Lawrence Kohlbergs Stages of Moral Development Essay -- Lawrence Kohl

Lawrence Kohlberg's Stages of Moral Development Lawrence Kohlberg laid the groundwork for the current debate within psychology on moral development. He proposed that children form ways of thinking through their experiences which include understandings of moral concepts such as justice, rights, equality and human welfare. Kohlberg followed the development of moral judgment beyond the ages. He determined that the process of attaining moral maturity took longer and was more gradual than other studies have shown. Kohlberg identified six stages of moral grouped into three major levels. Each level represented a fundamental shift in the social-moral perspective of the individual. At the first level, the preconventional level, a person's moral judgments are characterized by a individual perspective. Within this level, a Stage 1 they focused on avoiding breaking rules that are backed by punishment, obedience for its own sake and avoiding the physical consequences of an action to persons and property. At Stage 2 there is the early emergence of moral reciprocity. The Stage 2 focused on the value of an action. Reciprocity is of the form, "you scratch my back and I'll scratch yours." The Golden Rule becomes, "If someone hits you, you hit them back." At Stage 2 one follows the rules only when it is to someone's immediate interests. What is right is what's fair in the sense of an equal exchange, a deal, an agreement. At Stage 2 there is an understanding that everybody has his own ...

Meaning of Life and Language

Written Assignment 1: Language related tasks Submit : __/__/_____ Length: Between 800 and 1000 words Aim: To develop your ability to look at language (structure, functional language and vocabulary) from the students’ point of view to enable you to prepare thoroughly for language lessons. You should make use of grammar reference books or course books and a monolingual dictionary. Bullet points may be used in this assignment. TASK: From the box below, select one item from each pair to analyse, and: a) Analyse meaning: Give a clear definition (appropriate for level) of what the item means; focus only on the meaning used in the statement. ) Analyse form and label the parts (using terminology): * Structure – statement/negative/question forms (if applicable); make sure it’s clear which words can be substituted and which are â€Å"set in stone†. * Vocabulary – label the item e. g. adjective, phrasal verb etc; irregular past forms, common collocations, etc. * Functional Language – show which parts are â€Å"set in stone† and which parts can be changed e. g.? Would you mind + verb+ing (present participle) + object? c) Highlight key pronunciation features. Use phonemic script where useful. * word or sentence stress, * weak forms, intonation, * links between sounds, contractions, lost sounds, etc. d) Anticipate problems – think about what problems students might have with the features you listed above. a) What aspects of the meaning might be difficult for students to grasp? Are there other words/structure that express something similar? Does the structure exist in students L1? b) What form-related mistakes might students make when trying to use the item? c) What problems might sts have with particular sounds, word stress or other pronunciation issues? Use your common sense as well as reference sources. ) Imagine your students are not familiar with each language item. Describe a context that would help convey its mean ing so that you could elicit the target statement. f) State how you would check students’ understanding of the language item. Write the concept questions you would ask and provide the answers. If a timeline is appropriate, you should also include this. You can include other ways of checking too, if you wish. g) State which reference book(s) or other source(s) you used to obtain the above information. ————————————————- Choose ONE example from each pair.The target language has been underlined. ————————————————- 1. ————————————————- I’m meeting Dave for lunch on Sunday. (elementary) 2. ———————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- If I get the job, I’ll need a new car. (elementary) ————————————————- ——————————————————————————————————– 3. ————————————————- He shouldn’t have insulted the policeman (upper-intermediate) 4. ————————————————-She might have left already. (upper-intermediate) ————————â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- ——————————————————————————————————– 5. ————————————————- He takes after his mother. (pre-intermediate) 6. ————————————————- She is very sensitive to criticism. (pre-intermediate) ————————————————- ——————————————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€œ 7. ————————————————-How about watching a movie on Friday? (elementary) 8. ————————————————- Do you mind if I open the window? (elementary) ————————————————- ——————————————————————————————————– 9. ————————————â €”———- I would like to try the tropical fruit/fruits on the island. 10. ————————————————- You want teens to have committed academic lives? Get real! WORKED EXAMPLE: VOCABULARY Target statement: John’s borrowed $200 from Holly. Intermediate) Analysis| d) Anticipated Problems| a) Meaningto receive and use something that belongs to someone else, and promise to give it back to them later| * Sts use lend instead of borrow| b) Form * to borrow (transitive verb – regular) * borrowed – past simple/past participle * To borrow + something (object) + from (preposition) + somebody/something| * Sts use incorrect preposition i. e. to borrow sthg to so. | c) Pronunciation * stress on 1st syllable borrow /’b? r / * silent â€Å"w† at end * past simple & particle â€Å"ed† is pronounced /d/ * preposition â€Å"from† is weak e. g. /fr? /| * sts pronounce silent w at end * incorrect pron of ed /id/ * sts stress 2nd syllable | e) Providing a context/conveying meaning Tell story about my friend John who is always short of money but who always wants the latest technical objects e. g. mobile, computer, etc. John saw this new DVD recordable player but didn’t have the money so he asked if Holly, his girlfriend, would give him $200. He promised to pay Holly back at the end of the month when he got paid. She said OK so .. (write on whiteboard) John †¦Ã¢â‚¬ ¦.. $200 †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. Holly. f) Checking understanding Did Holly give John $200? Yes What for? To buy a new DVD recorder.Is the money a present from Holly? No Will she get her money back? Yes, hopefully g) References â€Å"Macmillan English Dictionary†, Macmillan Publishers Ltd. 2003 â€Å"Practical English Usage†, Michael Swan (OUP, 1980) WORKED EXAMPLE: STRUCTURE Target statement: I used to do exercise regularly. ( intermediate) Analysis| d) Anticpated problems| a) MeaningTo say what was true or what happened regularly in the past, especially when you want to emphasize that this is not true or does not happen now. | * Sts might think it refers to present habits, perhaps due to confusion with ‘be + used to + verb+ing’. * Sts may use it for single past events e. . I used to go to the cinema yesterday. * Possible confusion with the lexical verb ‘use’. | b) Form * statement: subj. + used to + verb (bare infinitive)+†¦ * negative: subj. + didn’t use to + verb (bare infinitive)+†¦ * question: Did (auxiliary verb) + subj. + use to + verb (bare infinitive) +†¦| * Sts may use past form of second verb, (I used to did exercise †¦) * Sts may forget â€Å"to† (I used do †¦) * Ss may use â€Å"used† instead of â€Å"use† in negative and question forms. (I did/didn’t used to .. )| c) Pronunciation * stress would normally fa ll on used and 2nd verb i. e. I used to do exercise regularly * weak form of ‘to† sed: /t? / * connected speech: used to /’just? /| * Ss might say /ju:zd tu:/ i. e. stress /d/ in â€Å"used† Ss might not use weak form of â€Å"to† /tu:/ instead of /t? /| e) Providing a context/conveying meaning Tell an anecdote about myself as a 16 year-old. I went running every morning and often went to the gym in the evening (use pictures/mime, if necessary). Then I stopped running and stopped going to the gym when I was about 25. I’m now 30 and I don’t do much exercise at all. So, â€Å"I †¦Ã¢â‚¬ ¦ (try to elicit the target phrase) †¦ used to do exercise regularly. † f) Checking Understanding: Did I exercise in the past?Yes Did I do it once, or often? Often Do I exercise now? No Can you think of something you used to do but don’t do now? