document_title: Industrial and organizational psychology

question_text: when did the discipline of industrial–organizational psychology emerge

question_tokens: when did the discipline of industrial -- organizational psychology emerge

text: Industrial and organizational psychology

text: Historical overview[edit]

text: The historical development of I/O psychology was paralleled in the US, the UK,[8] Australia, Germany, the Netherlands,[9] and eastern European countries such as Romania.[10] The roots of I/O psychology trace back nearly to the beginning of psychology as a science, when Wilhelm Wundt founded one of the first psychological laboratories in 1876 in Leipzig, Germany. In the mid 1880s, Wundt trained two psychologists, Hugo Münsterberg and James McKeen Cattell, who had a major influence on the emergence of I/O psychology.[11]

text: Instead of viewing performance differences as human "errors", Cattell was one of the first to recognize the importance of differences among individuals as a way of better understanding work behavior. Walter Dill Scott, who was a contemporary of Cattell, was elected President of the American Psychological Association (APA) in 1919, was arguably the most prominent I/O psychologist of his time. Scott, along with Walter Van Dyke Bingham, worked at the Carnegie Institute of Technology, developing methods for selecting and training sales personnel.[12]

text: The "industrial" side of I/O psychology originated in research on individual differences, assessment, and the prediction of work performance. Industrial psychology crystallized during World War I, in response to the need to rapidly assign new troops to duty. Scott and Bingham volunteered to help with the testing and placement of more than a million army recruits. In 1917, together with other prominent psychologists, they adapted a well-known intelligence test the Stanford–Binet, which was designed for testing one individual at a time, to make it suitable for group testing. The new test was called the Army Alpha.[citation needed]

text: After the War, the growing industrial base in the US was a source of momentum for what was then called industrial psychology.[citation needed] Private industry set out to emulate the successful testing of army personnel.[citation needed] Mental ability testing soon became commonplace in the work setting.

text: Elton Mayo found that rest periods improved morale and reduced turnover in a Philadelphia textile factory.[13][14] He later joined the ongoing Hawthorne studies, where he became interested in how workers' emotions and informal relationships affected productivity. The results of these studies ushered in the human relations movement.[citation needed]

text: World War II brought renewed interest in ability testing (to accurately place recruits in new technologically advanced military jobs), the introduction of the assessment center, and concern with morale and fatigue in war industry workers.[citation needed]

text: The industrial psychology division of the former American Association of Applied Psychology became a division within APA,[15] becoming Division 14 of APA. It was initially called the Industrial and Business Psychology Division. In 1962, the name was changed to the Industrial Psychology Division. In 1973, it was renamed again, this time to the Division of Industrial and Organizational Psychology. In 1982, the unit become more independent of APA, and its name was changed again, this time to the Society for Industrial and Organizational Psychology.[15]

text: The name change of the division from "industrial psychology" to "industrial and organizational psychology" reflected the shift in the work of industrial psychologists who had originally addressed work behavior from the individual perspective, examining performance and attitudes of individual workers. Their work became broader. Group behavior in the workplace became a worthy subject of study.[15] The emphasis on "organizational" underlined the fact that when an individual joins an organization (e.g., the organization that hired him or her), he or she will be exposed to a common goal and a common set of operating procedures.[citation needed] In the 1970s in the UK, references to occupational psychology became more common than I/O psychology.[citation needed]

text: According to Bryan and Vinchur, "while organizational psychology increased in popularity through [the 1960s and 1970s], research and practice in the traditional areas of industrial psychology continued, primarily driven by employment legislation and case law" (p. 53).[16] There was a focus on fairness and validity in selection efforts as well as in the job analyses that undergirded selection instruments. For example, i/o psychology showed increased interest in behaviorally anchored rating scales.[16] What critics there were of i/o psychology accused the discipline of being responsive only to the concerns of managements.[16]

text: From the 1980 to 2010s other changes in i/o psychology took place. Researchers increasingly adopted a multi-level approach, attempting to understand behavioral phenomena from both the level of the organization and the level of the individual worker.[16] There was also an increased interest in the needs and expectations of employees as individuals. For example, an emphasis on organizational justice and the psychological contract took root, as well as the more traditional concerns of selection and training.[16] Methodological innovations (e.g., meta-analyses, structural equation modeling) were adopted. With the passage of the American with Disabilities Act in 1990 and parallel legislation elsewhere in the world, i/o psychology saw an increased emphasis on "fairness in personnel decisions."[16] Training research relied increasingly on advances in educational psychology and cognitive science.[16]

text: Research methods[edit]

text: As described above, I/O psychologists are trained in the scientist–practitioner model. I/O psychologists rely on a variety of methods to conduct organizational research. Study designs employed by I/O psychologists include surveys, experiments, quasi-experiments, and observational studies. I/O psychologists rely on diverse data sources including human judgments, historical databases, objective measures of work performance (e.g., sales volume), and questionnaires and surveys.

text: I/O researchers employ quantitative statistical methods. Quantitative methods used in I/O psychology include correlation, multiple regression, and analysis of variance. More advanced statistical methods employed in I/O research include logistic regression, structural equation modeling,[17] and hierarchical linear modeling (HLM; also known as multilevel modeling).[18] I/O research has also employed meta-analysis.[19][20][21] I/O psychologists also employ psychometric methods including methods associated with classical test theory,[22] generalizability theory, and item response theory (IRT).[23]

text: I/O psychologists have also employed qualitative methods, which largely involve focus groups, interviews, and case studies. I/O research on organizational culture research has employed ethnographic techniques and participant observation. A qualitative technique associated with I/O psychology is Flanagan's Critical Incident Technique.[24] I/O psychologists sometimes use quantitative and qualitative methods in concert.[25] OHP researchers have also combined and coordinated quantitative and qualitative methods within a single study.[26]

text: Topics[edit]

text: Job analysis[edit]

text: Job analysis encompasses a number of different methods.[citation needed] It primarily involves the systematic collection of information about a job. A task-oriented job analysis involves an examination of the duties, tasks, and/or competencies required by the job being assessed. By contrast, a worker-oriented job analysis involves an examination of the knowledge, skills, abilities, and other characteristics (KSAOs) required to successfully perform the work. Information obtained from job analyses are used for many purposes, including the creation of job-relevant selection procedures, performance appraisals and the criteria they require, and the development of training programs.

text: Personnel recruitment and selection[edit]

text: I/O psychologists typically work with human resource specialists to design (a) recruitment processes and (b) personnel selection systems.[citation needed] Personnel recruitment is the process of identifying qualified candidates in the workforce and getting them to apply for jobs within an organization. Personnel recruitment processes include developing job announcements, placing ads, defining key qualifications for applicants, and screening out unqualified applicants.

text: Personnel selection is the systematic process of hiring and promoting personnel. Personnel selection systems employ evidence-based practices to determine the most qualified candidates. Personnel selection involves both the newly hired and individuals who can be promoted from within the organization. Common selection tools include ability tests (e.g., cognitive, physical, or psycho-motor), knowledge tests, personality tests, structured interviews, the systematic collection of biographical data, and work samples. I/O psychologists must evaluate evidence regarding the extent to which selection tools predict job performance.

text: Personnel selection procedures are usually validated, i.e., shown to be job relevant to personnel selection, using one or more of the following types of validity: content validity, construct validity, and/or criterion-related validity. I/O psychologists must adhere to professional standards in personnel selection efforts. SIOP (e.g., Principles for validation and use of personnel selection procedures[27]) and APA together with the National Council on Measurement in Education (e.g., Standards for educational and psychological testing[28] are sources of those standards. The Equal Employment Opportunity Commission's Uniform guidelines[29] are also influential in guiding personnel selection decisions.

text: A meta-analysis of selection methods found that general mental ability was the best overall predictor of job performance and attainment in training.[30]

text: Performance appraisal/management[edit]

text: Performance appraisal or performance evaluation is the process in which an individual's or a group's work behaviors and outcomes are assessed against managers' and others' expectations for the job.[31] Performance appraisal is frequently used in promotion and compensation decisions, to help design and validate personnel selection procedures, and for performance management. Performance management is the process of providing performance feedback relative to expectations, and information relevant to improvement (e.g., coaching, mentoring). Performance management may also include documenting and tracking performance information for organizational evaluation purposes.

text: An I/O psychologist would typically use information from the job analysis to determine a job's performance dimensions, and then construct a rating scale to describe each level of performance for the job.[citation needed] Often, the I/O psychologist would be responsible for training organizational personnel how to use the performance appraisal instrument, including ways to minimize bias when using the rating scale, and how to provide effective performance feedback.[citation needed]

text: Individual assessment and psychometrics[edit]

text: Individual assessment involves the measurement of individual differences. I/O psychologists perform individual assessments in order to evaluate differences among candidates for employment as well as differences among employees.[32] The constructs measured pertain to job performance. With candidates for employment, individual assessment is often part of the personnel selection process. These assessments can include written tests, aptitude tests, physical tests, psycho-motor tests, personality tests, integrity and reliability tests, work samples, simulations, and assessment centres.[32]

text: Occupational health and well-being[edit]

text: I/O psychologists are concerned with occupational health and well-being. Early in the 20th century Arthur Kornhauser examined the impact on productivity of hiring mentally unstable workers.[33] Kornhauser also examined the link between industrial working conditions and mental health as well as the spillover into a worker's personal life of having an unsatisfying job.[34][35][36]

text: More recently, I/O researchers have found that staying vigorous during working hours is associated with better work-related behaviour and subjective well-being as well as more effective functioning in the family domain.[37] Trait vigor and recovery experiences after work were related to vigor at work.[37] Job satisfaction has also been found to be associated with life satisfaction, happiness, well-being and positive affect, and the absence of negative affect.[35] Other research indicates that among older workers activities such as volunteering and participating in social clubs was related to a decrease in depressive symptoms over the next two years.[38] Research on job changing indicates that mobility between, but not within, organizations is associated with burnout.[36]

text: Workplace bullying, aggression and violence[edit]

text: I/O psychologists are concerned with the related topics of workplace bullying, aggression, and violence.[39] For example, I/O research found that exposure to workplace violence elicited ruminative thinking, and ruminative thinking, in turn, is associated with poor well-being.[40] I/O research has found that interpersonal aggressive behaviours is associated with worse team performance.[41]

text: Remuneration and compensation[edit]

text: Compensation includes wages or salary, bonuses, pension/retirement contributions, and employee benefits that can be converted to cash or replace living expenses. I/O psychologists may be asked to conduct a job evaluation for the purpose of determining compensation levels and ranges. I/O psychologists may also serve as expert witnesses in pay discrimination cases, when disparities in pay for similar work are alleged by employees.

