Alcoholic abuse Essay Example for Free

Alcoholic abuse Essay The cause of alcohol abuse occurs when one becomes stressed, depressed, or peer pressured. Alcohol abuse is very common in today’s society. Most abusers are blinded to the fact that they are abusing. Abusers take a big risk with their lives when addicted to alcohol. Stress can lead to being an alcohol abuser; when people become stress, they tend to want an addiction to help them. Most people think alcohol is the key for relieving stress. One will want alcohol when being stress over work, family issues, and life. Work is a very stressful environment; one will feel overwhelmed, when dealing with co-workers. People need to settle their differences aside when working together. One will also become stress, when over worked to many hours. The economy today is very low; people now work more than one job, which can be very stressful. Family issues in today’s society have become a struggle in life. Everyone has family issues some have it worse, which can lead to drinking. One will become stress when arguing with a family member. One may also have a genetic gene in alcoholism. One may have grown up with an alcohol abuser. Life in general is stressful, which can lead to alcohol addiction. Most alcohol abusers start drinking little amount each day, which will lead to becoming an alcoholic. One will be stress with school, while holding a job. That will make some people very stress, and vulnerable in drinking alcohol. Depression is a very strong cause of becoming an alcoholic. People become depressed when dealing with relationships, bullying, and financial problems. Relationships will make one very depress. When one cheats on their spouse will lead people to alcohol. When one gets a divorce or splits up that will cause alcohol abusers. Bullying in today’s society has become very brutal. Most teens are being bullied, which will cause depression. Most teens being depress will cause drugs, and alcohol abuse. Being bullied can also lead to death. Financial problems are another common cause to become depress. People in today’s society have become broke, due to the economy. One may become depress by spending money on alcohol, and then one will have no money for other things. Alcohol abusers will become depress, when they have no money for more alcohol. One may become an alcohol abuser, by being peered pressured. In today’s society young teens will get addicted to alcohol. One will get peered pressure at school, parties, and wrong crowd. One may be peered pressure at school to drink alcohol. Teens today are bringing alcohol to school and skipping class and getting drunk. One may also skip school to go and drink alcohol. One may be peered pressure at parties. Most teens go to parties every weekend, and get drunk, which will make one become an alcohol abuser. Students in college in today’s society are looked as a party school. College students have phrat parties and one may become addicted to alcohol, or even worse dead. One may be hanging with the wrong crowds, which can make one have an addiction. People get influence by peers to make bad decisions. One will feel peered pressure by their friends thinking it is ok to drink. Most young teens don’t understand that drinking is dangerous. Alcohol abuse is really bad when a pregnant woman is addicted to alcohol. One may kill their unborn child, or the child can come out with medical problems. Studies have also showed that most people with ADHD will become alcohol abusers. Alcohol is a very serious addiction; one may feel like alcohol is helping them to recover. Alcohol abusers need help, before it gets too late. One needs to realize that there are better ways of coping stress, depression, peered pressure, etc. Alcohol abusers will need support with their family and friends, to overcome their addiction.

A Study On Culture And Nursing

A Study On Culture And Nursing To be able to be provide sufficient nursing care to all, nurses must understand and demonstrate culture respect and awareness. Nurses and all health care professionals must demonstrate cultural competency, cultural sensitivity. The health care system is a cultural diverse area that all health care professionals must utilise and thoroughly understand to be able to provide reliable care to all individuals no matter their race, age, sex and background. Nurses must understand that different cultures have different customs and beliefs and nurses must know how to provide correct nursing care to these different individuals. Culture refers to the cumulative deposit of knowledge, experience, beliefs, values, attitudes, meanings, hierarchies, religion, roles, relations, and possessions acquired by a group of people in the course of generations through individuals and groups. Culture can be a system of knowledge shared by a small or large group of people. A culture can be a is a way of life of a group of people-their behaviours, beliefs, values, and symbols that they accept, generally without thinking about them, and that are passed along by communication and imitation from one generation to the next, this is the way of their life. Today when people move across continents with the help of technology their culture and heritage moves along with them. Almost each and every continent is populated with people from different nations who have diverse traditions and cultures. So knowledge of health traditions