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 WORKED EXAMPLE: FUNCTIONAL LANGUAGE Target statement: Would you mind getting me a cheese sandwich? (intermediate) Analysis| d) Anticipated Problems| a) Meaning * to request politely that someone do something for you. * Often used with slightly bigger requests or more distance in relationship between the speakers. * Answer: Yes = no and no = yes. * Sts might not realise there are other less complex ways to ask for things politely * Sts get the answer yes/no wrong * This structure suggests a bigger request or a less personal relationship between speakers. | b) Form * Would you mind + verb+ing (present participle) + object? * Short answer: Yes/No, subj. + would/wouldn’t| * Sts use infinitive instead of present participle e. g. Would you mind to get me †¦? * Sts use â€Å"Do† instead of â€Å"would† * Use Yes/No, I mind/don’t mind as the short answer| c) Pronunciation * Rising intonation * St ress on â€Å"mind† and â€Å"getting† * Weak form of would and you / w? / /j? / * Linking of would + you + mind /w? dj? ’ma? n/| * Sts say it forcefully or with flat intonation and it could sound impolite * Sts give equal stress to would+you+mind and don’t link| e) Providing a context/conveying meaning Jane has just started working for a new company. One of her new colleagues is going out to the local supermarket and asks her if she wants her to get her something for lunch. Jane is really hungry and ask her to get her a sandwich. What does she say? (Try to elicit â€Å"Would you mind getting me a cheese sandwich? †) f) Checking Understanding: Does Jane want a cheese sandwich?Yes Is she asking or demanding her colleague to get her a sandwich? Asking Is she polite? Yes Do you know another way to ask her to get a sandwich? Can/Could/Would you get me a †¦.? g) Reference: â€Å"Practical English Usage†, Michael Swan (OUP, 1980) â€Å"Macmi llan English Dictionary†, Macmillan Publishers Ltd. 2003 Written Assignment 1: Language related tasks Length: Between 800 and 1000 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail|Assignment 1: Language related tasks| | | | If necessary, please resubmit by:See reverse side for resubmission details. | ————————————————- Assignment criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. —†”——————————————- Analysing language correctly for teaching purposes. b. ————————————————- Correctly using terminology relating to form, meaning and phonology when analysing language. c. ————————————————-Accessing reference materials and referencing information they have learned about language to an appropriate source. d. ————————————————- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CEL TA Syllabus and Assessment Guidelines What are we looking for? An assignment that shows an ability to:| You| Overall| a. Clarify the meaning of language appropriate for level. | | | b. Clarify the form of language, using appropriate terminology. | | | c. Clarify key pronunciation features of language. | | d. Identify potential problems with meaning, form and pronunciation. | | | e. Provide a clear and appropriate context to help convey the meaning. | | | f. Check the students’ understanding of the target language appropriately. | | | g. Use reference books to analyse language and acknowledge these sources. | | | Also the assignment †¦| | Is complete, i. e. answers all sections, and adheres to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. | | Overall Comments:| ————————————â₠¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words Aim: To develop your ability to assess the needs of a group of learners, and to act on this information by finding appropriate material for language support. Task: Prepare a case study of your TP group. Your report should include (250-300 words): . Information about the students’ backgrounds (approximate ages, nationalities, reasons for learning English, previous English learning experience) b. The students’ learning styles (what they like/dislike in lessons, t he things they find easy/difficult, how they like to learn) c. What YOU have noticed in their classroom behaviour (degree of participation, quantity or output in different stages of the lesson, fluency/accuracy of output, similarity of level amongst the group) ————————————————- Points a, b and c of the assignment should take the form of a REPORT.You should use a formal style of language. Make use of headings and sub-headings, paragraphs, linking words, etc to organise your work. d. A paragraph (150-200) words summarising your TP students’ main strengths in grammatical and phonological areas as well as in receptive skills. e. Identify 2 areas of weakness in your students’ grammar, 1 in pronunciation and 1 in vocabulary, providing at least one example to support your observation. State why you think the students made this error and what the correct form should be. (250–300 words) Point e can be put into boxes and bullet points can be used.Remember to include specific examples. Grammatical Weaknesses| Incorrect word order * I work also on Saturdays (I also work) * I went often home (home by bus)Reason: In German, the verb is usually the second idea in the sentence and students have transferred this rule to English. | f. Select 2 specific language focused activities (100-200 words) from published materials (not your course book) to focus on areas of weakness you identified: * 1 exercise/task focusing on grammatical areas of weakness AND * 1 exercise/task on phonological areas of weakness OR 1 exercise/task on the lexical weakness. For EACH activity: ) state the aim of the activity (i. e. by the end of this task, students should be better able to accurately use/discriminate between †¦Ã¢â‚¬ ¦ ) 2) state briefly why you think the activity would be suitable for your students. (Remember to link this to your weaknesses and your profil e of the students. ) 3) State where it comes from (Book, Author, Pg no. , Exercise no. ) and attach a referenced a copy of the activity Collecting your data: You will want to interview them so that you can note any good or weaker examples of language used. You might want to tape the interview so that you can identify language later.You could also get students to write something for you spontaneously e. g. a letter to a friend inviting them to spend the summer with them. You could also give them a reading and listening to do. You can further make use of the time before lessons start or during the breaks to chat to your students and find out the information you need. You should continue to make notes during TP classes. It is not necessary for you to personally interview all members of the class; you can interview 2 or 3 students and then share your findings with the other teachers in your TP group.You can also make generalisations on the basis of 2 or 3 students. Suggesting specific l anguage focused activities: There are an abundance of activities in different books and on the publisher’s websites too. Attach photocopies of the relevant exercises that you would recommend. Don’t forget to reference your material, i. e. book name, level (if applicable), author, publisher, and page number, or website name and date accessed on. ————————————————- The students as people and as language learners. ————————————————-These questions could be asked in an interview or informal chat 1. ————————————————- How long has s/he been learning English? 2. —————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Does s/he like learning English? 3. ————————————————- What is her/his mother tongue? Is English second/third language? 4. ————————————————- Does s/he have any experience of learning another language? 5. ————————————————- Does s/he have any specific aims in learning English? (e. g. isit to UK/need it for work) 6. ————————————————- What does the learner do for a living? 7. ————————————————- Is this their first English learning experience? Have they learnt English before? Where? How long? 8. ————————————————- In their previous learning experience, what kinds of methods were used? 9. ————————————————- What did they enjoy/not like about their previous learning? 10. ————————————————- What do they like doing in class? 11. ———————————————— Which areas of their English do they feel they need work on? 12. ————————————————- What d o they find easy/difficult to do in class? ————————————————- ————————————————- These questions can be focussed on during TP 1. ————————————————- What kinds of activities do they seem to prefer? 2. ————————————————- Are there any activities they seem to dislike? 3. ————————————————-How do they react to working with others in class? 4. ————————————†”———- Do they contribute to pair/group work? 5. ————————————————- Who are the stronger/weaker members of the group? 6. ————————————————- Note down examples of good language used. 7. ————————————————- Which topics do they seem to enjoy/not like talking about? 8. ————————————————- Note down any pronunciation/grammatical/lexical errors the students make? e. g. sounds, stress, intonation, verb tenses, articles, word order, etc) so that you can give examples. 