text: Training and training evaluation[edit]

text: Training involves the systematic teaching of skills, concepts, or attitudes that results in improved performance in another environment.[42] Because many people hired for a job are not already versed in all the tasks the job requires, training may be needed to help the individual perform the job effectively. Evidence indicates that training is often effective, and that it succeeds in terms of higher net sales and gross profitability per employee.[43]

text: Similar to performance management (see above), an I/O psychologist would employ a job analysis in concert with the application of the principles of instructional design to create an effective training program.[citation needed] A training program is likely to include a summative evaluation at its conclusion in order to ensure that trainees have met the training objectives and can perform the target work tasks at an acceptable level. Training programs often include formative evaluations to assess the effect of the training as the training proceeds. Formative evaluations can be used to locate problems in training procedures and help I/O psychologists make corrective adjustments while training is ongoing.[citation needed]

text: The foundation for training programs is learning. Learning outcomes can be organized into three broad categories: cognitive, skill-based, and affective outcomes.[44] Cognitive training is aimed at instilling declarative knowledge or the knowledge of rules, facts, and principles (e.g., police officer training covers laws and court procedures). Skill-based training aims to impart procedural knowledge (e.g., skills needed to use a special tool) or technical skills (e.g., understanding the workings of software program). Affective training concerns teaching individuals to develop specific attitudes or beliefs that predispose trainees to behave a certain way (e.g., show commitment to the organization, appreciate diversity).[45]

text: A needs assessment, an analysis of corporate and individual goals, is often undertaken prior to the development of a training program.[46](p164) In addition, a careful needs analysis is required in order to develop a systematic understanding of where training is needed, what should be taught, and who will be trained.[42] A training needs analysis typically involves a three-step process that includes organizational analysis, task analysis and person analysis.[47]

text: An organizational analysis is an examination of organizational goals and resources as well as the organizational environment.[citation needed] The results of an organizational analysis help to determine where training should be directed. The analysis identifies the training needs of different departments or subunits.[citation needed] It systematically assesses manager, peer, and technological support for transfer of training. An organizational analysis also takes into account the climate of the organization and its subunits. For example, if a climate for safety is emphasized throughout the organization or in subunits of the organization (e.g., production), then training needs will likely reflect an emphasis on safety.[48] A task analysis uses the results of a job analysis to determine what is needed for successful job performance, contributing to training content. With organizations increasingly trying to identify "core competencies" that are required for all jobs, task analysis can also include an assessment of competencies.[49] A person analysis identifies which individuals within an organization should receive training and what kind of instruction they need. Employee needs can be assessed using a variety of methods that identify weaknesses that training can address.

text: Motivation in the workplace[edit]

text: Work motivation reflects the energy an individual applies "to initiate work-related behavior, and to determine its form, direction, intensity, and duration"[50] Understanding what motivates an organization's employees is central to I/O psychology. Motivation is generally thought of as a theoretical construct that fuels behavior. An incentive is an anticipated reward that is thought to incline a person to behave a certain way.[51] Motivation varies among individuals. Studying its influence on behavior, it must be examined together with ability and environmental influences. Because of motivation's role in influencing workplace behavior and performance, many organizations structure the work environment to encourage productive behaviors and discourage unproductive behaviors.[52][53]

text: Motivation involves three psychological processes: arousal, direction, and intensity.[citation needed] Arousal is what initiates action. It is often fueled by a person's need or desire for something that is missing from his or her life, either totally or partially. Direction refers to the path employees take in accomplishing the goals they set for themselves. Intensity is the amount of energy employees put into goal-directed work performance. The level of intensity often reflects the importance and difficulty of the goal. These psychological processes involve four factors. First, motivation serves to direct attention, focusing on particular issues, people, tasks, etc. Second, it serves to stimulate effort. Third, motivation influences persistence. Finally, motivation influences the choice and application of task-related strategies.[53]

text: Occupational stress[edit]

text: I/O psychologists are involved in the research and the practice of occupational stress and design of individual and organizational interventions to manage and reduce the stress levels and increase productivity, performance, health and wellbeing.[54][55][56] Occupational stress can have implications for organizational performance because of the emotions job stress evokes. For example, a job stressor such as conflict with a supervisor can precipitate anger that in turn motivates counterproductive workplace behaviors.[57] I/O research has examined the association between work stressors and aggression, theft, substance abuse,[58] and depressive symptoms.[59] A number of models have been developed to explain the job stress process, including the person-environment fit model[60] and the demand-control model.[61] Those models became a cornerstone of the emergence, in the late 1980s and early 1990s, of a new discipline relevant to research on occupational stress; the discipline, occupational health psychology, is an offshoot of i/o psychology, health psychology, and occupational medicine.[62][63]

text: Research has also examined occupational stress in specific occupations, including police,[64] general practitioners,[65] and dentists.[66] Another concern has been the relation of occupational stress to family life.[67][68] Other research has examined gender differences in leadership style and job stress and strain in the context of male- and female-dominated industries,[69] and unemployment-related distress.[70][71][72] I/O psychology is also concerned with the relation of occupational stress to career advancement.[73]

text: Occupational safety[edit]

text: Accidents and safety in the workplace have become areas of interest to I/O psychology.[74] Examples of psychosocial injury hazards of interest to I/O psychology include fatigue, workplace violence, workplace bullying,[citation needed] and working night shifts.[75] I/O researchers conduct "stress audits" that can help organizations remain compliant with various occupational safety regulations.[76] Psychosocial hazards can affect musculoskeletal disorders.[74][77] A psychosocial factor related to accident risk is safety climate, which refers to employees' perceptions of the extent to which their work organization prioritizes safety.[78] By contrast, psychosocial safety climate refers to management's "policies, practices, and procedures" aimed at protecting workers' psychological health.[79] Research on safety leadership is also relevant to I/O psychology. Research suggests that safety-oriented transformational leadership is associated with a positive safety climate and safe worker practices.[80]

text: Organizational culture[edit]

text: Organizational culture has been described as a set of assumptions shared by individuals in an organization; the assumptions influence the interpretation and actions that define appropriate behavior for various situations.[citation needed] Organizational culture has been shown to affect important organizational outcomes such as performance, attraction, recruitment, retention, employee satisfaction, and employee well-being.[citation needed] There are three levels of organizational culture: artifacts, shared values, and basic beliefs and assumptions.[citation needed] Artifacts comprise the physical components of the organization that relay cultural meaning. Shared values are individuals' preferences regarding certain aspects of the organization's culture (e.g., loyalty, customer service). Basic beliefs and assumptions include individuals' impressions about the trustworthiness and supportiveness of an organization, and are often deeply ingrained within the organization's culture.

text: In addition to an overall culture, organizations also have subcultures.[citation needed] Examples of subcultures include corporate culture, departmental culture, local culture, and issue-related culture.[citation needed] While there is no single "type" of organizational culture, some researchers have developed models to describe different organizational cultures.

text: Group behavior[edit]

text: Group behavior involves the interactions among individuals in a collective. The individuals' opinions, attitudes, and adaptations affect group behavior and group behavior, in turn, affects those opinions, etc.[81] The interactions are thought to fulfill some need satisfaction in an individual who is part of the collective.[52] A specific area of I/O research in group behavior is the team dynamics and team effectiveness.[citation needed]

text: Team effectiveness[edit]

text: Organizations often organize teams because teams can accomplish a much greater amount of work in a short period of time than an individual can accomplish.[52] I/O research has examined the harm workplace aggression does to team performance.[82]

text: Team composition[edit]

text: The selection of individuals to be assigned to specific teams bears on the resulting effectiveness of those teams. Aspects of team composition that should be considered during the team selection process include team members' knowledge, skills, and abilities (KSAs) as well their personalities and attitudes.[52] To achieve high-quality results, teams built with members having higher skill levels are more likely to be effective than teams built around members having lesser skills; teams that include a members with a diversity of skills are also likely to show improved team performance.[83][84] Additionally, higher levels of cognitive ability of team members has been shown to consistently correlate to increased work group effectiveness.[85] Team members' personalities and attitudes have also been studied. For example, the personality factors agreeableness, conscientiousness, extraversion, and emotional stability are related to better team performance.[86][84]

text: Task design[edit]

text: A fundamental question in team task design is whether or not a task is even appropriate for a team. Those tasks that require predominantly independent work are best left to individuals, and team tasks should include those tasks that consist primarily of interdependent work.[52] When a given task is appropriate for a team, task design can play a key role in team effectiveness.[87]

text: Job characteristic theory identifies core job dimensions that affect motivation, satisfaction, performance, etc. These dimensions include skill variety, task identity, task significance, autonomy and feedback.[88] The dimensions map well to the team environment. Individual contributors who perform team tasks that are challenging, interesting, and engaging are more likely to be motivated to exert greater effort and perform better than team members who are working on tasks that lack those characteristics.[52]

text: Organizational resources[edit]

text: Organizational support systems affect the team effectiveness[85] and provide resources for teams operating in the multi-team environment. During the chartering of new teams, organizational enabling resources are first identified. Examples of enabling resources include facilities, equipment, information, training, and leadership.[52] Team-specific resources (e.g., budgetary resources, human resources) are typically made available. Team-specific human resources represent the individual contributors who are selected to be team members. Intra-team processes (e.g., task design, task assignment) involve these team-specific resources.[citation needed]

text: Teams also function in dynamic multi-team environments. Teams often must respond to shifting organizational contingencies.[89] Contingencies affecting teams include constraints arising from conditions in which organizational resources are not exclusively earmarked for certain teams. When resources are scarce, they must be shared by multiple teams.

text: Team rewards[edit]

text: Organizational reward systems drive the strengthening and enhancing of individual team member efforts; such efforts contribute towards reaching team goals.[90] In other words, rewards that are given to individual team members should be contingent upon the performance of the entire team.[85]

text: Several design elements are needed to enable organizational reward systems to operate successfully. First, for a collective assessment to be appropriate for individual team members, the group's tasks must be highly interdependent. If this is not the case, individual assessment is more appropriate than team assessment.[91] Second, individual-level reward systems and team-level reward systems must be compatible.[92] For example, it would be unfair to reward the entire team for a job well done if only one team member did most of the work. That team member would most likely view teams and teamwork negatively, and would not want to work on a team in the future. Third, an organizational culture must be created such that it supports and rewards employees who believe in the value of teamwork and who maintain a positive attitude towards team-based rewards.[93]

text: Team goals[edit]

text: Goals potentially motivate team members when goals contain three elements: difficulty, acceptance, and specificity.[94] Under difficult goal conditions, teams with more committed members tend to outperform teams with less committed members.[95] When team members commit to team goals, team effectiveness is a function of how supportive members are with each other.[96] The goals of individual team members and team goals interact. Team and individual goals must be coordinated. Individual goals must be consistent with team goals in order for a team to be effective.[97]

text: Job satisfaction and commitment[edit]

text: Job satisfaction is often thought to reflect the extent to which a worker likes his or her job, or individual aspects or facets of jobs.[98] It is one of the most heavily researched topics in I/O psychology. Job satisfaction has theoretical and practical utility for the field. It has been linked to important job outcomes including attitudinal variables (e.g., job involvement, organizational commitment), absenteeism, turnover intentions, actual turnover, job performance, and tension.[citation needed] A meta-analyses found job satisfaction to be related to life satisfaction, happiness, positive affect, and the absence of negative affect.[99]

text: Productive behavior[edit]

text: Productive behavior is defined as employee behavior that contributes positively to the goals and objectives of an organization.[52] When an employee begins a new job, there is a transition period during which he or she may not contribute significantly. To assist with this transition an employee typically requires job-related training. In financial terms, productive behavior represents the point at which an organization begins to achieve some return on the investment it has made in a new employee.[52] I/O psychologists are ordinarily more focused on productive behavior than job or task performance, including in-role and extra-role performance. In-role performance tells managers how well an employee performs the required aspects of the job; extra-role performance includes behaviors not necessarily required by job but nonetheless contribute to organizational effectiveness. By taking both in-role and extra-role performance into account, an I/O psychologist is able to assess employees' effectiveness (how well they do what they were hired to do), efficiency (outputs to relative inputs), and productivity (how much they help the organization reach its goals). Three forms of productive behavior that I/O psychologists often evaluate include job performance, organizational citizenship behavior (see below), and innovation.[52]

