Group Motivation free essay sample

This chapter has talked about how to get people motivated and what it takes to meet the member’s needs. â€Å"Group motivation provides the inspiration, incentives, and reasons that move group members to work together to achieve a common goal† (Engleberg amp; Wynn, 2010, p. 138). Engleberg and Wynn (2010) stated, â€Å"Without motivation, we may know what we need to do and even how to do it, but we lack the will and energy to do it† (p. 138). Some members may not have high achievement needs; instead, they focus on meeting the needs of others. Many people work in groups for several reasons. Maslow’s Hierarchy of Needs (Engleberg amp; Wynn, 2010) there are two categories of needs: satisfiers and motivators. The satisfiers are people whom like to give people material things; however, the motivators are a good essential to the group more so than the satisfiers. These categories are broken down into eight personality types. We will write a custom essay sample on Group Motivation or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page Some of these can be both positive and negative influences in group motivation. The extrovert personality encourages interaction and provides frequent feedback† (Engleberg amp; Wynn, 2010, p. 142). Engleberg and Wynn (2010), â€Å"intuitive personality encourages creativity, visioning and brainstorming within the group that will help the members to be better prepared and present a better product†. According to Engleberg and Wynn (2010), the feeler strategies include discussing impact of decisions and how they affect others, as well as, encouraging cooperation and harmony, also the judger provides agendas and set realistic deadlines while setting standards and expectations of the group. The thinker strategies for motivation are to encourage the decision making. The thinker’s personality could be both positive and negative. All these personalities combined will make a group strong, keep the members grounded and focused, aid in group decision making and help settle conflict with discussion rather the arguments. Also, these personalities contribute to positive team cohesion forming a tight bond, sense of responsibility and group unity. The negative personality types are introvert, sensor and sometimes the thinker. The introvert personality believes the group does not use their time wisely. The sensor believes that groups can be easily distracted and lose focus on the task at hand. The perceiver personality type is similar to the sensor personality but is also different. Perceivers believe that people in groups procrastinate and rush the task at hand last minute resulting in failure. These personalities are more negative than positive and could cause conflict, disagreements, and division between group members causing the group cohesion to deter. Cohesion affects groups in both positive and negative ways. Some groups may share common views and agree on a specific topic, but most group members share different views and have to come up with a way to agree to disagree. As a result, groups could become divided into counterparts or smaller groups due to disagreements and conflict. This is where maintenance roles come into play are needed to settle the situation. The harmonizer of the group will help the resolve conflict while the observer tries to express everyone’s point of view so that everyone understands. The compromiser would get everyone to agree to disagree to settle conflicts while the gatekeeper would try to get the silent person to speak out which may settle everything. Group maintenance roles are important and help keep team cohesion positive. The different roles will assist groups in settling conflict, motivating one another lend a helping hand when needed and keep the lines of communication open amongst group members. In conclusion, group motivation is a good asset for working in groups. The first reason would be because it helps the team member work better together. It is easier to get the assignments done. As a group people need to have a sense of the following thing so that they can feel that they belong in a group, a sense of meaningfulness of choice and be competence of the thing they are doing for the group and making progress knowing that as a group you are getting something accomplished. In addition, you should get feedback from your other group member good or bad as a member of this group. The group should always encourage its member to do better and perform at the very top of their ability to be number one because the rewards are great at the end for the group.