9. ———————— ————————- Observe the students listening and reading abilities. Are they better at gist or specific reading/listening? Is it necessary to pre-teach vocabulary? Do they worry about words they don’t know? Do you have to grade your language when you talk to them? Do you have to paraphrase if they don’t understand? * In the assignment, don’t mention sts’ names. Say e. g. Some are interested in†¦ Three students want to learn English†¦The main reason for learning English is†¦ Written Assignment 2: Focus on the learner Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 2Focus on the learner| | | | If necessary, please resubmit by:| —â⠂¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: ————————————————- ) Showing awareness of how learners’ backgrounds, previous learning experience and learning styles affect learning. ————————————————- b) Identifying the learners’ language/skills needs. ————————————————- c) Correctly using terminology relating to the description of language systems and langua ge skills ————————————————- d) Selecting appropriate material and/or resources to aid the learners’ language development. ————————————————- e) Providing a rationale for using specific activities with learners. ———————————————— f) Finding, selecting and referencing information from one or more sources ————————————————- g) Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that†¦| You| Tutor’s Comments| Provides information on the learners’ ages, nationalities and reasons for learning English. | | | Provides information on students’ learning styles and preferences. | | Provides information on learners’ classroom behaviour. | | | Summarises students’ strengths | | | Identifies and gives specific examples of weaknesses in learners’ grammatical abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in learners’ phonological abilities. Plus error rationale. | | | Identifies and gives specific examples of weaknesses in the learners’ lexical use. Plus error rationale. | | | Selects an appropriate activity to develop learners’ grammatical weakness. | | | Selects an appropriate activity to develop learners’ phonological OR lexical weakness. | | States aim of each activity and provides rationale for choice based on learner profile. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections and adheres to word limit and is written as outlined| | | Provides a referenced copy of the activities| | | Uses clear and coherent language and is essentially free of mistakes in spelling, punctuation and grammar. | | | ————————————————- Overall Comment:————————————————- ————————————————- ————————————————- —————————————à ¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€ | ————————————————- 1st Tutor’s signature:Date: ————————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words (not including the authentic material for classroom use and activities) Aim: To develop your ability to look at authentic materials from a teaching perspective to enable you to prepare these thoroughly for language lessons.TASK: Choose an authentic text of between 200 and 700 words AND a) Give an opinion on text and discuss suitability for lower/higher level students. b) Identifiy barriers to reading OR listening in general and link to own students c) Provide suggestion for interest raising task d) Select appropriate vocabulary to pre-teach and suggest a pre-teach task e) Describe what each sub-skill means (from background reading) f) Design a skim task g) Design a scan task h) Design a follow-up task that includes SPEAKING or WRITING. i) Devise a freer productive (speaking or writing) activity as a follow-up for the reading or listening.ALSO†¦ Clarify the reasons for using the material and each of the activities. Tasks (and their respective keys) must be included as appendixes to the assignment Remember, the assignment is NOT a Lesson Plan, but rather an informed description (What will be done, How and Why) of your choices in terms of text, tasks and their sequences. It can be used as a basis for a full lesson plan, but this NEED not be included in the assignment ASSIGNMENT 3: Skills Related Task Submit: __/__/____ Length: Between 800 and 1000 words ————————————————- Name:Date: ———————————————— Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 3Skills assignment| | | | If necessary, please resubmit by:See reverse for resubmission details. | ————————————————- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Correctly using te rminology that relates to language skills and sub-skills. b. ————————————————-Relating task design to language skills practice. c. ————————————————- Finding, selecting and referencing information from one or more sources d. ————————————————- Using written language that is clear, accurate and appropriate to task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? | You| Tutor’s Comments| Gives an opinion on text and discusses suitability for lower/higher level students| | | Provides suggestion for interest raising task| | |Selects appropriate vocabulary to pre-teach and suggests a pre-teach task| | | Describes what each sub-skill means (from background reading)| | | Designs a skim task| | | Designs a scan task| | | Identifies barriers to reading OR listening in general and links to own students| | | States overall aim of speaking OR writing task clearly. | | | Also the assignment †¦| | | Is complete, i. e. answers all sections, & adheres to the word limit. | | | Provides a referenced copy of practice tasks if not designed independently. | | | Uses clear and coherent language, which is essentially free of mistakes in spelling, punctuation and grammar. | | Is written in continuous prose (where appropriate)| | | Includes references to background reading. | | | Overall Comments:| ————————————————- 1st Tutor’s signature:Date: ———†”————————————- 2nd Tutor’s signature:Date: ————————————————- Circle: This is my 1st submission. This is my 2nd submission. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words AIM This assignment assesses your ability to identify strengths & weaknesses in your own teaching and your development needs.It is meant to help you reflect on your own teaching and on what you have learnt from the observation of others. TASK Write a report using the following headings. Section 1 What strengths and weaknesses (name two of each) do you identify in your own teaching? For this section reflect on the feedback you have received from learners, your peers and tutors and give concrete examples from your own teaching. Section 2 Discuss what you have gained from observi ng experienced teachers (including video observations) and your peers and how this has influenced your own teaching. Section 3Identify three ELT areas of knowledge and skills which you need further development in and give reasons for your choice. Describe specifically how you could develop in these areas after the course. Written Assignment 4: Lessons from the Classroom Submit: __/__/____ Length: 800 words ————————————————- Name:Date: ————————————————- Please submit this cover sheet with your assignment | Pass(first draft)| Pass(second draft)| Fail| Assignment 4Lessons from the classroom| | | | If necessary, please resubmit by:See reverse side for resubmission details. ——————————— Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Assignment Criteria ————————————————- For this assignment, candidates can demonstrate their learning by: a. ————————————————- Noting their own teaching strengths and weaknesses in different situation in light of feedback from learners, teachers and teacher educators. b. ————————————————- Identifying which ELT areas of knowledge and skills they need further development in. c. ————————————————-Describing in a specific way how they might develop their ELT knowledge and skills beyond the course. d. —â€⠀Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€Ã¢â‚¬â€- Using written language that is clear, accurate and appropriate to the task. ————————————————- Reference: CELTA Syllabus and Assessment Guidelines What are we looking for? An assignment that:| Tutor’s Comments| Identifies 2 strengths in your teaching. | | Provides concrete examples of strengths from your own teaching. | | Identifies 2 weaknesses in your teaching. | | Provides concrete examples of weaknesses from your own teaching. | Reflects on what you have learnt from observing peers and experienced teachers. | | Highlights 3 areas for further development. | | Provides reasons for areas chosen. | | Provides concrete ways to address these development needs after the course. | | Also the assignment †¦| | Is complete, i. e. answers all sections. | | Keeps to the word limit. | | Uses language which is clear and coherent, and essentially free of mistakes in spelling, punctuation and grammar. | | Is presented clearly. Makes use of headings and sub-headings| | Overall Comments:|

Essay Organisational Behaviour and Motivation - 2124 Words

