study and focused on the differences in team performance, levels of task conflict and relationship conflict, and team member satisfaction between teams whose leaders were trained on how to use the micronegotiation technique and teams whose leaders were not trained. Findings from the data analysis using MANOVA indicate that training on the micronegotiation technique did not lead to a statistically significant difference for any of the dependent variables of the study. There was no statistically significant difference in changes in the levels of task conflict (F(1,46) = .377; p = .542), relationship conflict (F(1,46) = .809; p = .373), team performance (F(1,46) = .088; p = .768), or team member satisfaction (F(1,46) = .036; p = .851) between those groups with leaders trained in the micronegotiation technique and those not trained in the technique. The results are provided in Table 1. -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU Page 37   Source Control or Experimental Group Table 1 Tests of Between-Subjects Effects Dependent Variable Type III Sum of Squares Task Performance 6.67 Relationship Conflict .051 Task Conflict .070 Satisfaction .010 df 1 1 1 1 Mean Square 6.67 .051 .070 .010 F Sig. .088 .809 .377 .036 .768 .373 .542 .851 The findings from the data analysis would seem to indicate that being trained on the need for and use of the micronegotiation technique did not appear to have any effect on the teams levels of task conflict, relationship conflict, team performance, or team member satisfaction. Any difference that occurred would be a result of chance rather than the intervention. However, there are several factors that must be considered before drawing the conclusion that the micronegotiation technique is not effective. Perhaps the most important of these factors is the low levels of both task and relationship conflict reported in Phase I of the study. Task conflict, relationship conflict, and satisfaction were all measured on a five point scale. All dependent variables are provided in Table 2 and a chart providing a visual representation of the infinitesimal differences is provided in Figure 1. Table 2 Descriptive Statistics for Dependent Variables in Phase I and Phase III for Control and Intervention Groups Control (n = 23) Intervention (n = 24) Mean Mean Phase I Team Performance 65.13 61.00 Relationship Conflict 1.17 1.17 Task Conflict 2.02 2.06 Team Satisfaction 4.43 4.35 Phase III Team Performance 39.91 40.67 Relationship Conflict 1.22 1.15 Task Conflict 2.04 1.96 Team Satisfaction 4.37 4.37 Initial levels of task conflict and relationship conflict reported in the control group were 2.02 and 1.17 respectively, and the intervention group reported levels of 2.06 for task conflict and 1.17 for relationship conflict. Both are relatively low suggesting that there may not have been much room for improvement in using the micronegotiation technique. In Phase III the levels remained low with the control group showing increases in task conflict (2.04) and relationship conflict (1.22). The intervention group reported decreased levels of both types of conflict such that task conflict scores dropped to 1.96 and relationship conflict dropped to 1.15. The intervention group showed decreases in levels of both task conflict and relationship conflict from Phase I to Phase III and the control group showed increases in those variables. Additionally, the intervention group experienced an increase in satisfaction with the team while the control group decreased in their level of satisfaction. Yet despite the fact that this may indicate that the micronegotiation technique was beneficial to the group process, these -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU  Page 38  differences were not statistically significant meaning they cannot, with confidence, be attributed to the micronegotiation technique. 5 4.5 4 Satisfaction Control 3.5 Satisfaction Intervention 3 Task Conflict Control 2.5 Task Conflict Intervention 2 1.5 Relationship Conflict Control 1 Relationship Conflict Intervention 0.5 0 Phase I Phase II Figure 1 Changes in dependent variables from Phase I to Phase III DISCUSSION The findings from the study show no significant effect of training the leaders of health profession student teams in micronegotiaton on the key variables of task conflict, relationship conflict, team performance, and team member satisfaction. However, several factors suggest that further research is necessary before drawing conclusions on the utility of such a technique. One area of concern with the findings of this study and with the student team population was the generally low levels of either task conflict or relationship conflict. The tasks were not authentic, which was intentional to reduce the potential impact of specialized knowledge, and it appears that the stakes for poor performance not high enough to evoke emotional investment. On a scale of one to five with five being a high level of conflict, the initial average conflict scores were 2.04 and 1.17 for task conflict and relationship conflict respectively across all groups. The average score for task