and culture plays a vital role in nursing. People from different cultures have a unique view on health and illness. Culture specific care is a essential skill to the all nurses, as Australia continues to consist of many immigrants who have become assimilated into one culture. Cultural diversity is a challenge for community nurses and can present many difficulties in the provision of quality nursing care and in achieving the best possible health care outcomes. (Contemporary Nurse Journal 1992-2010) Gathering accurate information on the cultural diversity of the client group is the key to planning for quality nursing care for culturally diverse clients. By investigating service use and health trends, it may be possible to identify issues relevant to particular language or cultural groups. This may also indicate a need to develop new strategies tailored to certain cultural groups or target interventions to tackle specific health and welfare issues.'(Government Department of Human Services 2006) The responsiveness of an health care professionals to the communities and/or cultural groups it helps can be greatly effected by developing and maintaining a culturally diverse and aware workforce. Employing nurses who speak other languages or have experience and understanding of other cultures can be an important for improving an health organisations awareness and sensitivity to different cultures. Cultural awareness training for staff can raise consciousness of cultural issues more broadly and contribute significantly to improved service delivery. (Government Department of Human Services 2006) To be culturally competent a nurse needs to understand their own cultural and world views and those of the patient, and nurses need to avoided stereotyping to the scientific cultural area. Cultural competence is obtaining cultural information and then applying that knowledge. Cultural awareness allows nurses to see the entire picture and improves the quality of care and health outcomes. Adapting to different cultural beliefs and practices requires flexibility and a respect for others view points. Cultural competence means to really listen to the patient, to find out and learn about the patients beliefs of health and illness. To provide culturally appropriate care we need to know and   to understand culturally influenced health behaviours. (culturediversity.org. 1997-2008) In Australia nurses dont have to travel to far to encounter a lot of cultural differences, such as ethnic customs, traditions and beliefs. To be culturally competent the nurse needs to learn how to mix a little cultural understanding with the nursing care they offer. Perceptions of illness and disease and there causes varies by different cultures, these individual preferences affect the approaches to health care.  Culture also influences how people seek health care and how they behave toward health care providers. How nurses care for patients and how patients respond to this care is greatly influenced by culture. Health care professionals must have the ability and knowledge to communicate and   to understand all health behaviours influenced by culture. Cultural competence requires nurses to have an awareness of the fact that there are many different belief systems.  The beliefs that different cultures may have about health care and sometimes their aversion to it, may be difficult for some nurses to understand but all health care professionals must understand that nurses dont need to understand these beliefs completely, but need to respect and show some understanding and a willingness to learn. Drawbacks to cultural sensitivity can include stereotyping, discrimination, racism, and prejudice.   There may be situations in which some nurses may show a lack of sensitivity without realising it or intending to offend someone. Nurses should never make assumptions about individuals and their beliefs.   Nurses should ask questions about cultural practices in a professional and thoughtful manner if they dont fully understand the culture. Show respect for the patients support group, whether it is family, friends, religious leaders etc. Understanding where men and women fit in the patients culture is necessary, in some cultures, the oldest male is the decision-maker for the rest of the family, even with regards to treatment decisions. All nurses must make an effort to gain the patients trust and develop a rapport. Cultural competence is the ability to provide effective care for clients who come from different cultures. It requires sensitivity and effective communication, both verbally and non-verbally. (nursetogether.edu.au 2009) In conclusion nurses as a whole need to be culturally diverse in the way the provide quality health care. They need to understand that all patients are different and they will all need different nursing care to fit their culture. Nurses need to respect, understand and learn from different people about their different cultures. Nurses must not be racist, discriminatory or show any prejudice to any patient about their culture, just because it isnt the same as the nurses doesnt mean that it is wrong. The Australian Health care system is culturally diverse so all health care professionals need to uphold a high standard of care to all know matter their culture and if cultural awareness and understanding is administered nurses can provide a holistic approach to health care.