Organisational Behaviour and Motivation Term Paper Organisational behaviour is described as A field of study that investigates the impact that individuals, groups, and structure have on behaviour within organisations, for the purpose of applying such knowledge towards improving an organisations effectiveness. (Robbins and Millet and Cacioppe and Waters-Marsh, 1998, p.10). An important area within organisational behaviour is motivation. Herzberg describes the main problem in business practice is, How do I get an employee to do what I want him to do (1991, p.13) Motivation is a word that is used to describe how eager a person is to complete a task. Motivation is the set of processes that arouse, direct and maintain human†¦show more content†¦Inkson and Kolb discuss the issue of expectancy theory, which is how an employee values the outcome of putting in a lot of effort in order to achieve a goal. ?Motivation declines when there is uncertainty of the lineages between performance and effort? (Inkson and Kolb, 1999, p.327) Outcomes can include bonuses and or praise (extrinsic rewards) and feelings of accomplishment (intrinsic rewards). Herzberg doesn?t believe in the giving of bonuses in order to increase productivity. Herzberg states that ?Hunger, a basic biological drive makes it necessary to earn money, and then money becomes a specific drive? (Herzberg, 1991, p.16). This means that once employees start being rewarded with money they won?t be able to work without it. Another firm believer of this is Kohn who states, ?When reward systems fail don?t blame the program, look at the promise behind it.? (1993, p.54). Kohns article describes incentives, as only bringing temporary compliance and once the rewards run out people will revert back to their old behaviours. Serious issues with incentives also include employees telling their superiors that everything is under control when it isn?t, just to save their bonus. Kohn then states that ?There are very few things that threaten an organisation as much as a hoard of incentive driven individuals trying to curry favour with the incentive dispenser? (1993, p.56). As described by Robbins demotivation can alsoShow MoreRelatedMotivation Theory And Expectancy Theory Of Motivation1742 Words   |  7 Pagesemployee’s behaviour and actions. As per this case study, The Sunday Times obtained questionaries for who had already departing from the Western Australian (WA) Police force. According to survey officers of WA force who left the force they had some issues like bullying, corruption, illegal activities, discrimination on racist grounds, and they didn’t get proper training and development at a work place. This problem mainly occurs in organisation when there is lack of motivation, lack of organisational justiceRead MoreLeadership And Learning : Organizational Learning1401 Words   |  6 PagesLearning Organisational learning in leadership Jewon Na 11401132 â€Æ' Executive summary This report is to provide the ways in leadership and learning through organisational learning theories and examples of organisational, social and personal areas. Reflection of organisational theories to the leadership and learning is the main issue of the report and it will help to understand how the organisational theories will work in real circumstances. This report seeks meaning of organisational learningRead Morebusiness Assignment1024 Words   |  5 Pagesï » ¿Higher National Diploma in Business Management (Part-time) BEHAVIOUR AT WORK Unit 3: Organisations and Behaviour Outcome 1: Understand the relationship between organisational structure and culture Outcome 2: Understand different approaches to management and leadership Outcome 3: Understand ways of using motivational theories in organisations Outcome 4: Understand mechanisms for developing effective teamwork in organisations SCENARIO AccordingRead MoreOrganizational Behavior Essay1746 Words   |  7 PagesOrganisational Behaviour (OB) is the study of human behaviour in an organisation. It is a multidisciplinary field devoted to the understanding individual and group behaviour, interpersonal processes and organisational dynamics. OB is important to all management functions, roles and skills. Since organisations are built up levels - individual, group and an organizational system as a whole, it is important for managers to understand human behaviour in order to meet the organizations overall goals.Read MoreDiscuss the Functions of the Formal and Informal Groups, How Can Each Type of Group Contribute to the Achievement of Organisational Goals. Provide Examples to Illustrate Your Answer.790 Words   |  4 PagesDiscuss the functions of the formal and informal groups, how can each type of group contribute to the achievement of organisational goals. Provide examples to illustrate your answer. â€Å"Groups are formed as a consequence of the pattern of organisation structure and arrangements for the division of work.† Mullins, L. (2007). Management And Organisational Behaviour. Harlow; Prentice Hall. A group is seen as a number of people, who are socially and psychologically aware of each other. It isRead MoreOrganisational Culture and Motivation1496 Words   |  6 PagesReading INTRODUCTION AND RATIONALE As Desson and Clouthier (2010) state, culture is an important factor in both attracting and retaining desirable employees. The extent to which an employee’s needs and expectations are fulfilled will determine the motivation, job satisfaction and performance levels (Mullins, 2005, p. 499) which would be influenced by culture. XY Ltd (XY) established in 1944 has become the market leader in sea trade in Sri Lanka at present with the areas shipping, marine services andRead More Organisational Behaviour 1534 Words   |  7 Pagesand the behaviour of groups and individuals within them† Derek Pugh’s (1971) This influential definition of organisational behaviour was by Derek Pugh in 1971. Human behaviour is the way people act and react to situations and circumstances, each individual is different, therefore it is essential for an organisation to study human behaviour in order to understand the workforce. By observing and understanding each individual the organisation would improve performance; organisational behaviour can beRead MoreImpact Of Oc On Employee Performance1172 Words   |  5 PagesImpact of OC on employee/organisational performance There is a common consensus that employees behaviours are shaped by their culture (Denison, 1984, Furnham and Gunter, 1993). In an organisational context, management interest in a culture lies in what impact culture can have on the commercial or financial performance of a firm. Organisational performance (which is derived from employee performance) or success implies to the contributions or productivity of employees of an organisation. ResearchRead MoreMotivation : Extrinsic And Intrinsic Factors1476 Words   |  6 PagesMotivation: An Evaluation of Extrinsic and Intrinsic Factors Motivation has been widely studied and particularly explored in organisational behaviour. Extrinsic and intrinsic motivations are two areas of current discourse that have been critically examined for motivating workforce. This paper aims to: define extrinsic and intrinsic motivations; outline the competing views regarding the relationship between the concepts; and, apply the research findings to a workplace observation within the RoyalRead MoreOrganisational Behaviour1292 Words   |  6 PagesOrganisation Behaviour is a study of a people, individuals and a group of peoples thinking, feeling and behaviour in a organisation. That is, it interprets people-organisation relationships in terms of the whole person, whole group, whole organisation, and while social system ï ¼Ë†Nwlink.com, 2008). Because most of us work in organisations, learning organisational behaviour is able to help us understand, predict and influence the behavious of others in organisational setting, and trends in org anisational

The Theory Of Loss And Grief Essay - 1765 Words

We ve all experienced loss and grief because as humans we are relational beings. â€Å"loss and grief are fundamental aspects of human existence, basic building blocks of our life experiences (100 thompson). Emotionally we give our hearts to people or things. â€Å"We cannot avoid it and so the challenge we face is to prepare ourselves as much as we reasonably can (126 thompson). One of the ways we can prepare ourselves to experience loss and grief is by understanding it. Kubler’s infamous stages of grief are traditionally where we should start as it is the most well-known theory of loss. Elizabeth Kubler-Ross in 1969 studied people who were dying; witnessing that each person went through the same five stages. From her observations she developed the ‘stages of loss’ model: denial, anger, bargaining, depression and acceptance. Still today theories of loses reflect on Kubler’s original five stages, but have either expanded or narrowed them depending on the theory. Personally, I find these stages comforting as each time I experience a loss of relational context I find myself going through each stage. It’s comforting because they remind me that everyone experiences what I’m experiencing; that I’m not alone. Another theory of loss is the four tasks approach. William Worden in 1991 developed a task system over the stages approach. His basic concept was that the process of loss should be one of resiliency. The four tasks include: accepting the reality of loss, working through the painShow MoreRelatedTheories Of Grief And Loss1302 Words   |  6 PagesOutcome 1 Theories of Grief and Loss Greif and loss is experienced by everyone from all cultures. Grief is when individuals process the loss of a valuable friend, family member or someone they know. Greif can be from someone crying to celebrating the life of an individual. Loss can happen through terminal illness, loss of relationships or the death of a human or animal. One theory is by Kubler-Ross she identified five stages of grief which are Denial and Isolation, Anger, Bargaining, DepressionRead MoreThe Theory Of Continuous Bonds From