text: Job performance[edit]

text: Job performance represents behaviors employees engage in while at work which contribute to organizational goals.[100] These behaviors are formally evaluated by an organization as part of an employee's responsibilities.[100] In order to understand and ultimately predict job performance, it is important to be precise when defining the term. Job performance is about behaviors that are within the control of the employee and not about results (effectiveness), the costs involved in achieving results (productivity), the results that can be achieved in a period of time (efficiency), or the value an organization places on a given level of performance, effectiveness, productivity or efficiency (utility).[52]

text: To model job performance, researchers have attempted to define a set of dimensions that are common to all jobs. Using a common set of dimensions provides a consistent basis for assessing performance and enables the comparison of performance across jobs. Performance is commonly broken into two major categories: in-role (technical aspects of a job) and extra-role (non-technical abilities such as communication skills and being a good team member). While this distinction in behavior has been challenged[101] it is commonly made by both employees and management.[102] A model of performance by Campbell breaks performance into in-role and extra-role categories.[100][103] Campbell labeled job-specific task proficiency and non-job-specific task proficiency as in-role dimensions, while written and oral communication, demonstrating effort, maintaining personal discipline, facilitating peer and team performance, supervision and leadership and management and administration are labeled as extra-role dimensions.[52] Murphy's model of job performance also broke job performance into in-role and extra-role categories.[104] However, task-orientated behaviors composed the in-role category and the extra-role category included interpersonally-oriented behaviors, down-time behaviors and destructive and hazardous behaviors.[52] However, it has been challenged as to whether the measurement of job performance is usually done through pencil/paper tests, job skills tests, on-site hands-on tests, off-site hands-on tests, high-fidelity simulations, symbolic simulations, task ratings and global ratings.[105] These various tools are often used to evaluate performance on specific tasks and overall job performance.[52] Van Dyne and LePine developed a measurement model in which overall job performance was evaluated using Campbell's in-role and extra-role categories.[102] Here, in-role performance was reflected through how well "employees met their performance expectations and performed well at the tasks that made up the employees' job."[106] Dimensions regarding how well the employee assists others with their work for the benefit of the group, if the employee voices new ideas for projects or changes to procedure and whether the employee attends functions that help the group composed the extra-role category.

text: To assess job performance, reliable and valid measures must be established. While there are many sources of error with performance ratings, error can be reduced through rater training[107] and through the use of behaviorally-anchored rating scales. Such scales can be used to clearly define the behaviors that constitute poor, average, and superior performance.[100] Additional factors that complicate the measurement of job performance include the instability of job performance over time due to forces such as changing performance criteria, the structure of the job itself[104] and the restriction of variation in individual performance by organizational forces. These factors include errors in job measurement techniques, acceptance and the justification of poor performance and lack of importance of individual performance.

text: The determinants of job performance consist of factors having to do with the individual worker as well as environmental factors in the workplace. According to Campbell's Model of The Determinants of Job Performance,[100][103] job performance is a result of the interaction between declarative knowledge (knowledge of facts or things), procedural knowledge (knowledge of what needs to be done and how to do it), and motivation (reflective of an employee's choices regarding whether to expend effort, the level of effort to expend, and whether to persist with the level of effort chosen).[52] The interplay between these factors show that an employee may, for example, have a low level of declarative knowledge, but may still have a high level of performance if the employee has high levels of procedural knowledge and motivation.

text: Regardless of the job, three determinants stand out as predictors of performance: (1) general mental ability (especially for jobs higher in complexity); (2) job experience (although there is a law of diminishing returns); and (3) the personality trait of conscientiousness (people who are dependable and achievement-oriented, who plan well).[52] These determinants appear to influence performance largely through the acquisition and usage of job knowledge and the motivation to do well. Further, an expanding area of research in job performance determinants includes emotional intelligence.[108][109]

text: Organizational citizenship behavior[edit]

text: Organizational citizenship behaviors (OCBs) are another form of workplace behavior that I/O psychologists are involved with. OCBs tend to be beneficial to both the organization and other workers. Dennis Organ (1988) defines OCBs as "individual behavior that is discretionary, not directly or explicitly recognized by the formal reward system, and that in the aggregate promotes the effective functioning of the organization."[110] Behaviors that qualify as OCBs can fall into one of the following five categories: altruism, courtesy, sportsmanship, conscientiousness, and civic virtue.[110][111][112] OCBs have also been categorized in other ways too, for example, by their intended targets (individuals, supervisors, and the organization as a whole.[113] Other alternative ways of categorizing OCBs include "compulsory OCBs," which are engaged in owing to coercive persuasion or peer pressure rather than out of good will.[114] The extent to which OCBs are voluntary has been the subject of some debate.[114]

text: Other research suggests that some employees perform OCBs to influence how they are viewed within the organization. While these behaviors are not formally part of the job description, performing them can influence performance appraisals.[52] Researchers have advanced the view that employees engage in OCBs as a form of "impression management," a term coined by Erving Goffman.[115] Goffman defined impression management as "the way in which the individual ... presents himself and his activity to others, the ways in which he guides and controls the impression they form of him, and the kinds of things he may and may not do while sustaining his performance before them. Some researchers have hypothesized that OCBs are not performed out of good will, positive affect, etc., but instead as a way of being noticed by others, including supervisors.[116]

text: Innovation[edit]

text: Industrial and organizational psychologists consider innovation, more often than not, a variable of less importance and often a counter-productive one to include in conducting job performance appraisals when irrelevant to the major job functions for which a given job exists. Nonetheless, I/O psychologists see the value of that variable where its consideration would, were its reliability and validity questioned, achieve a statistically significant probability that its results are not due to chance, and that it can be replicated reliably with a statistically significant ratio of reliability, and that were a court to raise a question on its reliability and validity testing, the I/O psychologist behind its use would be able to defend it before a court of justice with the belief that it will stand before such a court as reliable, and valid.

text: Four qualities are generally linked to creative and innovative behaviour by individuals:[52]

text:
Task-relevant skills (general mental ability and job specific knowledge). Task specific and subject specific knowledge is most often gained through higher education; however, it may also be gained by mentoring and experience in a given field.[52]
Creativity-relevant skills (ability to concentrate on a problem for long periods of time, to abandon unproductive searches, and to temporarily put aside stubborn problems). The ability to put aside stubborn problems is referred to by Jex & Britt as productive forgetting.[52] Creativity-relevant skills also require the individual contributor to evaluate a problem from multiple vantage points. One must be able to take on the perspective of various users. For example, an Operation Manager analyzing a reporting issue and developing an innovative solution would consider the perspective of a sales person, assistant, finance, compensation, and compliance officer.
Task motivation (internal desire to perform task and level of enjoyment).[52]

text: At the organizational level, a study by Damanpour identified four specific characteristics that may predict innovation:[117]

text:
A population with high levels of technical knowledge
The organization's level of specialization
The level an organization communicates externally
Functional Differentiation.[52]

text: Counterproductive work behavior[edit]

text: Counterproductive work behavior (CWB) can be defined as employee behavior that goes against the goals of an organization. These behaviors can be intentional or unintentional and result from a wide range of underlying causes and motivations. Some CWBs have instrumental motivations (e.g., theft).[57] It has been proposed that a person-by-environment interaction can be utilized to explain a variety of counterproductive behaviors (Fox and Spector, 1999). For instance, an employee who sabotages another employee's work may do so because of lax supervision (environment) and underlying psychopathology (person) that work in concert to result in the counterproductive behavior. There is evidence that an emotional response (e.g., anger) to job stress (e.g., unfair treatment) can motivate CWBs.[57]

text: The forms of counterproductive behavior with the most empirical examination are ineffective job performance, absenteeism, job turnover, and accidents. Less common but potentially more detrimental forms of counterproductive behavior have also been investigated including violence and sexual harassment.

text: Leadership[edit]

text: In I/O psychology, leadership can be defined as a process of influencing others to agree on a shared purpose, and to work towards shared objectives.[118] A distinction should be made between leadership and management. Managers process administrative tasks and organize work environments. Although leaders may be required to undertake managerial duties as well, leaders typically focus on inspiring followers and creating a shared organizational culture and values. Managers deal with complexity, while leaders deal with initiating and adapting to change. Managers undertake the tasks of planning, budgeting, organizing, staffing, controlling and problem solving. In contrast, leaders undertake the tasks of setting a direction or vision, aligning people to shared goals, communicating, and motivating.[119]

text: Approaches to studying leadership in I/O psychology can be broadly classified into three categories: Leader-focused approaches, contingency-focused approaches, and follower-focused approaches.[citation needed]

text: Leader-focused approaches[edit]

text: Leader-focused approaches look to organizational leaders to determine the characteristics of effective leadership. According to the trait approach, more effective leaders possess certain traits that less effective leaders lack. More recently, this approach is being used to predict leader emergence. The following traits have been identified as those that predict leader emergence when there is no formal leader: high intelligence, high needs for dominance, high self-motivation, and socially perceptive.[120] Another leader-focused approached is the behavioral approach which focuses on the behaviors that distinguish effective from ineffective leaders. There are two categories of leadership behaviors: (1) consideration; and (2) initiating structure. Behaviors associated with the category of consideration include showing subordinates they are valued and that the leader cares about them. An example of a consideration behavior is showing compassion when problems arise in or out of the office. Behaviors associated with the category of initiating structure include facilitating the task performance of groups. One example of an initiating structure behavior is meeting one-on-one with subordinates to explain expectations and goals. The final leader-focused approach is power and influence. To be most effective a leader should be able to influence others to behave in ways that are in line with the organization's mission and goals. How influential a leader can be depends on their social power or their potential to influence their subordinates. There are six bases of power: coercive power, reward power, legitimate power, expert power, referent power, and informational power. A leader can use several different tactics to influence others within an organization. These common tactics include: rational persuasion, inspirational appeal, consultation, ingratiation, exchange, personal appeal, coalition, legitimating, and pressure.[121]

text: Contingency-focused approaches[edit]

text: Of the 3 approaches to leadership, contingency-focused approaches have been the most prevalent over the past 30 years. Contingency-focused theories base a leader's effectiveness on their ability to assess a situation and adapt their behavior accordingly.[121] These theories assume that an effective leader can accurately "read" a situation and skillfully employ a leadership style that meets the needs of the individuals involved and the task at hand. A brief introduction to the most prominent contingency-focused theories will follow.

text: Fiedler's Contingency Theory holds that a leader's effectiveness depends on the interaction between their characteristics and the characteristics of the situation. Path–Goal Theory asserts that the role of the leader is to help his or her subordinates achieve their goals. To effectively do this, leaders must skillfully select from four different leadership styles to meet the situational factors. The situational factors are a product of the characteristics of subordinates and the characteristics of the environment. The Leader-Member Exchange (LMX) Model focuses on how leader–subordinate relationships develop. Generally speaking, when a subordinate performs well or when there are positive exchanges between a leader and a subordinate, their relationship is strengthened, performance and job satisfaction are enhanced, and the subordinate will feel more commitment to the leader and the organization as a whole.[122] Vroom-Yetton-Jago Model focuses on decision making with respect to a feasibility set[121] which is composed of the situational attributes.