The Study of Suicide by Emile Durkheim

The Study of Suicide by Emile Durkheim Le Suicide  by founding sociologist Émile Durkheim is a classic text in sociology that is widely taught to psychology students. Published in 1897, the book was the first to present a sociological study of suicide, and its conclusion that suicide can have origins in social causes rather than just being due to individual temperament, was groundbreaking at the time. Key Takeaways: Social Integration and Suicide Durkheim concluded that the more socially integrate and connected a person is, the less likely he or she is to commit suicide. As social integration decreases, people are more likely to commit suicide. Overview of Durkheim's Text Suicide offers an examination of how suicide rates at the time differed by religion. Specifically, Durkheim analyzed differences between Protestants and Catholics. He found a lower rate of suicide among Catholics and theorized that this was due to stronger forms of social control and cohesion among them than among Protestants. Demographics of Suicide: Study Findings Additionally, Durkheim found that suicide was less common among women than men, more common among single people than among those who are romantically partnered, and less common among those who have children. Further, he found that soldiers commit suicide more often than civilians and that curiously, rates of suicide are higher during peacetime than they are during wars. Correlation vs. Causation: Suicides Driving Forces Based on his gleanings from data, Durkheim argued that suicide can be a result not only of psychological or emotional factors but of social factors as well. Durkheim reasoned that social integration, in particular, is a factor. The more socially integrated a person is- connected to society, possessing of a feeling of general belonging and a sense that life makes sense within the social context- the less likely he or she is to commit suicide. As social integration decreases, people are more likely to commit suicide. Durkheims Typology of Suicide Durkheim developed a theoretical typology of suicide to explain the differing effects of social factors and how they might lead to suicide: Anomic suicide is an extreme response by a person who experiences anomie,  a sense of disconnection from society and a feeling of not belonging resulting from weakened social cohesion. Anomie occurs during periods of serious social, economic, or political upheaval, which result in quick and extreme changes to society and everyday life. In such circumstances, a person might feel so confused and disconnected that they choose to commit suicide.​Altruistic suicide is often a result of excessive regulation of individuals by social forces such that a person may be moved to kill themselves for the benefit of a cause or for society at large. An example is someone who commits suicide for the sake of a religious or political cause, such as the infamous Japanese Kamikaze pilots of World War II, or the hijackers that crashed the airplanes into the World Trade Center, the Pentagon, and a field in Pennsylvania in 2001. In such social circumstances, people are so strongly integrated into s ocial expectations and society itself that they will kill themselves in an effort to achieve collective goals. Egoistic suicide  is a profound response executed by people who feel totally detached from society. Ordinarily, people are integrated into society by work roles, ties to family and community, and other social bonds. When these bonds are weakened through retirement or loss of family and friends, the likelihood of egoistic suicide increases. Elderly people, who suffer these losses most profoundly, are highly susceptible to egoistic suicide.Fatalistic suicide  occurs under conditions of extreme social regulation resulting in oppressive conditions and a denial of the self and of agency. In such a situation a person may elect to die rather than continue enduring the oppressive conditions, such as the case of suicide among prisoners.

A research that works on the education system to develop it as much as Paper

A that works on the education system to develop it as much as possible - Research Paper Example 1).† Researchers assert that the implication of the use of technology in moderating education by applying heuristics evaluation of mobile services in Saudi Arabia merit further investigation. 2. Gogu, E., Muresan, M., & Turdean, M. (2012). Academic Excellence through Research and Development of Higher Education Institutions at Domestic and International Level, Romanian Statistical Review Supplement, Romanian Statistical Review, vol. 60(2), pages 135-140. Saudi Arabia have made a priority to establish world-class universities for academic excellence like Aisan countries. Saudi King Abdullah has allocated $ 10 billion for the new Science and Technology University like how U.S., China, European Union and Japan invested much on technology to improve education. 3. Hepbasli, A.& Alsuhaibani, Z. (2011). A key review on present status and future directions of solar energy studies and applications in Saudi Arabia. Renewable and Sustainable Energy Reviews, Elsevier, vol. 15(9), pages 5021-5050. The study on renewable energy in Saudi Arabia is relevant in exploiting renewable solar energy. Technology has been utilized to understand the development of solar-powered hydrogen-generation plant and in evaluating available sustainable energy for energy policy formulation. It included review of â€Å"solar radiation correlations, exergetic solar radiation, solar collectors, solar photovoltaic (PV) systems, solar stills, solar-powered irrigation, solar energy-related greenhouses, solar hydrogen, solar water desalination and solar energy education (p. 1)† The use of technology therefore is more apt in understanding the complexity of realities that are being subjected for classroom interaction and researchers. 4. Al-Zoubi, S., Al-Faqeeh, M. & Rahman, M.B. E. (2013). An Evaluation of Special Education Program in Saudi Universities According To National Standards,"