The Model Of Loss Grief1755 Words   |  8 PagesContinuous Bonds This paper discusses the theory of continuous bonds from the model of loss grief. It begins by offering a definition of attachment theory which will further explain continuous bonds. It offers a critical examination of the strengths and weaknesses of the continuous bonds theory. Personal experiences will also be present throughout this essay in order to give the reader background information on how continuous bonds was explored by the author. Continuous bonds will be examined inRead MoreLoss : The Many Faces Of Grief1406 Words   |  6 PagesAdaptation to Loss: The Many Faces of Grief Hadley Rhodes Denver School of Nursing  Abstract The life transition of death and dying is inevitably one with which we will all be faced; we will all experience the death of people we hold close throughout our lifetime. This paper will explore the different processes of grief including the bereavement, mourning, and sorrow individuals go through after losing someone to death. Bereavement is a period of adaptation following a life changing loss. This periodRead MoreA Reflection On The Term Bereavement1381 Words   |  6 Pagesthe term grief refers to the multiplicity of responses to bereavement; cognitive, affective, behavioural, and physiological-somatic responses (Zisook Shear, 2009). Examples of normal grief responses are intense sorrow, frequent crying, persistent longing, denial, anger, guilt, depression, fatigue, hopelessness, shock, loneliness, (Margaret Stroebe, Schut, Stroebe, 2007). While grief is a normal, natural human experience, it is unique to each person and the intensity and duration of grief is highlyRead More The Death Of A Loved One1482 Words   |  6 PagesLoss is a process that everyone must experience in their life. The death of a loved one is an incredibly difficult loss to overcome. The death of a loved one could happen anytime in a person’s life and never becomes easy to cope with. Although everyone must confront this reality, not all cope with their grief in the same manner. One person’s grieving process could differ to another’s with differing variables, such as: length of process, details of loss, manifestations, and severity of grief.Read MoreExperiencing Grief Essay1499 Words   |  6 Pagesimportant that social workers are aware of the multitude of loss that immigrants experience and how this impacts on their life and the lives of others. Grief is a complex emotional response that arises from experiences of loss (Kanel 2003). Loss can be multidimensional and accompanies most big changes in our lives (Goldsworthy 2005, p. 176). Moving to another co untry involves multiple diverse changes, in which people experience a variety of loss (Lee 2010). This essay will demonstrate how critical andRead MoreDual Process Model1041 Words   |  5 PagesBeing defined as â€Å"the psychological, behavioral, social and physical reactions to loss of someone or something that is closely tied to a person’s identity†(Casarett, Kutner, amp; Abrahm, 2001), grief is a â€Å"negative emotional response† (Dean A. Shepherd, 2003) that can affect one for days to even years. In the past, it was believed that most people recover from grief through the Kà ¼bler-Ross model, namely disbelief, yearning, anger, depression and acceptance. However as time progressed, the dual processRead MoreGrief, Bereavement And Disenfranchised Grief1745 Words   |  7 Pagesexamines the implications of grief, bereavement and disenfranchised grief. Grief in response to a loss is a unique experience and is expressed distinctively by every individual. It is helpful to have models that outline the stages of grief that need to be experienced in order to achieve acceptance. However, their utility is limited by the reality that grief is immeasurably complex and individualized. Veterans and children are two groups at risk of developing disenfranchised grief. Therefore, it will beRead MoreAn Level Of Cognitive Functioning1276 Words   |  6 Pageslogical explanations of the loss, however, they still tend to operate through magical thinking (Meeusen-van Kerkhof et al. 2006). Specifically, like children (i.e. middle childhood), individuals with a moderate level of cognitive function believe that they are capable of influencing the world around them due to their thoughts, behaviors, and feelings (Hooyman Kramer, 2008). Lastly, at this level of cognitive functioning, individuals may immediately react to a death or loss with somberness, howeverRead MoreAnalysis Of I Miss You Already Essay1540 Words   |  7 PagesGrief is a normal and nat ural response to a loss, whether it is the loss of life, home, job, friendship or item. Though we often expect to grieve the death of a family member or friend, these other significant losses can also cause grief. This paper will address the loss, grief, and mourning of characters portrayed in the film â€Å"I miss you already†. The author will discuss how Worden’s four tasks of grief are experienced by these characters and how the mourning process unfolds. Noticeable is anticipatory

Macbeth by William Shakespeare - 573 Words

â€Å"Your hand, your tongue: look like the innocent flower/ But be the serpent under’t† (I, v, 65-66). In Macbeth, Macbeth is told to deceive everyone because Lady Macbeth says so and he wants to get away with killing Duncan. Lady Macbeth tells him to look innocent but be sneaky attitude and appearance is everything. Macbeth is a loyal soldier and nobleman that fights for his home of Scotland but, when he is acquainted with three witches a prophecy will change his thoughts in two persuasive ways. Macbeth can be viewed as two very different people, a loyal noble and a paranoid killer, as the play proceeds. Throughout the play, the theme that outward appearances are not the true character of a person is clear because Macbeth battles the evident desires of loyalty and ambition representing Initially, Macbeth is a dependable nobleman to King Duncan and proves his loyalty throughout the course of the play. Macbeth has multiple reasons not to kill Duncan: Macbeth is his kins men, his subject, his host, and his damnator. Bloody deeds bring bloody backfire which is exposed throughout the play. In fact, Duncan has never abused his royal powers. In Macbeth’s soliloquy, he explains where his loyalties lie,† He’s here in double trust:/First, as I am his kinsman and his subject ,/Strong both against his murderer shut the door,/ Not bear the knife myself. Besides, this Duncan/ Hath borne his faculties so meek, hath been/ So clear in his great office, that his virtues/ Will plead like angels,Show MoreRelatedMacbeth by William Shakespeare770 Words   |  3 PagesThe play Macbeth is written by William Shakespeare. It is believed to be written between 1603 and 1607 and set in eleventh century Scotland. It is also believed to be first performed in 1606. It is considered to be one of the darkest and most powerful tragedies. Macbeth, set in Scotland, dramatizes the psychological and political effects produced when evil is chosen to fulfill the amb ition of power. The Tragedy of Macbeth is Shakespeare’s shortest tragedy and tells the story of Macbeth, a ScottishRead MoreMacbeth, By William Shakespeare1425 Words   |  6 PagesMacbeth Just Can’t Wait To Be King Everyone has a quality that they do not like about themselves. Some people struggle to be social, others may be too controlling of people. The list goes on and on, but the point is that everybody has a particular quality that they must learn to control or else that particular quality can get out of hand. Of course, one could write a list of characters that have major flaws. There is no better example than William Shakespeare’s character, Macbeth, in The TragedyRead MoreMacbeth, By William Shakespeare1409 Words   |  6 Pages â€Å"Fair is foul, and foul is fair: Hover through the fog and filthy air.