text: In addition to the contingency-focused approaches mentioned, there has been a high degree of interest paid to three novel approaches that have recently emerged. The first is transformational leadership, which posits that there are certain leadership traits that inspire subordinates to perform beyond their capabilities. The second is transactional leadership, which is most concerned with keeping subordinates in-line with deadlines and organizational policy. This type of leader fills more of a managerial role and lacks qualities necessary to inspire subordinates and induce meaningful change. And the third is authentic leadership which is centered around empathy and a leader's values or character. If the leader understands their followers, they can inspire subordinates by cultivating a personal connection and leading them to share in the vision and goals of the team. Although there has been a limited amount of research conducted on these theories, they are sure to receive continued attention as the field of I/O psychology matures.

text: Follower-focused approaches[edit]

text: Follower-focused approaches look at the processes by which leaders motivate followers, and lead teams to achieve shared goals. Understandably, the area of leadership motivation draws heavily from the abundant research literature in the domain of motivation in I/O psychology. Because leaders are held responsible for their followers' ability to achieve the organization's goals, their ability to motivate their followers is a critical factor of leadership effectiveness. Similarly, the area of team leadership draws heavily from the research in teams and team effectiveness in I/O psychology. Because organizational employees are frequently structured in the form of teams, leaders need to be aware of the potential benefits and pitfalls of working in teams, how teams develop, how to satisfy team members' needs, and ultimately how to bring about team effectiveness and performance.

text: An emerging area of I/O research in the area of team leadership is in leading virtual teams, where people in the team are geographically-distributed across various distances and sometimes even countries. While technological advances have enabled the leadership process to take place in such virtual contexts, they present new challenges for leaders as well, such as the need to use technology to build relationships with followers, and influencing followers when faced with limited (or no) face-to-face interaction.

text: Organizational development[edit]

text: I/O psychologists are also concerned with organizational change. This effort, called organizational development (OD). Tools used to advance organization development include the survey feedback technique. The technique involves the periodic assessment (with surveys) of employee attitudes and feelings. The results are conveyed to organizational stakeholders, who may want to take the organization in a particular direction. Another tool is the team building technique. Because many if not most tasks within the organization are completed by small groups and/or teams, team building is important to organizational success. In order to enhance a team's morale and problem-solving skills, I/O psychologists help the groups to build their self-confidence, group cohesiveness, and working effectiveness.[123]

text: Relation to organizational behavior[edit]

text: The I/O psychology and organizational behavior have manifested some overlap.[124] The overlap has led to some confusion regarding how the two disciplines differ.[125]

text: Training[edit]

text: The minimum requirement for working as an I/O psychologist is a master's degree. Normally, this degree requires about 2–3 years to complete. Of all the degrees granted in I/O psychology each year, approximately two thirds are at the master's level.[123](p18)

text: A comprehensive list of US and Canadian master's and doctoral programs can be found at the web site of the Society for Industrial and Organizational Psychology (SIOP).[126] Admission into I/O psychology PhD programs is highly competitive given that many programs accept a small number of applicants every year.

text: There are graduate degree programs in I/O psychology outside of the US and Canada. The SIOP web site[126] also provides a comprehensive list of I/O programs in many other countries.

text: Competencies[edit]

text: There are many different sets of competencies for different specializations within I/O psychology and I/O psychologists are versatile behavioral scientists. For example, an I/O psychologist specializing in selection and recruiting should have expertise in finding the best talent for the organization and getting everyone on board while he or she might not need to know much about executive coaching. Some I/O psychologists specialize in specific areas of consulting whereas others tend to generalize their areas of expertise. There are basic skills and knowledge an individual needs in order to be an effective I/O psychologist, which include being an independent learner, interpersonal skills (e.g., listening skills), and general consultation skills (e.g., skills and knowledge in the problem area).[127]

text: Job outlook[edit]

text: According to the United States Department of Labor's Bureau of Labor Statistics, I/O psychology is the fastest growing occupation in the United States, based on projections between 2012 and 2022.[128] In a 2006 salary survey,[129] the median salary for a PhD in I/O psychology was $98,000; for a master's level I/O psychologist was $72,000. The highest paid PhD I/O psychologists in private industry worked in pharmaceuticals and averaged approximately $151,000 per year; the median salary for self-employed consultants was $150,000; those employed in retail, energy, and manufacturing followed closely behind, averaging approximately $133,000. The lowest earners were found in state and local government positions, averaging approximately $77,000. In 2005, I/O psychologists whose primary responsibility is teaching at private and public colleges and universities often earn additional income from consulting with government and industry.[130]

text: Ethics[edit]

text: An I/O psychologist, whether an academic, a consultant, or an employee, must maintain high ethical standards.[131] The APA's ethical principles apply to I/O psychologists. For example, ethically, the I/O psychologist should only accept projects for which he or she is qualified. With more organizations becoming global, it is important that when an I/O psychologist works outside her or his home country, the psychologist is aware of rules, regulations, and cultures of the organizations and countries in which the psychologist works, while adhering to the ethical standards set at home.[132]


document_title: Ashoka Chakra (military decoration)

question_text: who was awarded the ashok chakra in january 2015

root

text: Ashoka Chakra (military decoration)

text: History[edit]

text: The medal was originally established on 4 January 1952 as the "Ashoka Chakra, Class I" as the first step of a three-class sequence of non-combatant bravery decorations. In 1967, these decorations were removed from the "class-based" system and renamed as the Ashoka Chakra, Kirti Chakra, and Shaurya Chakra. This is an important point in understanding the independent Indian view of decorations. It would also lead to changes in the Padma Vibhushan series, the distinguished service medal series, the life saving medal series, and the Defence Security Corps medal series.

tag: p

text: From 1 February 1999, the central government instituted a monthly stipend for Ashoka Chakra recipients of Rs. 1400. Jammu and Kashmir awarded a cash award of Rs. 1500 (ca. 1960) for recipients of this award.

text: Overview[edit]

text: Obverse: Circular gold gilt, 1-3/8 inches in diameter. In the center, the chakra (wheel) of Ashoka, surrounded by a lotus wreath and with an ornate edge. Suspended by a straight bar suspender. The medal is named on the edge.

text: Reverse: Blank in the center, with "Ashoka Chakra" in Hindi along the upper edge on the medal and the same name in English along the lower rim. On either side is a lotus design. The center is blank, perhaps with the intent that details of the award be engraved there. There is no indication of the class on the pre-1967 awards, and, in fact, there is no difference between these medals and the post-1967 awards.

text: Ribbon: 32 mm, dark green with a 2 mm central saffron stripe.

text: To date, 84 people have been awarded the "Ashoka Chakra".[2][6]

text: Ashoka Chakra recipients[edit]

text:
Key

#
Indicates a posthumous honour

tag: table

text:
List of award recipients, showing the year

Year
Recipient
Refs.

2018
Jyoti Prakash Nirala #
[7]

2016
Hangpan Dada #
[8]

2015
Mohan Goswami #
[8]

2014
Mukund Varadarajan #
[8]

2014
Neeraj Kumar Singh #
[8]

2013
K. Prasad Babu #
[9]

2012
Navdeep Singh #
[8]

2011
Laishram Jyotin Singh #
[8]

2010
Rajesh Kumar #
[8]

2010
D. Sreeram Kumar
[8]

2009
Mohit Sharma #
[8]

2009
Bahadur Singh Bohra #
[10]

2009
Hemant Karkare #
[10]

2009
Vijay Salaskar #
[10]

2009
Ashok Kamte #
[10]

2009
Tukaram Omble #
[10]

2009
Gajender Singh Bisht #
[10]

2009
Sandeep Unnikrishnan #
[10]

2009
Mohan Chand Sharma #
[10]

2009
Jojan Thomas #
[10]

2009
R. P. Diengdoh #
[10]

2009
Pramod Kumar Satapathy #
[10]

2008
Dinesh Raghu Raman #
[11]

2007
Radhakrishnan Nair Harshan #
[11]

2007
Chuni Lal #
[11]

2007
Vasanth Venugopal #
[11]

2004
Triveni Singh #
[11]

2004
Sanjog Chhetri #
[11]

2002
Surinder Singh #
[11]

2002
Rambeer Singh Tomar #
[11]

2001
Kamlesh Kumari #
[11]

2000
Sudhir Kumar Walia #
[11]

1997
Puneet Nath Datt #
[11]

1997
Shanti Swarup Rana #
[11]

1996
Arun Singh Jasrotia #
[11]

1995
Rajiv Kumar Joon #
[11]

1995
Sujjan Singh #
[11]

1995
Harsh Uday Singh Gaur
[11]

1994
Neelakantan Jayachandran Nair
[11]

1993
Rakesh Singh
[11]

1992
Sandeep Sankhla
[12]

1991
Randhir Prasad Verma
[12]

1987
Neerja Bhanot #
[12]

1985
Chhering Mutup
[12]

1985
Nirbhay Singh #
[12]

1985
Bhawani Datt Joshi
[12]

1985
Ram Prakash Roperia
[12]

1985
Jasbir Singh Raina
[12]

1985
Bhukant Misra
[12]

1985
Rakesh Sharma
[12]

1984
Gennadi Strekalov
[12]

1984
Yury Malyshev
[12]

1981
Cyrus Addie Pithawalla
[12]

1974
Gurunam Singh
[12]

1972
Ummed Singh Mahra #
[12]

1969
Jas Ram Singh
[12]

1965
Jia Lal Gupta
[12]

1962
Kharka Bahadur Linibu
[12]

1962
Man Bahadur Rai
[12]

1958
Eric James Tucker #
[12]

1958
Jem Bajirao Sakpal
[12]

1957
J. R. Chitnis #
[12]

1957
P. M. Raman #
[12]

1957
Joginder Singh #
[12]

1956
Sundar Singh
[12]

1952
Suhas Biswas
[12]

1952
Bachittar Singh #
[12]

1952
Narbahadur Thapa
[12]


document_title: Virginia Cavaliers men's basketball

question_text: when was the last time virginia won the acc tournament

text: Virginia Cavaliers men's basketball

text: Statistics[edit]

text:
Overall[3]

Years of basketball
113

First season
1905–06

Head coaches (all-time)
11

All Games[3]

All-time record
1597–1165–1 (.578)

20+ win seasons
24 (1928, 1972, 1978, 1980, 1981, 1982, 1983, 1984, 1987, 1989, 1990, 1991, 1992, 1993, 1995, 2001, 2007, 2012, 2013, 2014, 2015, 2016, 2017, 2018)

30+ win seasons
4 (1982, 2014, 2015, 2018)

Home Games[3]

John Paul Jones Arena (2006–present)
166–41 (.802)

University Hall (1965–2006)
402–143 (.738)

Memorial Gymnasium (1924–1965)
279–157 (.640)

Fayerweather Gymnasium (1905–1924)
134–19 (.876)

Conference Games[3]

Southern Conference Record (1921–1937)
73–79 (.480)

SoCon Regular Season Championship
1 (1922)

ACC Record (1953–present)
429–522 (.451)

ACC Regular Season Championships
8 (1981, 1982, 1983, 1995, 2007, 2014, 2015, 2018)

ACC Tournament Championships
3 (1976, 2014, 2018)

ACC Players of the Year
5 (Parkhill 1972; Sampson 1981, 1982, 1983; Brogdon 2016)

NCAA Tournament

NCAA Appearances
22

NCAA W–L record
29–22 (.569)