Importance of Motivation to Learn

Importance of Motivation to Learn Area of Study: Training Development Motivation to Learn Affects the Relationship between Management’s Role in Training Programs and Job Performance Chapter 1 Introduction Introduction Background of the study (management’s role in training programs based on literature) (discuss training program eg def, traditional, contemporary, significance) (3 pages) The term management is defined as a group of people such as executives and other managers who are primarily responsible for making decisions in the organization. In a non-profit term, management might refer to all or any of the activities of the board, executive director and/ or program directors. Another common traditional view of management is getting things done through other people. Apart from the traditional view, the role of management is to support the employee’s performance and productivity through training and development. In the contemporary view, human resource practitioners suggests that management needs to focus more on leadership skills such as establishing vision and goals, communicating the vision and goals, and guiding others to accomplish them. They also assert that leadership must be more facilitative, participative and empower in how visions and goals are established and carried out (McNamara, 2007). According to the Mintzberg’s Managerial Roles theory, management roles in the organization include interpersonal roles, informational roles and decisional roles. Management role as a leader responsible for the motivation of subordinates and provide training to the employees (Coulter and Robbins, 2005). Traditional autocratic organization with its hierarchical management systems that forces performance out of its employees is outmoded. The modern management encourages the practice of empowerment by letting workers make decisions and inspiring people to boost productivity (Allen, 1998). Nowadays, employee’s performance and productivity are enhanced through motivation and intensive training program. Effective training is a crucial developmental opportunities in attracting and promoting commitment among talented employees (Noe, 2003, cited in Buyens Wouters, 2004). Training programs is defined as a planned learning event in a systematic fashion that focuses on the work environment. From this point of view, the training process can be defined as the systematic acquisition of skills, rules, concepts, or attitudes that result in improved performance in the work environment. There has been a considerable research into the effectiveness of training (Baldwin Ford, 1988). A study conducted by Guerrero and Barraud-Didier (2004) found a significant link between training and organizational performance. (cited in Tzafrir, 2006). There has been a major revolution in the world of training and development starting in the 1980s. Traditional vocational training is no longer effective and it is replaced by competence-based training. The concept of competence includes the element of observable knowledge, skills and understanding to ensure effective performance (Brookes, 1995). When it comes to training, managers play a critical role before and after an employee sign up for a training course (Gittlen, 2001). Several researchers (e. g. Tsui, Pearce, Porter, and Tripoli , 1997) found training was associated with higher levels of employee affective commitment. Managers’ level of involvement in reviewing the training coursework could make a huge difference for the company’s return on its training investment and training transfer. The manager’s role in training includes proactively identifying the strengths and weaknesses of employees, identify suitable training program, design suitable training coursework, develop training benchmarks and evaluate and communicate the outcome of training to the upper management and subordinates (Gittlen, 2001). Managers need to be personally involved in the training of their employees, since the nature and quality of the training directly relates to their effectiveness on the job. Research has been revealed the importance of environmental factor such as management’s role when predicting individual attitudes and behaviours. Supportive management’s roles in training program may contribute to the positive individual attitudes and boost work performance. Employees are left without support, encouragement and motivation when the management is not involved in the training program. This is the problem that most of the organization faces today. Without management support, the training often fails to transfer to improve the trainee’s attitudes and performance (Coates, 2007). Although management plays a significant role in training, the effectiveness of training is estimated to be low because there is little application of training results in actual work practices (Broad Newstrom, 1992; Baldwin Ford, 1988). Further understanding of the relationships between managerial communication and employee’s attitudes and behaviours would be extremely valuable for organizations (Wilkins, 1989). Roberts and O’Reilly (1979, p. 42) propose the need for specificity in investigating communication in organizations by stating that â€Å"theories relevant to communication in organizations cannot be developed until facets of organizational communication are specified and some of their correlates identified†. (as cited in Goris, 2007). In Australia many companies are currently addressing the issue of reward and recognition for employees as part of quality and continuous improvement programs, but there remain no general guidelines or descriptions of such programmes which are readily available (London and Higgot, 1997). Informal rewards such as non-monetary recognition is increasing today as an employee’s motivators. Informal rewards are given less research attention in the management literature and practice (Nelson, 2002). Traditional rewards such as compensation and promotion are becoming less effective to motivate employees to achieve high performance and commitment (Nelson, 2002). As Drucker points out: â€Å"Economic incentives are becoming rights rather than rewards†. Merit raises are usually introduced as rewards for good performance and in no time it will become a right rather than