conflict dropped to 2.0 and rose to 1.18 for relationship conflict in the post-test. With such low levels of conflict to begin with, there appeared to be very little room for improvement from any intervention, which speaks more to the design of the study than the utility of the technique. In this case, the students may have simply enjoyed the fact that they were getting to participate in an activity rather than listen to a lecture. Levels of conflict may also have been affected by the use of upper classmen as leaders and the time restrictions for the completion of the tasks. It is possible that younger students -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU Page 39   simply followed the older, more senior students whom they may have respected, rather than engage in such a way that might be perceived as conflict. Additionally, the teams were given 12 minutes to complete their tasks as a way of increasing stress. However, this limited time frame may not have given the teams enough time to actually engage in conflict. Perhaps giving teams more time to engage in discussion would lead to greater emotional investment and increased intragroup conflict. Future research may take place in settings (educational or professional) where the outcomes have real-world consequences such that participants are truly invested in the process. It may also be worth randomly assigning team leaders rather than using a stratified assignment using senior participants to reduce this as a factor potentially hindering group conflict. Finally, it may be wise to use the suggested time allotments for task completion as this may allow participants to engage in the discussion in greater depth and hopefully higher emotional investment. Higher emotional investment may lead to higher variances in the conflict responses for measurement. Another factor worth considering for human resource development professionals is the micronegotiation training itself. A short, 15-minute training on micronegotiation was used in this study, which is less than studies such as those of Haraway and Haraway (2005), Zweibal et al. (2008), and Saulo and Wagener (2000). It is possible that the lack of significant findings between those trained and those not trained on micronegotiations is a product of poor training rather than a deficiency in the technique itself. The amount of training on dispute handling to which one has been exposed has been shown to correlate positively with negotiation ability (Rai, 2013), suggesting that the amount provided in this instance may have been insufficient. Additionally, the micronegotiation training was not pilot-tested prior to using it in the study, which may be worth addressing in future studies. HRD professionals will certainly recognize that length of a training alone is not the sole determinant of the potential effectiveness of the training, but in this case it is worth considering for future studies on this topic. Finally, the technique may not actually be a conflict resolution technique. Rogers and Lindgards (2006) micronegotiation technique may more accurately be referred to as a conflict assessment. The steps of the micronegotiation seem to assist the team lead in determining the most appropriate course of action. This is different than seeking to amiably settle a team dispute and reach a solution. Rather, the micronegotiation encourages the leader to determine how to best address the conflict. Given the time constraints of an operating room environment, there are times when a full-blown collaborative approach may not be in the best interest of the patient thus, a forcing or competitive style may be the best path. If Skjrshammer (2001) is correct in his finding that the default response to conflict among some medical personnel is avoidance or forcing, then the real value of this technique may be simply getting those professionals to first recognize the presence of a conflict and then to consider perspectives other than their own. Additionally, the micronegotiation could include a step whereby the team lead briefly explains the rationale for the chosen course of action either at the moment of the decision or in a post-task debriefing. -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU Page 40   IMPLICATIONS Despite the findings of the present study, in a medical setting, the utility of the micronegotiation technique may be the fact that it expects the surgeon (or team lead) to consider the appropriate conflict style rather than potentially defaulting to avoidance or forcing styles. There is also value in that it leads them to recognize the conflict that arises. In directing the medical team lead to, take a few seconds to allow for the control of emotions in a tense clinical situation, means that the team lead acknowledges that a conflict exists, which moves them away from avoiding (Rogers & Lingard, 2006, p. 572). Likewise, while directing them to, listen to the ideas or concerns of the other party and paraphrase or summarize them to indicate they were heard, may not equate to collaboration or dissuade the use of a forcing style, it does at least suggest