Sweet Sixteen
9 (1981, 1982, 1983, 1984, 1989, 1993, 1995, 2014, 2016)

Elite Eight
6 (1981, 1983, 1984, 1989, 1995, 2016)

Final Four
2 (1981, 1984)

National Invitation Tournament

NIT Appearances
13

NIT W–L record
17–11 (.607)

NIT Championships
2 (1980, 1992)

Accurate through March 28, 2018

text: Individual honors[edit]

text: Notable alumni[edit]

text:
Name
Position
Year
Notes

Alexander, CoryCory Alexander
PG
1995
1995 NBA draft 1st Round Pick—San Antonio Spurs (29th), Denver Nuggets, Orlando Magic, Charlotte Bobcats

Anderson, JustinJustin Anderson
G
2015
2015 NBA draft 1st Round Pick—Dallas Mavericks (21st), Texas Legends, Philadelphia 76ers

Atkins, DarionDarion Atkins
F
2015
New York Knicks, Westchester Knicks, Hapoel Holon, SIG Basket

Brogdon, MalcolmMalcolm Brogdon
G
2016
2016 NBA draft 2nd Round Pick–Milwaukee Bucks (36th). 2016-2017 NBA Rookie of the Year

Burrough, JuniorJunior Burrough
SF
1995
Boston Celtics, Charlotte Hornets

Busch, HerbHerb Busch
C
1959
New York Knicks

Carlisle, RickRick Carlisle
PG
1984
Player: Boston Celtics, New York Knicks, New Jersey Nets; Coach: Dallas Mavericks, Indiana Pacers

Castellan, SteveSteve Castellan
C
1979
Boston Celtics

Crotty, JohnJohn Crotty
PG
1991
Charlotte Hornets, Utah Jazz, Cleveland Cavaliers, Miami Heat, Portland Trail Blazers, Seattle SuperSonics, Detroit Pistons

DeWitt, FrankFrank DeWitt
F
1972
Buffalo Braves

Edelin, KentonKenton Edelin
C
1984
Indiana Pacers

Farrakhan Jr., MustaphaMustapha Farrakhan Jr.
G
2011
Bakersfield Jam, Iowa Energy, Sioux Falls Skyforce, Idaho Stampede, Melbourne Tigers, Oklahoma City Blue

Gerard, GusGus Gerard
C
1974
Carolina Cougars, St Louis Spirits, Denver Nuggets, Buffalo Braves, Detroit Pistons, Kansas City Kings, San Antonio Spurs

Gill, AnthonyAnthony Gill
F
2016
Yeşilgiresun Belediye, BC Khimki

Harris, JoeJoe Harris
G
2014
2014 NBA draft 2nd Round Pick—Cleveland Cavaliers (33rd), Canton Charge, Brooklyn Nets

Iavaroni, MarcMarc Iavaroni
PF
1978
Player: New York Knicks, Portland Trail Blazers, Philadelphia 76ers, San Antonio Spurs, Utah Jazz; Coach: Memphis Grizzlies

Jones, JeffJeff Jones
PG
1982
Player: Indiana Pacers, Golden State Warriors; Coach: Virginia, American, Old Dominion

Kennedy, AndrewAndrew Kennedy
F
1987
Philadelphia 76ers

Lamp, JeffJeff Lamp
SG
1981
1981 NBA draft 1st Round Pick—Portland Trail Blazers (5th), Indiana Pacers, Milwaukee Bucks, Los Angeles Lakers, San Antonio Spurs

Langloh, BillBill Langloh
G
1977
Boston Celtics

Lattimore, LewisLewis Lattimore
F
1981
Milwaukee Bucks

Mason, RogerRoger Mason
SG
2002
Chicago Bulls, Toronto Raptors, Washington Wizards, San Antonio Spurs, Currently a member of the New York Knicks

McCandlish, ScottScott McCandlish
C
1972
Portland Trail Blazers

Miller, JimJim Miller
F
1985
Utah Jazz

Mitchell, AkilAkil Mitchell
F
2014
Houston Rockets, Rio Grande Valley Vipers, Olympique Antibes, New Zealand Breakers, Long Island Nets

Parker, CornelCornel Parker
G
1994
Golden State Warriors

Parkhill, BarryBarry Parkhill
G
1973
1973 NBA draft 1st Round Pick—Portland Trail Blazers (15th), Virginia Squires, St Louis Spirits

Perrantes, LondonLondon Perrantes
G
2017
San Antonio Spurs, Cleveland Cavaliers

Polynice, OldenOlden Polynice
C
1987
1987 NBA draft 1st Round Pick—Chicago Bulls (11th), Seattle SuperSonics, Los Angeles Clippers, Detroit Pistons, Sacramento Kings, Utah Jazz, Philadelphia 76ers

Raker, LeeLee Raker
F
1981
San Diego Clippers

Robinson, CraigCraig Robinson
F
1983
Boston Celtics

Robinson, JamalJamal Robinson
SF/SG
1997
Portland Trail Blazers, Miami Heat

Sampson, RalphRalph Sampson
C
1983
1983 NBA draft 1st Round Pick—Houston Rockets (1st), Golden State Warriors, Sacramento Kings, Washington Bullets

Scott, MikeMike Scott
PF
2012
2012 NBA draft 2nd Round Pick—Atlanta Hawks (43rd), Washington Wizards

Sheehey, TomTom Sheehey
F
1987
Boston Celtics, Chicago Bulls

Singletary, SeanSean Singletary
PG
2008
2008 NBA draft 2nd Round Pick—Sacramento Kings (42nd), Phoenix Suns, Charlotte Bobcats

Staples, CurtisCurtis Staples
SG
1998
Player: United States men's national basketball team (1997 Summer Universiade); Coach: Virginia Episcopal School

Stith, BryantBryant Stith
SF
1992
1992 NBA draft 1st Round Pick—Denver Nuggets (13th), Boston Celtics, Cleveland Cavaliers, Los Angeles Clippers

Stokes, RickyRicky Stokes
PG
1984
Coach: Virginia Tech, East Carolina

Tobey, MikeMike Tobey
C
2016
Greensboro Swarm, Charlotte Hornets, Valencia BC, CB 1939 Canarias

Walker, WallyWally Walker
SF
1976
1976 NBA draft 1st Round Pick—Portland Trail Blazers (5th), Seattle SuperSonics, Houston Rockets

Wilkinson, BuzzyBuzzy Wilkinson
G
1955
Boston Celtics

Wilson, OthellOthell Wilson
PG
1984
Golden State Warriors, Sacramento Kings

text: National honors[edit]

text:
Naismith College Player of the Year

1981
Ralph Sampson

1982
Ralph Sampson

1983
Ralph Sampson

Oscar Robertson Trophy

1981
Ralph Sampson

1982
Ralph Sampson

1983
Ralph Sampson

John R. Wooden Award

1982
Ralph Sampson

1983
Ralph Sampson

Adolph Rupp Trophy

1981
Ralph Sampson

1982
Ralph Sampson

1983
Ralph Sampson

NABC Defensive Player of the Year

2016
Malcolm Brogdon

Lefty Driesell Award

2015
Darion Atkins

All-American

1915
William Strickling

1955
Buzzy Wilkinson

1972
Barry Parkhill

1973
Barry Parkhill

1980
Jeff Lamp

1980
Ralph Sampson

1981
Jeff Lamp

1981
Ralph Sampson*

1982
Ralph Sampson*

1983
Ralph Sampson*

2008
Sean Singletary**

2012
Mike Scott

2015
Malcolm Brogdon

2015
Justin Anderson

2016
Malcolm Brogdon*

2018
Kyle Guy

Academic All-American

1973
Jim Hobgood

1976
Wally Walker

1980
Lee Raker

1981
Jeff Lamp

1981
Lee Raker

text: Retired numbers[edit]

text: The Cavaliers have retired eight numbers to date:[4]

text:
Virginia Cavaliers retired numbers

No.
Player
Pos.
Career

3
Lamp, JeffJeff Lamp
SG
1977–81

14
Wilkinson, BuzzyBuzzy Wilkinson
G
1951–54

15
Brogdon, MalcolmMalcolm Brogdon
G
2011–16

20
Stith, BryantBryant Stith
SG
1988–92

40
Parkhill, BarryBarry Parkhill
G
1969–73

41
Walker, WallyWally Walker
F
1972–76

44
Singletary, SeanSean Singletary
PG
2004–08

50
Sampson, RalphRalph Sampson
C
1979–83

text: Retired jerseys[edit]

text: The University of Virginia's athletic department has issued the following statement distinguishing "retired jerseys" from "retired numbers": "Jersey retirement honors Virginia players who have significantly impacted the program. Individuals recognized in this way will have their jerseys retired, but their number will remain active."[5]

text:
5—Curtis Staples
44—Sean Singletary

tag: ul

text: Rivalries[edit]

text: Louisville Cardinals[edit]

text: Following conference realignment, the Cardinals moved from the Big East to the ACC and were designated UVA's rival, replacing Maryland. While the two schools had little previous history, having met only 8 times prior to becoming conference rivals, the series has been characterized by tight games and blowouts since 2014. The rivalry has taken on a similar feel to the old Maryland series, as both teams have acted as spoilers to the other with a Cardinal win in 2015 and a 2017 Cavalier win delaying or preventing an ACC regular season title, while an injury to star player Justin Anderson during the 2015 matchup derailed UVA's national championship aspirations. The March 2018 matchup between the two teams ended with Virginia scoring 5 points in the final 0.9 seconds and dealing what proved to be a mortal blow to Louisville's NCAA tournament hopes. Virginia leads the all-time series 11-4.

text: The most recent matchup was a 75–58 Virginia win in the ACC Tournament on March 8, 2018.

text: Maryland Terrapins[edit]

text: Thanks to the proximity of these two long-time ACC members, and their status as Tobacco Road outsiders, Maryland and Virginia have a long-standing rivalry that spans many decades. Traditionally, these two schools would meet in the last game of the season, and they both acted as spoilers to the other as they sought conference championships and NCAA tournament appearances. This rivalry has been dormant in recent years however, thanks to Maryland's move to the Big Ten Conference, though they did match up in the 2014 ACC-Big Ten Challenge.

text: The most recent matchup was 76-65 win for the Cavaliers on December 3, 2014 in College Park, Maryland.

text: North Carolina Tar Heels[edit]

text: As two of the ACC's oldest and most successful members, the UVA-UNC rivalry spans all sports and has persisted since the late 1800s. The 1980s were a particular highlight for this series as All-time greats like Ralph Sampson and Michael Jordan leading both programs to national prominence. While the Tar Heels have a significant lead in the All-Time series, the resurgence of both programs under Roy Williams and Tony Bennett has rekindled this once-fierce rivalry, as both schools have regularly found themselves at or near the top of national and conference polls during the 2010s.

text: The most recent matchup came in the ACC Tournament championship on March 10, 2018, where Virginia beat UNC 71-63.

text: Virginia Tech Hokies[edit]

text: As the two Power Conference teams in the Commonwealth, the Cavaliers and Hokies have a long-standing rivalry. While the intensity has picked up since Virginia Tech joined the ACC in 2004, the series has long been dominated by UVA, with the Cavaliers leading the series 91-55 (.623 winning percentage).

text: The most recent matchup occurred at John Paul Jones Arena in Charlottesville, with UVA falling in overtime 61-60 on February 10, 2018.

text: Coaches[edit]

text:
Head Coach
Years
Win–Loss
Pct.