rewards. Merit raises are always introduced as rewards for exceptional performance. In no time at all they become a right. To deny a merit raise or to grant only a small one becomes punishment. The increasing demand for material rewards is rapidly destroying their usefulness as incentives and managerial tools†. Thus, this situation might destroy employees’ learning motivation and transfer of training. Motivation to learn is also one the critical determinant in the training effectiveness (Mathieu et al., 1993; Mathieu and Martineau, 1997; Tannenbaum and Yukl, 1992, as cited in Tsai Tai, 2003). Some past studies suggested motivation to learn played a more determinant role than other individual factors in regard to training performance (Tai, 2006; Cheng Ho, 2001). Post training motivation is also linked to the employee’s behavioural change (Noe, 1986, cited in Shoobridge, n. a.). Noe (1986) assumed that motivation affects trainee’s enthusiasm for training (energising), the direction of participants to learn and master training (directing), and the use of knowledge and skills on the job (maintenance) (cited in Nijman et al., 2006). Goldstein and Ford (2002) propose that trainee factors like readiness and motivation to learn along with work characteristics such as opportunity to practice, organizational climate and supervisor support should be investigated in developing effective training program (as cited in Shoobridge, n. a). Those points emphasize the need for additional research about the role of motivation to learn in the relationship between management’s role and individual attitudes and behaviours. Further research should be conducted to identify and remove the major impediments that prevent the effectiveness of training program. The importance of this study is to elaborate and integrate some of the key factors that can influence the effectiveness of training transfer. This study is also intended to extend previous researches that linked management’s role and individual attitudes and performance. Background of management’s role in training programs in the studied organisation The past 10 years have witnessed the increasing of research literature in the field of training and development. The training literature is characterised by a multidisciplinary (organisational psychology, business and management literatures) approach to training design, practice, research and evaluation (Shoobridge, n.a.). Most of past researches highlight the significant developments in training methodology, evaluation, theory (Salas and Canon-Bowers, 2001) and focused solely on the training instructional methods (Noe, 1986) (cited in Shoobridge, n. a.). Early empirical research studying the effects of individual’s factors (eg trainee ability, personality, and motivation) and work environment on transfer of training is very few (Baldwin and Ford, 1988). Further, past researches focus in defining training program and what it is designed to achieve (Salas, 2001) instead of focusing on the influences of work environment. In the past, training is perceived as an independent event (Salas and Canon-Bowers, 2001; Goldstein, 2002, cited in Shoobridge, n. a.). Traditional training focused on the trainer (Berge et al., 2002). Trainers are expected to demonstrate the link between training and organizational outcomes (Church Waclawski, 2001; Hesketh, 1999), to evaluate training (Warr, Allan Birdi, 1999), and to justify organizational investment in training programs (Baldwin Ford, 1988; Salas Canon-Bowers, 2001; Warr et al, 1999, cited in Shoobridge, n. a.). Gill (1995) analyzed traditional program-driven training and found the role of the training department is to conduct the need analysis and set the goals which are defined as learning outcomes. Recent studies (direct effects model) The fall of the Berlin wall and the opening of the communist bloc to Western capitalism increased the pace of globalization (Berge et al., 2002). Training and development reacted to the reality of globalization with an increased use of system approaches (McLagan, 1996). In recent years, training is perceived as having a strategic focus, as an event that occurs within organizational framework, custom designed to overcome employee’s deficiencies and to meet organizational outcomes (Salas, 2001; Goldstein, 2002). Line managers have the responsibility to conduct needs analysis. The goals of the training programs are defined as business results, are based on performance, and are linked to strategic goals. Organization realized that well-designed training instruction is no longer guarantee performance. Training instruction is just one of many solutions to performance improvement (Berge et al., 2002). Recently, more research has been done to explain individual, attitudinal, and environmental impacts on the transfer process and outcomes where some of them have shown high value relatively (Cheng Ho, 2001). Recent studies also have focused to concerns over the â€Å"transfer of training problem† (Salas, 2001). Researchers have investigated various factors that might influence transfer of knowledge, skills and attitudes. Several researchers proposed both individual and organizational contextual factors as antecedents of learning and transfer of learning (Baldwin Ford, 1988; Colquitt et al., 2000; Mathieu Martineau, 1997). Empirical studies supported the relationship between management roles (e. g. support, communication, training assignment) and transfer of training (e. g job performance). For example, in two early studies made by Rouiller Goldstein (1993) and Tracey et al. (1995), they found that management trainees in supportive workplace were more likely to demonstrate trained behaviours compared to trainees in non-supportive workplace. A thorough review of training prog literature – mediating model State the nature of the problem that motivates you to further explore Consistent with Noe’s (1986) observation, previous research on transfer of training has focused primarily on issues concerning training design. Most of the research is done specifically the appropriateness of various instructional methods. The issues of environmental characteristics such as the transfer climate (managerial support, managerial communication, and managerial rewards) have received less