Compares and contrasts formative, summative, and confirmative Research Paper

Compares and contrasts formative, summative, and confirmative evaluation in the instructional design process - Research Paper Example Here, the clarity, impact and feasibility of the message and the instruction are determined. In the small group evaluation, the entire group is handed similar feedback based on grouped outcome of the successes or difficulties. This effectively addresses the instruction rather than the learners. In the field trial evaluation, the instructor uses the design and course materials already modified twice to present a full-scale instructional session. Challenges with formative evaluation are often found in feasibility matters. Students’ capabilities, instructional environment and medium greatly impact the outcome of the stage. The motivation, independence and maturity of individual students will determine the required time to complete the stage (Smaldino, Rusell & Heinrich, 2005). Summative evaluation is beneficial because it is possible to develop consistent, standardized sets of information on each learner. It also creates a justification for wide-scale decision making in education programs. Summative evaluation uses two phases to assess the worth or merit of a program. The inclusion of external evaluators is beneficial because it adds value to the evaluation and design of the learning process and materials. In the expert judgment phase, feasibility, content, design and congruence analysis are examined. In the field trial phase, outcome and management analysis are examined. It further looks at the impact on the students, job and organization. Essentially, the performance of the group in relation to the set objective is analyzed by the instructional designer in various ways (Gagne, Wager & Keller, 2005). Organizational resources and needs are aligned with the program through congruence analysis; goals are identified through content analysis; sufficiency of modules of instructional strategies is evaluated through design analysis; and feasibility analysis is in relation to the materials’ utility. Summative evaluation is challenged when it comes to balanci ng process and product measures and preventing backwards implication; anticipating the scope of positive and negative consequences of using results of summative assessment; attending to both non-cognitive and affective features of flourishing academic programs; and the information’s timeliness (Gagne, Wager & Keller, 2005). In confirmative evaluation, there is a follow up of the students after they are out of the program. It is beneficial because instructors get to know their competitive levels and how well they are making use of the knowledge and information they gain from their programs. This is a marriage of the other evaluations and programs in continuous improvement. Unlike the other kinds used at the designing and learning levels, confirmative evaluation comes months after implementation of the program (Morrison, Ross & Kemp, 2004). Endurance of outcomes, efficiency and return on investments are tested. However, the challenge is that the evaluators and students are forc ed to commit themselves to the full scope of evaluation. Identifying and including all the stakeholders, especially decision makers and activity planners, is also a problem. Question Two Formative assessment is an ongoing measurement in educational preparation aiming at the improvement of student learning. It provides information crucial in the monitoring of an individual’