Lannigan, HenryHenry Lannigan
1905–29
254–95–1
.727

Randall, RoyRoy Randall
1929–30
3–12
.200

Tebell, GusGus Tebell
1930–51
241–190
.559

Male, Evan "Bus"Evan "Bus" Male
1951–57
67–88
.432

McCann, BillyBilly McCann
1957–63
40–106
.274

Gibson, BillBill Gibson
1963–74
120–158
.432

Holland, TerryTerry Holland
1974–90
326–173
.653

Jones, JeffJeff Jones
1990–98
146–104
.584

Gillen, PetePete Gillen
1998–2005
118–93
.559

Leitao, DaveDave Leitao
2005–09
63–60
.512

Bennett, TonyTony Bennett
2009–present
219–86
.718

text: Postseason[edit]

text: NCAA tournament results[edit]

text: The Cavaliers have appeared in the NCAA Tournament twenty two times. Their combined record is 29–21.

text:
Year
Seed/Region
Round
Opponent
Result

1976
East
First Round
DePaul
L 60–69

1981
#1 East
Second Round
Sweet Sixteen
Elite Eight
Final Four
National Third Place
#9 Villanova
#4 Tennessee
#6 BYU
#2 (W) North Carolina
#1 (MW) LSU
W 54–40
W 62–48
W 74–60
L 65–78
W 78–74

1982
#1 Mideast
Second Round
Sweet Sixteen
#9 Tennessee
#4 UAB
W 54–51
L 66–68

1983
#1 West
Second Round
Sweet Sixteen
Elite Eight
#8 Washington State
#4 Boston College
#6 NC State
W 54–49
W 95–92
L 62–63

1984
#7 East
First Round
Second Round
Sweet Sixteen
Elite Eight
Final Four
#10 Iona
#2 Arkansas
#3 Syracuse
#4 Indiana
#2 (MW) Houston
W 58–57
W 53–51OT
W 63–55
W 50–48
L 47–49OT

1986
#5 East
First Round
#12 DePaul
L 68–72

1987
#5 West
First Round
#12 Wyoming
L 60–64

1989
#5 Southeast
First Round
Second Round
Sweet Sixteen
Elite Eight
#12 Providence
#13 Middle Tennessee
#1 Oklahoma
#3 Michigan
W 100–97
W 104–88
W 86–80
L 65–102

1990
#7 Southeast
First Round
Second Round
#10 Notre Dame
#2 Syracuse
W 75–67
L 61–63

1991
#7 West
First Round
#10 BYU
L 48–61

1993
#6 East
First Round
Second Round
Sweet Sixteen
#11 Manhattan
#3 Massachusetts
#2 Cincinnati
W 78–66
W 71–56
L 54–71

1994
#7 West
First Round
Second Round
#10 New Mexico
#2 Arizona
W 57–54
L 58–71

1995
#4 Midwest
First Round
Second Round
Sweet Sixteen
Elite Eight
#13 Nicholls State
#12 Miami (OH)
#1 Kansas
#2 Arkansas
W 96–72
W 60–54OT
W 67–58
L 61–68

1997
#9 West
First Round
#8 Iowa
L 60–73

2001
#5 South
First Round
#12 Gonzaga
L 85–86

2007
#4 South
First Round
Second Round
#13 Albany
#5 Tennessee
W 84–57
L 74–77

2012
#10 West
Second Round
#7 Florida
L 45–71

2014
#1 East
Second Round
Third Round
Sweet Sixteen
#16 Coastal Carolina
#8 Memphis
#4 Michigan State
W 70–59
W 78–60
L 59–61

2015
#2 East
Second Round
Third Round
#15 Belmont
#7 Michigan State
W 79–67
L 54–60

2016
#1 Midwest
First Round
Second Round
Sweet Sixteen
Elite Eight
#16 Hampton
#9 Butler
#4 Iowa State
#10 Syracuse
W 81–45
W 77–69
W 84–71
L 62–68

2017
#5 East
First Round
Second Round
#12 UNC Wilmington
#4 Florida
W 76–71
L 39–65

2018
#1 South
First Round
#16 UMBC
L 54–74

text: NIT results[edit]

text: The Cavaliers have appeared in the National Invitation Tournament (NIT) 13 times. Their combined record is 17–11. They were NIT champions in 1980 and 1992.

text:
Year
Round
Opponent
Result

1941
Quarterfinals
CCNY
L 35–64

1972
First Round
Lafayette
L 71–72

1978
First Round
Georgetown
L 68–70OT

1979
First Round
Second Round
Northeast Louisiana
Alabama
W 79–78
L 88–90

1980
First Round
Second Round
Quarterfinals
Semifinals
Finals
Lafayette
Boston College
Michigan
UNLV
Minnesota
W 67–56
W 57–55
W 79–68
W 90–71
W 58–55

1985
First Round
Second Round
Quarterfinals
West Virginia
Saint Joseph's
Tennessee
W 56–55
W 68–61
L 54–61

1992
First Round
Second Round
Quarterfinals
Semifinals
Finals
Villanova
Tennessee
New Mexico
Florida
Notre Dame
W 83–80
W 77–52
W 76–71
W 62–56
W 81–76OT

2000
First Round
Georgetown
L 111–1153OT

2002
First Round
South Carolina
L 74–67

2003
First Round
Second Round
Brown
St. John's
W 89–73
L 63–73

2004
First Round
Second Round
George Washington
Villanova
W 79–66
L 63–73

2006
Opening Round
Stanford
L 49–65

2013
First Round
Second Round
Quarterfinals
Norfolk State
St. John's
Iowa
W 67–56
W 68–50
L 64–75

text: CBI results[edit]

text: The Cavaliers have appeared in the College Basketball Invitational (CBI) once, in 2008. Their record is 2–1.

text:
Year
Seed
Round
Opponent
Result

2008
#1
First Round
Quarterfinals
Semifinals
Richmond
Old Dominion
Bradley
W 66–64
W 80–76
L 85–96

text: Yearly records[edit]

text:
Season
Coach
Overall
Conference
Standing
Postseason

Henry Lannigan (Independent) (1905–1907)

1905–06
Henry Lannigan
8–2

1906–07
Henry Lannigan
5–3

Henry Lannigan (South Atlantic Intercollegiate Athletic Association) (1907–1921)

1907–08
Henry Lannigan
5–5

1908–09
Henry Lannigan
6–3

1909–10
Henry Lannigan
12–4

1910–11
Henry Lannigan
10–5

1911–12
Henry Lannigan
7–4

1912–13
Henry Lannigan
11–4

1913–14
Henry Lannigan
12–1–1

1914–15
Henry Lannigan
17–0

1915–16
Henry Lannigan
11–2

1916–17
Henry Lannigan
7–5

1917–18
Henry Lannigan
7–1

1918–19
Henry Lannigan
11–4

1919–20
Henry Lannigan
10–3

1920–21
Henry Lannigan
13–5

Henry Lannigan (Southern Conference) (1921–1929)

1921–22
Henry Lannigan
17–1
5–0

1922–23
Henry Lannigan
12–5
1–3

1923–24
Henry Lannigan
12–3
3–2

1924–25
Henry Lannigan
14–3
4–2

1925–26
Henry Lannigan
9–6
4–4

1926–27
Henry Lannigan
9–10
5–7

1927–28
Henry Lannigan
20–6
10–5

1928–29
Henry Lannigan
9–10
5–7

Henry Lannigan:
254–95–1 (.727)

Roy Randall (Southern Conference) (1929–1930)

1929–30
Roy Randall
3–12
2–8

Roy Randall:
3–12 (.200)

Gus Tebell (Southern Conference) (1930–1937)

1930–31
Gus Tebell
11–9
5–6

1931–32
Gus Tebell
13–8
6–3

1932–33
Gus Tebell
12–6
5–3

1933–34
Gus Tebell
7–11
1–9

1934–35
Gus Tebell
13–9
7–5

1935–36
Gus Tebell
11–13
4–8

1936–37
Gus Tebell
9–10
6–7

Gus Tebell (Independent) (1937–1951)

1937–38
Gus Tebell
6–10

1938–39
Gus Tebell
15–5

1939–40
Gus Tebell
16–5

1940–41
Gus Tebell
18–6

1941–42
Gus Tebell
7–10

NIT Quarterfinals

1942–43
Gus Tebell
8–13

1943–44
Gus Tebell
11–8

1944–45
Gus Tebell
13–4

1945–46
Gus Tebell
12–5

1946–47
Gus Tebell
10–11

1947–48
Gus Tebell
16–10

1948–49
Gus Tebell
13–10

1949–50
Gus Tebell
12–13

1950–51
Gus Tebell
8–14

Gus Tebell:
241–190 (.559)

Evan Male (Independent) (1951–1953)

1951–52
Evan Male
11–13

1952–53
Evan Male
10–13

Evan Male (Atlantic Coast Conference) (1953–1957)

1953–54
Evan Male
16–11
1–4
7th

1954–55
Evan Male
14–15
5–9
6th

1955–56
Evan Male
10–17
3–11
7th

1956–57
Evan Male
6–19
3–11
7th

Evan Male:
67–88 (.432)
12–35 (.255)

Billy McCann (Atlantic Coast Conference) (1957–1963)

1957–58
Billy McCann
10–13
6–8
5th

1958–59
Billy McCann
11–14
6–8
5th

1959–60
Billy McCann
6–18
1–13
8th

1960–61
Billy McCann
3–23
2–12
8th

1961–62
Billy McCann
5–18
2–12
8th

1962–63
Billy McCann
5–20
3–11
8th

Billy McCann:
40–106 (.274)
20–64 (.238)

Bill Gibson (Atlantic Coast Conference) (1963–1974)

1963–64
Bill Gibson
8–16
4–10
7th

1964–65
Bill Gibson
7–18
3–11
7th

1965–66
Bill Gibson
7–15
4–10
7th

1966–67
Bill Gibson
9–17
4–10
7th

1967–68
Bill Gibson
9–16
5–9
5th

1968–69
Bill Gibson
10–15
5–9
6th

1969–70
Bill Gibson
10–15
3–11
7th

1970–71
Bill Gibson
15–11
6–8
5th

1971–72
Bill Gibson
21–7
8–4
3rd
NIT First Round

1972–73
Bill Gibson
13–12
4–8
5th

1973–74
Bill Gibson
11–16
4–8
4th

Bill Gibson:
120–158 (.432)
50–98 (.338)

Terry Holland (Atlantic Coast Conference) (1974–1990)

1974–75
Terry Holland
12–13
4–8
5th

1975–76
Terry Holland
18–12
4–8
6th
NCAA First Round

1976–77
Terry Holland
12–17
2–10
7th

1977–78
Terry Holland
20–8
6–6
4th
NIT First Round

1978–79
Terry Holland
19–10
7–5
3rd
NIT Second Round

1979–80
Terry Holland
24–10
7–7
5th
NIT Championship

1980–81
Terry Holland
29–4
13–1
1st
NCAA Final Four

1981–82
Terry Holland
30–4
12–2
T–1st
NCAA Sweet Sixteen

1982–83
Terry Holland
29–5
12–2
T–1st
NCAA Elite Eight

1983–84
Terry Holland
21–12
6–8
6th
NCAA Final Four

1984–85
Terry Holland
17–16
3–11
8th
NIT Quarterfinals

1985–86
Terry Holland
19–11
7–7
5th
NCAA First Round

1986–87
Terry Holland
21–10
8–6
4th
NCAA First Round

1987–88
Terry Holland
13–18
5–9
6th

1988–89
Terry Holland
22–11
9–5
3rd
NCAA Elite Eight

1989–90
Terry Holland
20–12
6–8
5th
NCAA Second Round

Terry Holland:
326–173 (.653)
111–103 (.519)