research attention. Despite recognition of the importance of environmental factors, empirical research examining the impact of these factors is very limited (Baldwin Ford, 1988). Thus, the lack of research on work environment motivates the researcher to conduct this line of research. Furthermore, Ripley stressed â€Å"A review of eleven best-selling introductory HRM textbooks from Australia, New Zealand, and the United States indicates that, generally, there is a heavy focus on individual factors and a lack of significant emphasis on the importance of work environment factors in effective training† (Ripley (n. d.), â€Å"Introduction† section, para. 1). The work environment characteristic such as the role of management in training is less emphasized. Work environment impacts individual behaviours in training transfer. Moreover, human resource practitioner and training designer have given less attention to the impact of work environment in training design and implementation. As Ripley (n. d.) states â€Å"Impact of work environment factors is generally not taken into account in discussions of how training programs should be designed and implemented† (Ripley (n. d.), â€Å"Abstract† section, para. 1). It means the issue of work environment characteristics is neglected. He suggested that work environment issues should be taken into account when designing and implementing training program. Thus, this issue motivates the researcher to conduct a research base on work environment factors. In addition, most organization suffers from â€Å"training transfer problem†. Trainees have high motivation to learn following the training. However, the motivation fades away as they return to the workplace. Knowledge, skills and attitudes that they had learned from a training program could not be reinforce in the job. As Allan (2003) states â€Å"My experience with surveys that I have conducted is that the initial enthusiasm quickly wanes once the trainees return to the reality of their workplace† (â€Å"Introduction† section, para. 7). In Australia, companies spend up to five billion dollars in training and development but only 20 percent of expenditure actually giving benefits to the companies (Allan, 2003). While in the United States, it is estimated that organizations spend up to USD 100 billion on training and development annually. However, not more than 10 per cent of the spending results in transfer to the job (Baldwin Ford, 1988). The findings suggest that training transfer problem is a global issue that should be addressed. Noe (1986) suggested that motivation to learn and attitudes are malleable individual difference factors that play a critical role in achieving training effectiveness. Although there is an existence of preliminary support for the relationship between contextual factors and learning outcome (Tracey et al., 1995) and between work environment and training motivation (Tracey et al., 2001), researchers suggests further exploration of the role of motivation in the relationship between contextual or environment factors and various training outcomes. Tracey et al. (2001, pp. 20-21) state: â€Å"Future research should examine the impact of training motivation on other types and levels of effectiveness criteria.† Thus, this research is not only replicate previous studies but also responds to the calls from other researchers to further explore the roles of motivation to learn in the relationship between work environment (management’s role) and employee’s attitudes and performance. Objective of the study 1.4.1 General Objective The general objective of this research is to examine the effect of motivation to learn in the relationship between management’s roles and individual attitudes and behaviours. 1.4.2 Specific Objectives To determine the effect of motivation to learn in the relationship between managerial support and individual job performance To determine the effect of motivation to learn in the relationship between managerial communication and job performance To determine the effect of motivation to learn in the relationship between managerial recognition and job performance Research framework Provide theoretical evidence before drawing a conceptual schema (3 pages) Managerial Support/recognition Job Performance Motivation to Learn/transfer Managerial Communication Assignment method Research hypothesis Provide empirical evidence to support each hypothesis (at least 1 case study/survey for 1 hypothesis) H1: Motivation to learn affects the relationship between managerial support and job performance H2: Motivation to learn affects the relationship between managerial communication and job performance H3: Motivation to learn affects the relationship between managerial recognition and job performance Definitions of term Conceptual definitions of term – language/organisation/hr perspective 1.7.1 Managerial support Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"support† as â€Å"help or encouragement given to somebody or something especially in a difficult situation†. In human resource perspective, managerial support is defined as immediate supervisor provides and facilitates the transfer of employee’s knowledge, skills and attitudes. It is the extent to which supervisors behave in a way that is optimises employees’ use on the job of the knowledge, skills and attitudes gained in training (Nijman, 2004). Managerial support can be in a form of verbal and non verbal cues. Verbal and non verbal cues include encouragement to attend, goal-setting activities, reinforcement activities, and modelling of behaviours (Baumgartel, Reynolds Pathan 1984; Huczynski Lewis, 1980; Maddox, 1987). Operational Definition In this study, managerial support is defined as immediate supervisor gives encouragement to the subordinates to attend training program, goal-setting activities prior and after training program, reinforcement activities to encourage trainees apply newly acquired knowledge, skills and attitudes from training to the actual workplace, and modelling of behaviours as a non verbal cues to encourage trainees to apply knowledge, skills and attitudes. 