The March on Washington Essay Example for Free

The March on Washington Essay The March on Washington for Jobs and Freedom occurred in Washington D.C on the 28th of August, 1963. Attended by some 250,000 people, it was the largest demonstration ever seen in the nation’s capital, and one of the first to have extensive television coverage.( Source 3) The march started because of employment discrimination against African-Americans who were forced into lower paying positions, Labor leaders and elder statesmen’s of the civil rights movement A. Philip Randolph and Bayard Rustin had initially planned a march in 1941. Directors of the Major Civil Rights Organization went to work on behalf of the proposed legislation. In the political sense, the march was organized by coalition of organizations and their leaders including: Randolph who was chosen as the titular head of the march, James Farmer (president of the Congress of Racial Equality ), John Lewis ( chairman of the Student Nonviolent Coordinating Committee) , Martin Luther King, Jr. (president of the Southern Christian Leadership Conference), Roy Wilkins (president of the NAACP), Whitney Young (president of the National Urban League). ( Source 3) They determined that the most efficient strategy would be a public show of support in the nation’s capital. In the spring of 1963, Randolph revived his proposal on the march. The â€Å"March for Jobs and Freedom,† as it was called, demanded desegregation of public facilities, as end to discrimination and employment, decent housing, and education, and the right to vote. The march won endorsement of every major civil rights organization. ( Englebert Pg 80) However, the plan had one flaw, and President Kennedy addressed it. President Kennedy requested thirty civil rights leaders for a conference at the White House, and tried to persuade them out of the march, because Kennedy thought the march would harm the  chances of passage of his civil rights bill; he also feared that the demonstration could turn brutal. Since there were already African-Americans holding demonstrations across America, he responded to President Kennedy by saying this â€Å"If they are bound to be in the streets in any case,† said Randolph, â€Å" is it not better that they be led by organizations decided to civil rights and disciplined by struggle rather than leave them to other leaders who care neither about civil rights nor about nonviolence?† A. Philip Randolph ( Engleberts Pg 80) Even though President Kennedy was still undecided about their plan of a national march, President Kennedy commanded officials of administration to support the March organizers. The march started at the Washington Monument and finished at the Lincoln Memorial with a program of music and speakers. The march unsuccessfully started on time because the leaders were meeting with the members of Congress. By surprise to the leaders, the assembled group started to march from the Washington Monument to the Lincoln Memorial without them. The 1963 March also spurred anniversary marches that occur every five years, with the 20th and 25th being some of the most well known. The 25th Anniversary theme was â€Å"We Still have a Dream†¦Jobs*Peace*Freedom.† ( Source 2) BIBLIOGRAPHY 1. Englebert, Phillis, American civil rights almanac- Volume 1. 1999, Boston. 2.http://en.wikipedia.org/wiki/March_on_Washington_for_Jobs_and_Freedom 3.http://www.infoplease.com/spot/marchonwashington.html 4. http://uquoted.com/the-march-on-washington-affirmed-our-values-as-a-people-equality-and-opportunity-for-all-forty-one-years-ago-during-a-time-of-segregation-these-were-an-ideal/

Epistemological Development Essay -- Religion, Bible, Truth

Everything in education is impacted by the perspective of a biblical worldview because educating a child is teaching them to know and find truth. According to Knight, â€Å"Much truth exists outside of the Bible, but no truth exists outside the metaphysical framework of the Bible.† (2006, p. 226). The concepts of the Bible are used to give a unifying foundation for all subjects taught. The Bible also becomes the integration point. All content knowledge is contextually interpreted with the Bible because God is the source of all truth and the one who unifies all truth in Himself. The Bible can be compared to leaven that permeates all subjects. This gives all subjects significance and all subjects then give significance to a child’s life. Therefore, teaching from a biblical worldview provides an epistemological, interpretive framework that adds meaning to otherwise insignificant details. It becomes the focal point that unifies our curriculum. As Augustine states, we must seek to integrate our faith with learning because â€Å"Faith is understanding’s step and understanding is faith’s reward.† (Holmes, 2008, p. 27). Several quantitative studies have examined the worldview of students using worldview surveys such as Nehemiah Institute’s PEERS (2003). Fyock (2008) in his dissertation on the effect of an instructor’s biblical worldview gave high school seniors the PEERS survey before and after instruction from a teacher with a biblical worldview. While this was an excellent measurement tool for worldview assessment, it is not oriented toward epistemology, so would not be adequate for this research. Postmodernism It is important to understand the postmodern worldview because its conception of truth is contrary to that found in a bib... ...reasoning will be used to understand and evaluate their internal motivations and bring greater consistency to their underlining suppositions. The individual may develop to the point of self-authoring their worldview, by using self reflection and meta cognition to examine their worldview, and each of its components, in the light of their philosophical or theological beliefs. In this context, self-authoring does not imply the individual authors their own salvation or their own truth regarding salvation. Rather, they discover truth for themselves through a process of critically examining their worldview and comparing it to the worldview discovered in the Bible, the source of ultimate Truth. As an individual develops through worldview formation stages different methods of acquiring and confirming their concept of truth will be important (Mansfield & Clinchy, 2002).