Jeff Jones (Atlantic Coast Conference) (1990–1998)

1990–91
Jeff Jones
21–12
6–8
6th
NCAA First Round

1991–92
Jeff Jones
20–13
8–8
5th
NIT Championship

1992–93
Jeff Jones
21–10
9–7
5th
NCAA Sweet Sixteen

1993–94
Jeff Jones
18–13
8–8
4th
NCAA Second Round

1994–95
Jeff Jones
25–9
12–4
T–1st
NCAA Elite Eight

1995–96
Jeff Jones
12–15
6–10
7th

1996–97
Jeff Jones
18–13
7–9
6th
NCAA First Round

1997–98
Jeff Jones
11–19
3–13
9th

Jeff Jones:
146–104 (.584)
59–67 (.468)

Pete Gillen (Atlantic Coast Conference) (1998–2005)

1998–99
Pete Gillen
14–16
4–12
9th

1999–00
Pete Gillen
19–12
9–7
3rd
NIT First Round

2000–01
Pete Gillen
20–9
9–7
4th
NCAA First Round

2001–02
Pete Gillen
17–12
7–9
5th
NIT First Round

2002–03
Pete Gillen
16–16
6–10
6th
NIT Second Round

2003–04
Pete Gillen
18–13
6–10
8th
NIT Second Round

2004–05
Pete Gillen
14–15
4–12
11th

Pete Gillen:
118–93 (.559)
45–67 (.402)

Dave Leitao (Atlantic Coast Conference) (2005–2009)

2005–06
Dave Leitao
15–15
7–9
7th
NIT First Round

2006–07
Dave Leitao
21–11
11–5
T–1st
NCAA Second Round

2007–08
Dave Leitao
17–16
5–11
10th
CBI Semifinals

2008–09
Dave Leitao
10–18
4–12
11th

Dave Leitao:
63–60 (.512)
27–37 (.422)

Tony Bennett (Atlantic Coast Conference) (2009–present)

2009–10
Tony Bennett
15–16
5–11
9th

2010–11
Tony Bennett
16–15
7–9
8th

2011–12
Tony Bennett
22–10
9–7
4th
NCAA First Round

2012–13
Tony Bennett
23–12
11–7
4th
NIT Quarterfinals

2013–14
Tony Bennett
30–7
16–2
1st
NCAA Sweet Sixteen

2014–15
Tony Bennett
30–4
16–2
1st
NCAA Second Round

2015–16
Tony Bennett
29–8
13–5
2nd
NCAA Elite Eight

2016–17
Tony Bennett
23–11
11–7
T–5th
NCAA Second Round

2017–18
Tony Bennett
31–3
17–1
1st
NCAA First Round

Tony Bennett:
219–86 (.718)
105–51 (.673)

Total:
1597–1165–1 (.578)

      National champion         Postseason invitational champion
      Conference regular season champion         Conference regular season and conference tournament champion
      Division regular season champion       Division regular season and conference tournament champion
      Conference tournament champion


document_title: 10 Things I Hate About You

question_text: dad from 10 things i hate about you

question_tokens: dad from 10 things i hate about you

text: 10 Things I Hate About You

text: Plot[edit]

text: Cameron James, a new student at Padua High School in the Seattle area, becomes instantly smitten with popular sophomore Bianca Stratford. Geeky Michael Eckman warns him that Bianca is vapid and conceited, and that her overprotective father does not allow Bianca or her older sister, the shrewish Kat, to date. Kat, a senior, is accepted to Sarah Lawrence College in New York, but her father, Walter, wants her to stay close to home. Bianca wishes to date affluent senior Joey Donner, but Walter, an obstetrician worrisome of teenage pregnancy, will not allow his daughters to date until they graduate. Frustrated by Bianca's insistence and Kat's rebelliousness, Walter declares that Bianca may date only when Kat does, knowing that Kat's antisocial attitude makes this unlikely.

text: When Cameron asks Bianca out, she informs him of her father's new rule and, as a pretense for allowing her to date Joey, suggests that Cameron find someone willing to date Kat. Cameron selects "bad boy" Patrick Verona, but Patrick scares him off. Michael assists by convincing Joey to pay Patrick to take out Kat, under the pretense that this will allow Joey to date Bianca. Patrick agrees to the deal, but Kat rebuffs his first few advances. Michael and Cameron help him by prying Bianca for information on Kat's likes and dislikes. Armed with this knowledge, Patrick begins to win Kat's interest. She goes to a party with him, which enables Bianca to go as well, much to Walter's dismay.

text: At the party, Kat becomes upset when she sees Bianca with Joey, and responds by getting drunk. Patrick attends to her, and Kat starts to open up, expressing her interest in starting a band. However, when she tries to kiss him, Patrick pulls away and Kat leaves, infuriated. Meanwhile, Bianca ignores Cameron in favor of Joey, leaving Cameron dejected. Bianca soon realizes, however, that Joey is shallow and self-absorbed, and asks Cameron for a ride home. Cameron admits his feelings for her and his frustration with how she has treated him. Bianca responds by kissing him.

text: Joey offers to pay Patrick to take Kat to the prom so he can take Bianca. Patrick initially refuses, but relents when Joey offers him more money. Kat is still angry with Patrick, but he wins her over by serenading her with the accompaniment of the marching band, and she helps him sneak out of detention. They go on a date which turns romantic, but Kat becomes suspicious and angry when Patrick insists that she go with him to the prom, an event she is adamantly against. Bianca is irritated that Cameron has not asked her to the prom, and so accepts Joey's invitation, but Walter will not allow it unless Kat goes too. Kat confesses to Bianca that she dated Joey when they were freshmen and, succumbing to peer pressure, had sex with him. Afterward she regretted it and Joey dumped her, so she vowed to never again do anything just because everyone else was doing it. Bianca insists that she can make her own choices, so Kat agrees to go to the prom with Patrick, and Bianca decides to go with Cameron instead of Joey.

text: All is going well at the prom until Bianca learns that Joey planned to have sex with her that night. Angry that Bianca has spurned him for Cameron, Joey reveals his arrangement with Patrick, which causes Kat to leave heartbroken. Joey then punches Cameron, but is in turn beaten up by Bianca for having hurt her, Kat, and Cameron. Bianca and Cameron share another kiss.

text: The next day, Bianca reconciles with Kat and begins dating Cameron. Walter admits that Kat is capable of taking care of herself, and gives her permission to attend Sarah Lawrence College. For an assignment in which the students were required to write their own version of William Shakespeare's Sonnet 141, Kat reads aloud a poem titled "10 Things I Hate About You", revealing that she still loves Patrick. Patrick surprises her with a guitar bought with the money that Joey paid him, and confesses that he has fallen for her. Kat forgives him, and the two reconcile with a kiss.

text: Cast[edit]

text:
Julia Stiles as Katarina "Kat" Stratford, the antisocial, shrewish elder Stratford sister.
Heath Ledger as Patrick Verona, the "bad boy" who is hired to date Kat and falls for her in the process.
Joseph Gordon-Levitt as Cameron James, the new student at Padua High School who is smitten with Bianca and goes to great lengths to win her favor.
Larisa Oleynik as Bianca Stratford, the younger of the two Stratford sisters, superficial and popular.
Larry Miller as Walter Stratford, an obstetrician and single parent who is overprotective of his daughters, Kat and Bianca.
Andrew Keegan as Joey Donner, an affluent, self-absorbed high school senior and aspiring model who intends to have sex with Bianca, and to that end pays Patrick to date Kat.
David Krumholtz as Michael Eckman, a geek who assists Cameron in his quest to woo Bianca, and in the process tries to woo Kat's friend Mandella.
Susan May Pratt as Mandella, Kat's only close friend and an aficionado of William Shakespeare, who ends up going to the prom with Michael.
Gabrielle Union as Chastity Church, Bianca's best friend, who betrays Bianca by going out with Joey when Bianca spurns him.
Daryl Mitchell as Mr. Morgan, teacher of Kat, Patrick, and Joey's English class.
Allison Janney as Ms. Perky, Padua High School's guidance counselor and a writer of erotic literature.
David Leisure as Mr. Chapin, coach of the girls' soccer team.
Greg Jackson as "Scurvy", a friend of Patrick.
Kyle Cease as Bogey Lowenstein, a golf enthusiast and member of a clique of aspiring MBAs.
The band Letters to Cleo (singer Kay Hanley, guitarists Greg McKenna and Michael Eisenstein, bassist Scott Riebling, and drummer Jason Sutter) appears as the band performing at Club Skunk, playing their songs "Come On" and "Co-Pilot", and playing a cover version of Cheap Trick's "I Want You to Want Me" on the school's rooftop during the closing credits. Hanley and Eisenstein also appear in the prom scene, performing a cover of Nick Lowe's "Cruel to Be Kind" with Save Ferris.
The band Save Ferris (singer Monique Powell, guitarist Brian Mashburn, bassist Bill Uechi, trumpeter José Castellaños, trombonist Brian Williams, saxophonist Eric Zamora, and drummer Evan Kilbourne) appears as the band performing at the prom, playing their songs "I Know" and "Can't Stop" as well as covers of The Isley Brothers' "Shout" and Nick Lowe's "Cruel to Be Kind".