a more collegial interaction (Rogers & Lingard, 2006, p. 572). In this way, the micronegotiation technique provides a structure for team leads to investigate how best to manage a conflict outside of a visceral reaction. The potential for the micronegotiation technique to serve as an assessment tool assisting team leaders to choose the appropriate conflict management style as well as moving them to a more collaborative process is an important consideration for HRD professionals. Trudel and Reio (2011) found that conflict style was related to instigating or being the target of incivility. Participants in their study who identified as predominantly using dominating conflict styles, which are also referred to as forcing or competing depending on the instruments used, were more likely to instigate incivility, while those high in integrative, or also referred to as collaborative in some instruments, were less likely to instigate incivility. Additionally, the dominating styles were more likely to be the target of incivility and integrative styles less likely to be the target of incivility. This suggests an opportunity for HRD professionals who can offer professional development on techniques, possibly such as micronegotiations, that may be able to direct team members to use more collaborative methods when encountering conflict. While this study focused on medical settings and focused on students pursuing careers in health related professions, the need for conflict education within organizations touches all fields. In general, conflict interferes with team collaboration (LePine, Piccolo, Jackson, Mathieu, & Saul, 2008) and poses a significant problem for managers. AccountTemps (2011) suggested that up to 18% of a managers time is spent resolving conflict and a CPP Inc. (2008) survey found that the average employee spends approximately 2.1 hours per week handling conflict. Additionally, 25% of the respondents in the CPP Inc. survey indicated they had missed work to avoid conflict, and the study estimated that the lost productivity that results from conflict costs organizations around $359 billion annually. Given the ethical and economic costs related to conflict in medical and general organizational settings, ongoing research on techniques aimed at not only preparing, but directing, personnel on managing disputes seems to be of value. The micronegotiation technique is just one process that seems to justify continued investigation for positively affecting team and organizational collaboration and outcomes. -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU   Page 41 REFERENCES Back A., & Arnold R. (2005). Dealing with conflict in caring for the seriously ill: It is just out of the question. The Journal of the American Medical Association, 293, 13741381. Baggs, J., Schmitt, M., Mushlin, A., Mitchell, P., Eldredge, D., Oakes, D., & Hutson, A. (1999). Association between nurse-physician collaboration and patient outcomes in three intensive care units. Critical Care Medicine, 27(9), 1991-1998. Baldwin, D., & Daugherty, S. (2008). Interprofessional conflict and medical errors: Results of a national multispecialty survey of hospital residents in the US. Journal of Interprofessional Care, 22(6), 573-586. doi:10.1080/13561820802364740 Brinkert, R. (2011). Conflict coaching training for nurse managers: A case study of a two-hospital health system. Journal Of Nursing Management, 19(1), 80-91. doi:10.1111/j.1365-2834.2010.01133.x Carpenter, J., Barnes, D., Dickinson, C., & Wooff, D. (2006). Outcomes of interprofessional education for Community Mental Health Services in England: The longitudinal evaluation of a postgraduate programme. Journal of Interprofessional Care, 20, 2, 145-161. DeChurch, L. A., & Marks, M. A. (2001). Maximizing the benefits of task conflict: The role of conflict management. International Journal of Conflict Management, 12(1), 4-22. De Dreu, C., & Weingart, L. (2003). Task versus relationship conflict, team performance, and team member satisfaction: A meta-analysis. Journal Of Applied Psychology, 88(4), 741-749. doi:10.1037/00219010.88.4.741 de Wit, F., Greer, L., & Jehn, K. (2012). The paradox of intragroup conflict: A meta-analysis. Journal Of Applied Psychology, 97(2), 360-390. doi:10.1037/a0024844 France, D., Stiles, R., Gaffney, F., Seddon, M., Grogan, E., Nixon, W. R., & Speroff, T. (2005). Home study program. Crew resource management training -- Clinicians' reactions and attitudes. AORN Journal, 82(2), 213. doi:10.1016/S0001-2092(06)60313-X Gill S. (1995). Resolving conflict: Principles and practice. Physician Executive, 21, 1115. Haller, G., Morales, M., Pfister, R., Garnerin, P., Chipp, P., Guillemot, V., & ... Kern, C. (2008). Improving interprofessional teamwork in obstetrics: a Crew Resource Management based training programme. Journal Of Interprofessional Care, 22(5), 545-548. Haraway, D., & Haraway III, W. (2005). Analysis of the effect of conflict-management and resolution training on employee stress at a healthcare organization. Hospital Topics, 83(4), 11-17. Innami, I. (1994). The quality of group decisions, group verbal