Helping the Needy Essay

Remember those precious moments of sitting around and trying to comfort; hearing the soothing, slow, and experienced voices. It is time consuming to sit and hear such stories, but a smile spills acrossed your face as you listen to their never ending stories, sometimes it is the same story that you heard yesterday or an hour ago. Each time you attempt to talk your words are abruptly cut off and the story continues. Some are filled with wisdom others too delirious to take serious. With time, listening and helping them, a bond of friendship is made. The days seem to go by fast and your friendship becomes stronger as you spend each day serving these types of people, and sharing experience with them as well. In one day it all comes to an end, they are no longer there to be assisted. Life appears to be like that in the every average day at the Avalon Care center. In a training session from Avalon Care Center Annie Wayment became a qualified Certified Nursing Assistant to help others as they make an end to the journey in their lives. Depending on the state where you are at, the training course to become such a person can take six to eight weeks. Where you are trained to up lift people. What will you do, â€Å"working closely with patients, you are responsible for basic care services such as bathing, grooming and feeding patients, assisting nurses with medical equipment, and checking patient vital signs. CNAs give patients important social and emotional support and also provide vital information on patient conditions to nurses. † For Annie the training was a long, hard jammed packed four weeks. She stated, â€Å"I almost died (Annie Wayment, personal communication, May, 22, 2013). In the course there are plenty of hands on experience and memorization. Then after passing all tests and training satisfaction you are qualified to assist people. She takes Avalon’s statement to heart â€Å"we embrace a reverence for life, and a heart for healing. † After going all through this and then actual helping people Annie continues with an energy that most people do when they are doing what they enjoy. While on a high school job shadow Annie was introduced to the field of helping and then made the decision that was her future job, helping someone. She began her work at Avalon Care Center aiding those who can on loner help themselves. Confused like most people in their first job experience she floated about for a couple of weeks but slowly understood her role. Distressed, frustrated, and irritated to not be able to do what they use to do all their lives this group accepts help from others. They tell them of their problems, and their long life experiences. They don’t only need physical assistance but also mentally. Being a good listener, with a caring heart is part of the job. Though Annie cannot see herself doing this particular work all her life she still goes about with a smile on her face enjoying every minute. Those moments of doing all you can, and then seeing a face of gratitude for what you have done gives you that extra step to do another good deed. A swelling of an inexplicable satisfaction fills you up. Working in this nursing home Annie has gained many new friends. They share all their joyous moments with her and she helps them through their moments of pain and frustration. As time goes on she becomes more than just a friend to these people with all the time she has spent with them. â€Å"When working in a nursing home, as an aide, you spend 1/3 of your day with these residents and you become part of their families (Annie Wayment, personal communication, May, 22, 2013). † Even at times when she thinks she is aiding someone she receives help in return from these this time worn people. A piece of advice here and there and a phrase that sticks in your mind. They just seem to grow on you as the time passes and an inner connection is made with them. She recalls one of the many residents of the caring center in which she helped. The elderly woman was sick for some time. She knew how the woman wanted her room to be organized and helped her daily. The woman got better and was later discharged from the care center. They kept in contact even afterwards. The job like most other jobs also has its down side. After spending quality time in helping, listening, and strengthening people and being strengthened by them, it all seems to be lost in a moment. Sometimes the question of why is asked in most of these circumstances. This woman who Annie kept in contact with became sick again and was hospitalized. She was informed that she would be returning back to the care center back under her care. Excited to see again her room was prepared and fixed up the way the patient liked it. Later on Annie was told that she would no longer be coming. In most incidents Annie has to be the one who needs to get over her grief first and fast. After the passing of those who she has helped she then needs to face the family of the person who she lost, but she is happy for having the knowledge that the church has given her about life. She understands the purpose of why we are here and gives yet another comforting hand to the families of those who have passed on. With the knowledge of the gospel she can comfort and ease the pain of the family members that do not have this knowledge. Hard at times and good at others this is what Annie Wayment does. The good seems to outweigh the bad and she continues on her way of assisting others who are in need. It is what she finds the most enjoyable thing to do.