† On October 17th, I had the pleasure of going to see Macbeth performed at the Shakespeare Tavern. Along with its reputation for being â€Å"cursed,† Macbeth is also known as one of the crown jewels of William Shakespeare’s repertoire. In my opinion, the central concept of this particular retelling of the play was the murkiness of character. Throughout the pla y, the many characters go through fierce temptation and strife, and noneRead MoreMacbeth, By William Shakespeare1203 Words   |  5 PagesMacbeth is a play based on King James I, it was written by William Shakespeare, however this play isn’t a king and queen fairy tale, but it’s a play about greed and guilt, chaos and murder and three evil witches who use prophecies to influence Macbeth to do bad things, using flattery would instigate his inner ambition to become king, which in the end doesn’t lead to a very happy ending. Shakespeare’s, Macbeth, was written in the early Jacobean period. During those times, women had no power, theyRead MoreMacbeth, By William Shakespeare1243 Words   |  5 PagesIn William Shakespeare’s â€Å"Macbeth†, the author portrays the main character Macbeth as a very tortured and flawed individual whose actions only serve to further unravel him. He is conflicted and power hungry, which drives him to perform evil murders and become a ruthless person. Macbeth’s moral compass is not resilient enough to withstand his wife’s manipulations and he is provoked to act on his malicious thoughts of murder. The author explores the terrible effects that ambition and guilt can haveRead MoreMacbeth, By William Shakespeare Essay1487 Words   |  6 Pagesreaction†. Macbeth by William Shakespeare is a tale which illuminates the consequences of violating the â€Å"Natural order†, the hierarchy of beings in the universe. When Macbeth, a warrior wel l-known for his courage and bravery, murders King Duncan acting on his unchecked ambition to claim the throne, the order was disrupted, the result†¦chaos. Shakespeare uses symbolism to illustrate the atmosphere of the play as the natural order is flung into a state of turmoil. These techniques used by Shakespeare is usedRead MoreMacbeth, By William Shakespeare1483 Words   |  6 Pagesdifferent references in the play of how a king deals with power and if they use it for better or for their own personal gain. In the play Macbeth, by William Shakespeare, Macbeth’s obsession with his journey to power leads to his failure. This obsession is demonstrated through the prophecies, the murder of his best friend Banquo, and his own demise. Macbeth demonstrates that he is incapable of mastering the power and responsibilities of being a king. This is indicated throughout the play with theRead MoreMacbeth, By William Shakespeare1045 Words   |  5 PagesBlood appears in only two forms, but many times in Macbeth by William Shakespeare; between the war scene at the beginning of the play and the lifting of Macbeth’s severed being lifted by Macduff at the end. It can be said that Macbeth could have been written in blood that there is such a large amount. What is unique about blood in Macbeth is that the â€Å"imaginary blood† or the guilt that the murderer feels plays more of a role of understand and amplifying the theme of the play, that blood is guiltRead MoreMacbeth, By William Shakespeare1431 Words   |  6 Pages Macbeth, though originally a valiant and prudent soldier, deteriorates into an unwise king whose rash decisions conclusively end in the atrophy of his title, power, and position. Several facto rs contribute to the downfall of Macbeth, which produce a contagion effect and ultimately end with his demise. He receives help from his â€Å"inner ambitions and external urgings† which result in his downfall (Bernad 49). The â€Å"external urgings† consist of the weird sisters who disclose his prophecies, which enlightenRead MoreMacbeth, By William Shakespeare2060 Words   |  9 Pagesthe green one red Macbeth Quote (Act II, Sc. II). Out, out, brief candle! Life s but a walking shadow, a poor player that struts and frets his hour upon the stage and then is heard no more: it is a tale told by an idiot, full of sound and fury, signifying nothing. Macbeth Quote (Act V, Scene V). These quotes have been taken from play Macbeth written by William Shakespeare. Like these quotes there are hundreds and thousands of such heart touching quotes written by Shakespeare in his many different

Premarital Sex Free Essays

Premarital sex is considered immoral as its consequences leads to other immoral behavior and also breaking of the law. When people engage in unprotected premarital sex, it will lead to unwanted pregnancies and children born out of wedlock. This leads to mental and emotional stress for couples who are not ready to bear the responsibility of having children. We will write a custom essay sample on Premarital Sex or any similar topic only for you Order Now As premarital sex often occurs throughout teenage years and among teenagers and adolescents, many are not ready for unwanted pregnancies after engaging in premarital sex as they are neither mature nor responsible enough. This causes a number of unwanted pregnancies to be aborted Girls that do not abort their babies might abandon their babies as soon as they are born as they are unable to raise them. This leads to a rise in the number of babies being abandoned in the country. Most of the time, these babies are often dead by the time they are found. Most importantly, as those that engage in sex before marriage usually have unprotected sex, there is a high risk for them to contract sexually transmitted diseases like Herpes, Chlamydia, Genital Warts, Gonorrhea, Acquired immune deficiency syndrome (AIDS) and other diseases as people who engage in premarital sex tend to have multiple sex partners. Some sexually transmitted diseases can be treated if early treatment is sought. However, there has been no cure from AIDS. And it can totally destroy a young person’s life. Yes, sex is pleasurable, but in God’s view, the primary purpose of sex is not recreation, but rather re-creation. In other words, sex is for reproduction. God does not limit sex to married couples to rob pleasure from those who are unmarried. Rather, God commands against premarital sex in order to protect unmarried people from unwanted pregnancies, from children born to parents who do not want them, and to protect children from parents who are not prepared for them. Imagine, for a moment, a world without premarital sex. There would be no sexually-transmitted diseases, there would be no un-wed mothers, there would be no unwanted pregnancies, there would be no abortions, etc. According to the Bible, abstinence is God’s only policy when it comes to premarital sex. Abstinence saves lives, protects babies, gives sexual relations the proper value, and most importantly abstinence honors God How to cite Premarital Sex, Essay examples Premarital Sex Free Essays Jasleen Lopez Theology 4-4th February 4, 2013 Premarital Sex What does the Catholic Church say about premarital sex? What is the history of this issue? How is society handling about the issue? What are its possible outcomes? What are its statistics? Premarital sex is having a sexual relationship with someone before receiving the Holy sacrament of marriage. The Catholic Church says that having sexual relationships between a man and a woman is supposed to be until marriage. So that when you are married you can enjoy physical, emotional and spiritual time with them. We will write a custom essay sample on Premarital Sex or any similar topic only for you Order Now Premarital sex is a mortal sin. It is a sin against God, against His will, and His way (Sin Np). Those who have committed this sin need to ask for forgiveness to God in confession, so they can reconcile with Him. God said in the Bible, â€Å"If we acknowledge our sins, he is faithful and just and will forgive our sins and cleanse us from every wrongdoing (1 John 1:9 1360). â€Å"The Bible explains, â€Å"The body, however, is not for immorality, but for the Lord, and the Lord is for the body† (1 Corinthians 6:13 1236). It’s saying that they should have some respect to their bodies, because God made us. From the Catholic Bible, premarital sex refers to fornication. The unity love of a husband and wife is ‘flesh’. When there in love they have the right to be with one another. A bunch of people may have thought they were truly in love with someone, had lost their virginity to them, and then they end up going separate ways. People don’t know the consequence what will happen for those who have had premarital sex. Many people get tempted into having sex before marriage only because everyone else is doing it, they think it’s okay if they have fornication. â€Å"Marriage should be honored by all, and the marriage bed kept pure, for God will judge the adulterer and all the sexually immoral† (Marriage Np). The history of premarital sex is mostly involved with everyone now because those who are Catholics are usually the ones who have sex before marriage. Those who are not Catholic’s have fewer people who have had premarital sex. Alfred Kinsey, a zoologist who liked to know about human sexual behavior. He had interviewed a lot of people, and had a result that in 1905 to 1920 there was a huge change in premarital sexual behavior. In 1650 A. D. , premarital sex was like a crime and they made it illegal. Later in 1881 A. D. , Tony Pace, and Mary J. Cox, they were going to go to jail for 2 years because of having premarital sex. In 1981 A. D. , Pope John Paul II said that premarital sex does not only bring guilt but also to be envy and unfriendliness (John Paul II Np). During 2005 A. D. , if you and your couple were 18 years of age, then most countries would let you have sex before marriage. The history changed a lot from back then, because they had punishments for them if they committed it. For us in today, we have to make our right decision in following God’s way, which is to wait until your married for sexual love. The statistics of premarital sex is showing that in a data of survey age by 20, 75% of people had premarital sex. The age of 44, 95% of people having premarital sex; women who were turning 15 from 1954 to 1993, around 91% had premarital sex at age of 30. The chart below is showing the numbers of percentage of people who are all catholic and have committed premarital sex; and those who are weekly attending Catholics. It shows that 39%, in 1972 the adult Catholics said fornication was always wrongdoing. The percentage went up at 52, for the weekly attending Catholics who thought it was wrong. Those who don’t attend mass and are Catholic have a higher number at 86%. There is a lot of Catholics who attend church and don’t agree on not having sex before marriage. They don’t want to follow what God said to us, â€Å"to wait until we found our spouse to have sexual relations together†. Premarital sex on this chart is showing that this has been happening for a while now. (Pope, Msgr. Charles Np) (Pope, Msgr. Charles Np) That top graph is showing the percent of high school students who have had premarital sex, from between 1991 to 2007. It was a Youth Risk Behavior Survey taken more than 16,000 students in over 150 high schools, throughout the whole nation (Pope, Msgr. Charles Np). As you can see, in 1991 the percentage was 54. 