text: Production[edit]

text: Many of the scenes were filmed on location at Stadium High School and at a house in the Proctor District of Tacoma, Washington. The prom sequence was shot over three days in Seattle.[2]

text: Costume designer Kim Tillman designed original dresses for Larisa Oleynik and Julia Stiles as well as the period outfits for Susan May Pratt and David Krumholtz. Gabrielle Union's snakeskin prom dress is a Betsey Johnson design. Heath Ledger and Joseph Gordon-Levitt's vintage tuxes came from Isadora's in Seattle.[2]

text: The primary tagline is an allusion to a poem written by Elizabeth Barrett Browning from her Sonnets from the Portuguese collection. ("How do I loathe thee? Let me count the ways.") Another tagline is a spoof from Shakespeare's Romeo and Juliet ("Romeo, Oh Romeo, Get Out Of My Face.") and another is a line from The Taming of the Shrew that is spoken in the film by Cameron ("I burn, I pine, I perish!"). The original script was finalized on November 12, 1997.[3]

text: Release and reception[edit]

text: Box office[edit]

text: In its opening weekend, the film grossed US$8,330,681 in 2,271 theaters in the United States and Canada, averaging $3,668 per venue, and ranking number two at the box office (behind The Matrix). It grossed a total of $38,178,166 in the United States and Canada and $15,300,000 in other territories, about $53,500,000 worldwide. The film had an estimated budget of $16 million and is considered a moderate financial and critical success. On October 12, 1999, the Region 1 DVD was released. In the box office, the film is number ten in teen romance, 18th in high school comedies, and ranked 96th in comedies.[4]

text: Critics[edit]

text: The film received generally positive feedback from critics. Geoff Andrew from Time Out praised the film's leads, stating "Stiles grows into her character, and Ledger is effortlessly charming".[5] Roger Ebert gave the film two and a half stars out of four, claiming, "I liked the movie's spirit, the actors and some of the scenes. The music, much of it by the band Letters to Cleo, is subtle and inventive while still cheerful."[6] Brad Laidman from Film Threat said the film was "pure of heart and perfectly executed."[7] Ron Wells, another critic from Film Threat, expressed, "Of all the teen films released this year, this one is, by far, the best."[8]

text: Entertainment Weekly listed the film at #49 on its list of Best High School Movies.[9]

text: On Rotten Tomatoes, the film got a 61% from critics, based on 62 reviews, with a rating of 6.1/10. The critical consensus on the site was: "Julia Stiles and Heath Ledger add strong performances to an unexpectedly clever script, elevating 10 Things (slightly) above typical teen fare."[10]

text: Awards and nominations[edit]

text: 10 Things I Hate About You was a breakout success for stars Stiles, Ledger, and Gordon-Levitt.[11][12][13] Gordon-Levitt, Stiles, and Oleynik each received Young Star Award nominations for Best Actor/Actress in a Comedy Film. The movie was nominated for seven Teen Choice Awards: Choice Movie: Breakout Star (Stiles), Choice Movie: Comedy, Choice Movie: Funniest Scene (featuring Krumholtz), Choice Movie: Love Scene (featuring Stiles and Ledger), Choice Movie: Hissy Fit (Gordon-Levitt), Choice Movie: Villain (Gordon-Levitt) and Choice Movie: Soundtrack. The film's casting directors Marcia Ross and Donna Morong won "Best Casting for Feature Film, Comedy" at the Casting Society of America in 1999. In 2000, Stiles won the CFCA Award for "Most Promising Actress" for her role as Kat Stratford (tied with Émilie Dequenne in Rosetta) and an MTV Movie Award for Breakthrough Female Performance. The same year, Ledger was nominated for Best Musical Performance for the song "Can't Take My Eyes Off You."

text: Soundtrack album[edit]

text: The soundtrack album features popular modern rock anthems from 1970s up to the late 1990s, including various covers from Letters to Cleo, who created modernised renditions of songs such as "I Want You To Want Me" by Cheap Trick and "Cruel to Be Kind" by Nick Lowe. The albums peak position in the Billboard (magazine) charts was 52nd,[14] which was just after its release and it managed to hold a place in the Billboard top 200 for a total of 27 weeks.[15] Artists such as The Notorious B.I.G. and Joan Jett were also used in the films soundtrack, although were not featured on the soundtrack album. The album was described by AllMusic as "One of the best modern rock soundtracks of the spring 1999 season".[16]

text:
10 Things I Hate About You

Soundtrack album by various artists

Released
April 6, 1999 (1999-04-06)

Genre

Alternative rock
ska
pop
funk

Label
Hollywood

text:
Professional ratings

Review scores

Source
Rating

Allmusic
[17]

text:
No.
Title
Writer(s)
Performer
Length

1.
"I Want You to Want Me" (originally performed by Cheap Trick)
Rick Nielsen
Letters to Cleo
3:25

2.
"F.N.T." (from Great Divide, 1996)
Dan Wilson, Jacob Slichter
Semisonic
3:29

3.
"I Know" (contains an interpretation of "Shout", written by O'Kelly Isley, Ronald Isley, and Rudolph Isley and originally performed by The Isley Brothers)
Michael Holton, Miré Molner, Brian Mashburn
Save Ferris
2:52

4.
"Your Winter" (from Fortress, 2000)
Ken Block, Jett Beres, Andrew Copeland, Ryan Newell, Mark Trojanowski, Bill Smith
Sister Hazel
4:39

5.
"Even Angels Fall" (from Key of a Minor, 2000)
Tom Whitlock, Jessica Riddle, Kim Bullard, Penny Framstad
Jessica Riddle
3:27

6.
"New World" (from Leroy, 2001)
Leroy Miller
Leroy
3:02

7.
"Saturday Night"
Rodney Jerkins, Marti Sharron, Dan Sembello
Ta-Gana
4:26

8.
"Atomic Dog" (from Computer Games, 1982)
George Clinton, Garry Shider, David Spradley
George Clinton
4:44

9.
"Dazz" (from Good High, 1976)
Ray Ransom, Edward Irons, Reginald Hargis
Brick
3:24

10.
"The Weakness in Me" (from Walk Under Ladders, 1981)
Joan Armatrading
Joan Armatrading
3:32

11.
"War" (from "My Favourite Game", 1998)
Peter Svensson, Nina Persson
The Cardigans
3:57

12.
"Wings of a Dove" (1983)
Carl Smyth, Graham McPherson
Madness
3:00

13.
"Cruel to Be Kind" (originally performed by Nick Lowe)
Nick Lowe, Ian Gomm
Letters to Cleo
3:01

14.
"One More Thing"
Richard Gibbs
Richard Gibbs
3:01

Total length:
49:59

text: Adaptations[edit]

text: In June 1999, the Scholastic Corporation published a novelization of the story, adapted by David Levithan.[18] The story is retold as it is in the film with each chapter written from the point of view of either Bianca, Cameron, Kat, Patrick, or Michael.

text: In October 2008, ABC Family ordered a pilot episode of 10 Things I Hate About You, a half-hour, single-camera comedy series based on the feature film of the same name. Larry Miller is the only actor from the film to reprise his role in the television series. The director of the film, Gil Junger, directed many of the episodes including the pilot while the film's music composer, Richard Gibbs, also returned to do the show's music. The series was adapted and produced by Carter Covington.[19] The show premiered on July 7, 2009,[20] and lasted 20 episodes.

text: References to Shakespeare[edit]

text: The film is a retelling of William Shakespeare's play The Taming of the Shrew in an American high school setting. Screenwriters Karen McCullah and Kirsten Smith also wrote the script for She's the Man (2006), a retelling of Shakespeare's play Twelfth Night set in an American college.

text: Kat and Bianca share the same names as the female leads in the original play. Their surname is Stratford, a nod to Shakespeare’s birthplace. Patrick’s surname Verona references the home of his relative character Petruchio. The characters attend Padua High School, named after where the play is set.

text: Cameron (Lucentio, who disguises himself as a tutor named Cambio) tutors Bianca in French and slips in a line from play while obsessing over her: “I burn, I pine, I perish”. Patrick's character reflects the outlandish behavior of Petruchio, and Michael coerces Patrick into the marching band incident with the words from Sonnet 56: “Sweet love, renew thy force”. The physicality of Petruchio and Katherina is transformed into a playful paintball match; the prom substitutes for the Act V feast; Kat's poem replaces Katherina's famous Act V speech; and Joey Donner's wager over Bianca's virginity parallels the bet placed by Shakespeare's husbands regarding their partners' obedience.[21]


document_title: White Sunday

question_text: how to say happy white sunday in samoa

question_tokens: how to say happy white sunday in samoa

text: White Sunday

text:
White Sunday

Observed by
Samoa and Tonga and Niue

Date
Second Sunday in October

2016 date
October 9  (2016-10-09)

2017 date
October 8  (2017-10-08)

2018 date
October 14  (2018-10-14)

2019 date
October 13  (2019-10-13)

Frequency
annual

text: White Sunday is a national holiday in Samoa falling on the second Sunday of October, with the Monday following a public holiday. It is a day for parents and communities to acknowledge and celebrate childhood by hosting special programs during church services which include scriptural recitations, biblical story reenactments, and creative dance performances. Children receive gifts (often new clothing and/or school supplies) on White Sunday and are allowed privileges normally reserved for elders, such as being the first to be served food at family meal time.

text: On White Sunday, Samoan women and children dress completely in white clothing. Some of them trim the clothes with the other two colors of the Samoan flag, red and blue. Men will wear white shirts with either white slacks or the traditional 'i.e. faitaga form of the lavalava. If a lavalava is worn it need not be white. White Sunday is also celebrated in Tonga.

text: In the Samoan language the holiday is called "Lotu Tamaiti," literally "Children's Service" or "Prayer for Children."

text: There are differing opinions in regards to the origin of this holiday. Some believe White Sunday to be a Christian adaptation of an indigenous pre-contact celebration of certain planting and harvesting seasons. Others assert that the holiday coincides with a family celebration that became widespread in the 1920s in commemoration of Samoans who succumbed to the influenza epidemic of 1919; this epidemic, introduced through the ambivalence of the New Zealand colonial administration, took the lives of 1/5 to 1/4 of the Samoan population, many of them children. White Sunday is a time to also get with brothers, sisters and even cousins to recite something together. It is a tradition in all the Protestant churches..

text: New Zealand hip-hop artist Mareko has released an album named after it.

text:
This Samoa-related article is a stub. You can help Wikipedia by expanding it.

v
t
e

text:
This holiday-related article is a stub. You can help Wikipedia by expanding it.

v
t
e

text: Samoan cultureReligion in SamoaMovable October observancesMovable May observancesMovable Western Christian observancesSunday observancesSamoa stubsHoliday stubs

text: Holidays and observances by scheduling (nth weekday of the month)Infobox holiday with missing fieldInfobox holiday (other)All stub articles


document_title: Billy Hufsey

question_text: who played emilio on days of our lives

question_tokens: who played emilio on days of our lives

text: Billy Hufsey

text: This article includes a list of references, related reading or external links, but its sources remain unclear because it lacks inline citations. Please help to improve this article by introducing more precise citations. (March 2013) (Learn how and when to remove this template message)

text:
Billy Hufsey

Billy Hufsey in October 2008

Born
(1958-12-08) December 8, 1958 (age 59)
Brook Park, Ohio

Other names
Bill Hufsey

Occupation
Singer, Actor, Musician

Years active
1981 - Present

Website
http://billyhufsey.com

text: Billy Hufsey (born December 8, 1958 in Brook Park, Ohio) is an American actor and singer.

text: Career[edit]

text: Billy Hufsey was on television from 1983-1987, playing the role of Christopher Donlon on the syndicated drama, Fame. He went on to play Emilio Ramirez on the daytime drama, Days of Our Lives from 1987-1991. The producers of Days of Our Lives had him write and perform several songs for the show, including "I'll Be There" and "Only This Time". In 1989, Billy recorded and released his album, Contagious. He also toured the world from Italy, Israel, Canada to Las Vegas and many more.

text: Billy's other television credits include Married... with Children, Webster, The Young and the Restless, General Hospital, Rags to Riches, and Baby Talk. He has also had roles in several movies, which include Tomcats, Zero Tolerance, Crazy Girls Undercover, Cold Nights Into Dawn, Round Trip to Heaven, Off the Wall, and Graduation Day.

text: In 1985, Billy was featured nude, covered only by a towel, on a popular poster, which is still for sale today.[citation needed] The poster was also used in a scene in the British film The Fruit Machine.

text: On December 12, 2008 Billy performed a free Christmas concert in his home town of Cleveland, Ohio to raise money for "Feed a Family", a local charity that provides food to families in need.

text: On January 4, 2009, Billy starred on VH1's Confessions of a Teen Idol, a reality show in which former teen idols attempt to revitalize their entertainment careers. He said that he enjoyed his time in the house with the other six idols, as they all learned from each other.

text: Later in 2009, he was in the film Radio Needles and in 2011, he co-produced the Jadagrace Show.

text: Sources[edit]