behavior, and intervention. Behavior & Human Decision Processes, 60(3), 409-430. Organizational Institute of Medicine. (1999). To err is human: Building a safer health system. Washington, DC. Jehn, K. (1994). Enhancing effectiveness: An investigation of advantages and disadvantages of value-based intragroup conflict. International Journal of Conflict Management, 5(3), 223-238. doi:10.1108/eb022744 Kaufman, J. (2011). Conflict management education in medicine: considerations for curriculum designers. Online Journal for Workforce Education and Development, 5(1), 6. Kimura, S., & Kottke, J. L., (2009, May). Cognitive ability and personality can predict team productivity but not team synergy. Paper presented at the Annual Conference of the Association for Psychological Science, San Francisco, California. -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU Page 42   Korsgaard, M. A., Schweiger, D. M., & Sapienza, H. J. (1995). Building commitment, attachment and trust in strategic decision-making teams: The role of procedural justice. The Academy of Management Journal 38(1), 60-84. Lerner, S., Magrane, D., & Friedman, E. (2009). Teaching teamwork in medical education. Mount Sinai Journal Of Medicine, 76(4), 318-329. doi:10.1002.msj.20129 Littlepage, G., Robison, W., & Reddington, K. (1997). Effects of task experience and group experience on group performance, member ability, and recognition of expertise. Organizational Behavior & Human Decision Processes, 69(2), 133-147. Marco, C., & Smith, C. (2002). Conflict resolution in emergency medicine. Annals Of Emergency Medicine, 40(3), 347-349. Mcgreevy, J., Otten, T., Poggi, M., Robinson, C., Castaneda, D., & Wade, P. (2006). The challenge of changing roles and improving surgical care now: Crew resource management approach. American Surgeon, 72(11), 1082-1087. Miner Jr., F. C. (1984). Group versus individual decision making: An investigation of performance measures, decision strategies, and process losses/gains. Organizational Behavior & Human Performance, 33(1), 112124. Nemiroff, P. M., & Pasmore, W. A. (1975). Lost at sea: A consensus-seeking task. In J. W. Pfeiffer & J. E. Jones (Eds.), The annual handbook for group facilitators, 1975 (pp. 2834). La Jolla, CA: University Associates. Pearson, A. W., Ensley, M. D., & Amason, A. C. (2002). An assessment and refinement of Jehns intragroup conflict scale. International Journal Of Conflict Management, 13(2), 110. Priem, R. L., Harrison, D. A., & Muir, N. K. (1995). Structured conflict and consensus outcomes in group decision making. Journal of Management, 21(4), 691-710. doi:10.1016/0149-2063(95)90006-3 Rai, H. (2013). The measurement of negotiating ability: Evidence from India. Global Journal of Business Research, 7(4), pp. 109-124. Reinig, B. A. (2003). Toward an understanding of satisfaction with the process and outcomes of teamwork. Journal Of Management Information Systems, 19(4), 65-83. Roch, S. G., & Ayman, R. (2005). Group decision making and perceived decision success: The role of communication medium. Group Dynamics: Theory, Research, And Practice, 9(1), 15-31. doi:10.1037/1089-2699.9.1.15 Rogers, D., & Lingard, L. (2006). Surgeons managing conflict: A framework for understanding the challenge. Journal Of The American College Of Surgeons, 203(4), 568-574. Saavedra, R., & Van Dyne, L. (1999). Social exchange and emotional investment in work groups. Motivation & Emotion, 23(2), 105-123. Saulo, M., & Wagener, R. (2000). Mediation training enhances conflict management by healthcare personnel. American Journal Of Managed Care, 6(4), 473-483. Skjrshammer, M. (2001). Co-operation and conflict in a hospital: Interprofessional differences in perception and management of conflicts. Journal of Interprofessional Care, 15(1), 7-18. doi:10.1080/13561820020022837. Society of Actuaries. (2010). The economic measurement of medical errors. Seattle, WA: Milliman. Swanson, R. A. (1995). Human resource development: Performance is the key. Human Resource Development Quarterly, 6(2) 207-213. -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU Page 43   Thannhauser, J., Russell-Mayhew, S., & Scott, C. (2010). Measures of interprofessional education and collaboration. Journal of Interprofessional Care, 24(4) 336-349. Thistlethwaite, J., & Moran, M. (2010). Learning outcomes for interprofessional education (IPE): Literature review and synthesis. Journal of Interprofessional Care, 24(5) 503-513. Trudel, J. & Reio Jr., T. (2011). Managing workplace incivility: The role of conflict management stylesantecedent or antidote?. Human Resource Development Quarterly, 22(4), 395-423. Zweibel, E., Goldstein, R., Manwaring, J., & Marks, M. (2008). What sticks: How medical residents and academic health care faculty transfer conflict resolution training from the workshop to the workplace. Conflict Resolution Quarterly, 25(3), 321-350. -RXUQDORI2UJDQL]DWLRQDO&XOWXUH&RPPXQLFDWLRQVDQG&RQLFW9ROXPH1XPEHU Copyright of Journal of Organizational Culture, Communications & Conflict is the property of Jordan Whitney Enterprises, Inc. and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use.  ...