1, the highest overall all those other years. From 1993 to1997 the percentage decreased, of 53% to 48. 4% from both females and males. Then it started increasing a little bit in 1999, about 49. 9%. It had decreased again in 2001, with a 45. 6%; from there it increased throughout the other years, a 47. 8% in 2007. That was the last percentage taken from the Youth Risk Behavior Survey in 2007 from high school students, both males and females having premarital sex. This other graph below is showing another percentage that premarital sex was starting around the 1900. In 1900, it was 6% women in the U. S. having premarital sex, at the age of 19. Compared to before as of today, the percentage has increased to a 75%. Only 15% of women had the attitude of having premarital sex in 1968. The statistics are showing that it will probably increase in the future. (Premarital sex graph Np) In America premarital sex, on average for young people happens about the age of 17. In 2006-2010, the most common reason that sexually inexperienced teens gave for not having had sex was that it was â€Å"against religion or morals† (38% among females and 31% among males) (Statistics in America Np). Some other reasons were that females said they want to wait for someone special, or they don’t want to get pregnant. A female who had premarital sex the percentage is about 70% and the males is 56% with a steady partner not just a friend. Teens from the U. S. and Europe have the same issue of premarital sex. There are a lot of people who have sex before marriage, because they feel like they’re going to lose their partner. People who aren’t ready for sexual relationship, they need time and if the other person doesn’t accept you then you leave them. A survey shows for the Chinese was said that there is 70% of Chinese people who had premarital sex. The report showed that in comparison to 1994, the ratio of Chinese citizens who have had premarital sexual activity in 2012 has increased 30%, reaching 71. 4% (Chinese Statistics Np). The society can’t really do anything about having premarital sex because it’s your own decision on what you want to do. As societies they must set legal and behavioral boundaries just like God did. You may have to deal with unwanted pregnancies, and the consequences of sexual immorality. Premarital sex effects somewhat on our society from having sexual images sent out, living together without being married, and prostitution. It’s a sin it also effects on the people who care about you. In Australia, you have to be 16 to legally have a sexual relationship. The possible outcomes of premarital sex can be that young teens may have any STD’s if you’re not careful. That would be really difficult to handle at an early age. Getting pregnant is another possible outcome because they would have to take care of their baby or they may want to commit a horrible sin by doing abortion. That is really mature situation someone would have to take if getting pregnant at any early age. Also, they would have probably family problems in the future, dealing with the money and etc. They probably have the conscience filled with guilt of having sex before marriage. People should really think about what they are doing to themselves, if they ask for forgiveness to God, he will forgive you. They must not do it again until marriage. God wants us all to follow Him, have sex until marriage with our loved one whom we will share everything with them for all eternity until separated through death. How to cite Premarital Sex, Papers

Organization Change and Development Online Business Organisation

Question: Describe about the Organization Change and Development for Online Business Organisation. Answer: Introduction: I have been associated with a retail online business organization of Australia for three years named The Iconic. This particular organization has started its journey in the year 2011 and became popular for its variety of fashionable cloths. I have been working here in the post of junior supervisor in customer service department. At the initial stage, this organization had rendered a craze in the market place of Australia. In the year 2013, the service providers have received a positive response from 500,000 customers from Facebook and 80,000 customers from Instagram (theiconic.com.au 2016). I have experienced that employees are primarily responsible for rendering the success of an organization. In last two years, I have observed that employees inside the organization are unable to communicate with each other properly. As a result, customers are getting victimized due to the communication gap among employees (Bakker, Tims and Derks 2012). Customers are deprived of getting an effective service process from the employees. In this kind of situation, I have decided to inform my senior managers in this regard in order to draw their attention. Based on my information, the operational managers of my organization took an immediate initiative for investigating the matter in detail (Uddin, Luva and Hossian 2013). The operational managers decided to change some of the organizational strategies and policies so that employees feel interested to communicate with other (Bell 2013). On the hand, I have also noticed that employee motivation highly reflects on the performance as well as psychology of the employees. This study intends to highlight on how the transition of communication has been implemented within the business strategy and how this particular strategy influences on the service process of the employees . Figure 1: The importance of communication based on the model of Shannon-Weaver Source: (Cherian and Jacob 2013) Background: I personally felt difficulties in order to make an effective communication within the organization. Being a supervisor, I had to communicate with every individual employee personally. In my organization, people from various cultures and background have been appointed in several posts. I am appointed in the post of junior supervisor in financial department. While making an effective interaction with the employees, I had to face difficulties. Linguistic barriers come between the employees and me. In this kind of situation, I personally visited to my operational manager in order to get an effective solution in this regard. Our operation managers decided to take an immediate step in this regard in order to bring a change in this regard. The primary concerns of the managers in implementing communication change are as follows: Sharing organizational information with the employees time to time Suggesting of using variety of communication pathways, both verbal and non-verbal Giving the employees multiple opportunities for sharing their opinion regarding the business goal Using participative leadership style at the workplace in order to make a collective decision for the betterment of the business process After taking those initiatives, I have observed a drastic change within my organization. Employees felt motivated for providing an effective service for rendering benefits for the organization. In addition, I also felt motivated to interact with the employees more casually even than earlier. The persons, who are not comfortable to maintain an effective communication with me, were allowed to use non-verbal communication as well in order to share their problems and difficulties at the workplace (Cherian and Jacob 2013). As a result, people felt motivated to interact with the customers as well as with me. Effective communication reflected on the performance of the employees as well. I have noticed and experienced that employee motivation is one of the major factors for rendering the success of the business organization. Those above mentioned factors are one of the major tools for motivating the inward of the employees. Analysis: Before implementing the change process within the organization, the operational mangers should identify the problem first. The change process can be defined like this: Analyzing the need for change Identifying which particular changes need to be done What method should be taken for achieving the desired change process Recognizing how to sustain with the change process After facing immense difficulties and challenges to make an effective communication with the organizational employees, our operational managers have decided to implement those change strategies and policies within the service process. Sharing necessary information with the employees is one of the easiest processes to keep in touch with the employees (Den Hartog et al. 2013). It has been observed that in earlier, the business managers cared a fig to share any information regarding organizational strategy and policy. As a result, employees showed their reluctance for providing their best efforts in meeting the business target. Therefore, in order to overcome this kind of static situation and to motivate the employees the managers decided to take a collective decision by involving the employees at the time of re-forming the business policy (Franco-Santos, Lucianetti and Bourne 2012). As a result, the employees automatically started to show their interest for providing their endeavor in reaching the business goal. Varieties of communication pathways include following both verbal and non-verbal communication. I have personally noticed that people who belong from different religion and culture have to face linguistic barriers immensely. As a result, a major communication gap rose between two people. It highly reflected on the performance of the employees. Employees failed to understand how they should bring an improvement in their performance (Jensen, Patel and Messersmith 2013). In order to solve this problem, the Iconic decided to bring a change in their communication strategy. The business managers have decided to use non-verbal communication as well for removing the communication barrier within the organization. Non-verbal communication implies written communication, communication with the help of expression such as smile, anger and any specific gesture (Kehoe and Wright 2013). People who have to face innumerable difficulties in sharing their problems at the workplace can express their feeli ng through non-verbal communication as well. They can write their issues through email, messages and so on. The business managers should provide an opportunity to the employees of sharing their own opinion regarding the business goal. I have noticed that business managers had always intended to impose their decision on the employees. They showed their least interest in order to know the opinion of the employees (Wright, Moynihan and Pandey 2012). Therefore, people did not get any spirit to perform well within the organization. This kind of situation hampered the entire business process at that time. Customers showed their reluctance for purchasing products and services from our organization (Kittur et al. 2013). However, I have decided to highlight these factors. In order to come into a close contact with the employees, the organizational managers should follow participative leadership style at the workplace (Kooij et al. 2013). With the help of participative leadership style, both the managers and the employees can take part equally for the betterment of business process. As a result, the communication between the managers and the employees becomes stronger. Employees do not have to face difficulties in sharing their opinion regarding the business goal (Men and Stacks 2013). Therefore, the interpersonal communication between managers and employees becomes stronger. Outcomes: From the above mentioned analysis, it can be found that organizational managers play a major role in order to deal with the employees effectively. I have noticed personally that after implementing these changes in communication strategies and policies, the performance of the employees have been raised widely. The employees intended to maintain a unity at the workplace in order to meet the business target. Due to the effective communication, the employees are able to exchange important information among them (Leblebici 2012). The customers get facilities and benefits due to the internal rapport of our organization. People from various attitudes like to know each others belief and culture. While making an effective decision, people tend to depend on the decision of each other. In addition, I have also observed that change in communication strategy renders numerous motivational approaches within the organization. The business managers have realized that employee motivation is one of the most important factors based on which the employees tend to provide their hundred effort in order to reach the business goal (Lee, Lee and Kang 2012). Maintaining an effective communication with the employees is one of the major tools of employee motivation. After implementing the change communication strategy within the business, the employees of The Iconic have delivered a systematic work process towards the organization (Manzoor 2012). Customers have showed their interest for using the products and services of The Iconic. Conclusion This particular study has focused to deal with the importance of communication change for rendering the success of an organization. On one hand, communication has been considered as one of the most effective tools for maintaining employee relation. On the other hand, communication gap is the only reason for affecting the entire process of business. The Iconic at a time had to face a disastrous consequence due to the communication gap occurred among the employees. At the particular time, this organization had to face immense difficulties for drawing the attention of the customers. Due to the lack of communication, service providers failed to provide an effective service to the customers. They had to wait for a long time in order to receive the service of employees. In this kind of static situation, the managers of our organization had decided to change the communication strategy and policy in such a way that employees do not have to hesitate for sharing their opinion regarding the suc cess of their organization. In addition, this communication strategy has been considered as one of the most effective tools for the customers. Recommendation: I have highlighted some of the major factors already with the help of which the internal communication can be made more effective and innovative. At the same time, the process of communication that has been discussed in this particular study is not devoid of some of its major drawbacks as well. For this purpose some of the major recommendations have been can be pointed out. These are as follows: Face-to-face interaction at the weekend: Apart from the above mentioned factors, I personally believe that a single interpersonal communication is highly needed at the organization between the operational manager and an individual employee. The manager should create a friendly environment within the organization so that employees do not have to hesitate for sharing any personal view regarding the business goal. In addition, interpersonal communication enhances the inter relation. A good relation between the employees and managers is one of the most effective tools of employee motivation. Employees tend to perform well only when they get motivation and enthusiasm from the business managers. Taking an interview session of good performers of the year: Good performers should always get an appreciation from the organization. I have noticed that motivating the good performers always renders an additional benefit for the organization. In order to motivate the other performers, The Iconic tends to take an effective interview of top three performers. These interviews have been published in the official web page of The Iconic. The employees who are unable to perform well in this particular year get an inspiration by going through this interview. Therefore, this kind of initiative would be able to make a smooth relation and communication between the employers and the employees. Providing necessary training to those people who are underperforming: As per my point of view, employees who are underperforming need a co-operation from the senior managers immensely. Otherwise, they would feel completely de-motivated at the workplace. De-motivation is the major cause of employee turnover. I personally believe that the employees who are underperforming during several years needs to get an effective training so that they can correct their mistakes. Termination due to the incompetency in performance is the major cause communication barrier. Employees feel de-motivated if they are terminated. Therefore, I would like to suggest the business managers of The Iconic to arrange an effective training process for making the inefficient employees more competent and skillful. Arranging group discussion at least once in a week: An effective group discussion amalgamates the people of different culture and background together. People like to share their own point of view regarding a particular issue. After collecting various types of viewpoints, the business managers would be able to take an effective collective decision. Both the employees and the employers would have an equal contribution on decision-making process. 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