1.7.2 Managerial communication Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"communication† as an act â€Å"to make one’s ideas, feelings clear to others; to exchange information, news, ideas, etc with somebody†. Communication is both an observable and a changeable supervisory behaviour (Wilkins, 1989). In organization context, Katz and Kahn (1978) provide a comprehensive categorization of the types of communication which take place from supervisor to subordinate. The five types of communication are job instruction, job rationale, procedures and practices, feedback, and indoctrination of goals. The relationship between supervisory communication and subordinate performance and satisfaction among professionals.doc Operational Definition In this study, managerial communication is defined as immediate supervisor communicate the information about the specific training program to subordinates, discussion of what is expected to be learn in the training program, and provides constructive performance feedback to the trainees. 1.7.3 Managerial Recognition Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"informal† as â€Å"not official or not following established procedures†. The word â€Å"recognition† is defined as the act â€Å"to show official appreciation for somebody’s ability or achievements, for example by giving them an award†. Thus, informal recognition means to show appreciation to somebody through unofficial procedures. In organization, recognition is used to show the company appreciates employees’ efforts, their unique gifts and contributions (Gentry, 2007). Tracey describes recognition as â€Å"intangible, non-monetary acknowledgement of outstanding performance in the form of praise, accolades, commendations, appreciations and tributes. It may be formal or informal†. (Gentry, 2007). Operational Definition In this study, managerial recognition refers to manager provides an informal recognition when the trainees are able to practice the newly acquired knowledge, skills and attitudes to the workplace. Informal recognition program by the manager is communicated to all employees before, during and after the training program to motivate the employees. Recognition are such as the manager congratulates subordinate who are able to do a good job, manager writes a personal notes for good performance, manager publicly recognizes employees for good performance, and manager hold a morale-building meeting to celebrate successes. Motivation to Learn Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"motivation† as â€Å"the interest of somebody† or to cause somebody to want to do something. â€Å"Learn† means â€Å"to gain knowledge or skill by study, experience or being taught†. Motivation is typically defined as â€Å"variability in behaviour not attributable to stable individual differences or strong situational coercion† (QuinËÅ"ones, 1997, pp. 182-3). Therefore, it is likely that trainees cannot obtain the full benefits of training without considering training motivation (Tai, 2006). Motivation to learn also influences the willingness of an employee to attend the training (Maurer and Tarulli, 1994; Noe and Wilk, 1993) and affects a trainee’s decision to exert energy toward the training program (Ryman and Biersner, 1975). Operational Definition Motivation to learn is defined as a trainee has a desire and willingness to learn the content of the training program. An employee with high motivation to learn is likely to be able to learn the content of the training program and transfer the knowledge, skills, and attitudes to the workplace. Motivation to Transfer Motivation to transfer can be seen as the trainee’s desire to use what she or he has learned on returning to work. Short and long term training transfer.pdf Job performance Conceptual Definition The Oxford Advanced Learner’s Dictionary defines â€Å"job† as â€Å"a particular piece of work or task†. â€Å"Performance† is â€Å"an action or achievement, considered in relation to how successful it is†. Therefore, job performance is an achievement in the context of profession. In organizational context, job performance is associated with transfer of training. Trainees’ who are able to apply the content of the training to the workplace is likely to perform well. Operational Definition Job performance in this study means the training outcome and the ability of the trainee to apply newly acquired knowledge, skills and attitudes upon returning to the workplace. Significance of the study Significant to theory/body of knowledge Another significance of the study is to provide a better understanding of the factors which would affect the transfer of training. This study could enhance our understanding of the problems underlying the transfer of training. A better understanding about the influence of motivation to learn and management’s role on individual behaviours could lead to improvement and enhancement in training program. Thus, it could promote transfer of training that leads to improvement in job performance. Further, this study could support the relevant theories that support the relationship between management’s role, motivation to learn and individual behaviours. Besides that, the empirical findings of this study could support the previous researches. In fact, most of the theories and researches were developed and made in the context of western countries. More research should be made locally to determine whether or not the theories and findings can be applied in the context of our country. Significant to research methodology Additionally, this study has a significant impact to the research methodology. Empirical findings from literature review, survey questionnaires and in-depth interview could increase the validity and reliability of the study. With increased validity and reliability, errors can be minimized in the data collection procedure. This study could serve as a guideline for future researchers that try to extend in this line of research. Significant to practitioners This study also could assist organizations in designing the appropriate management’s role to maximizing the effectiveness of training transfer. The outcome of the study may serve as guidelines to human resource practitioners to develop a work environment that could motivate workers to improve their attitudes and performance. This study also aims to provide empirical evidence to all human resource practitioners about the effects of motivation to learn in the relationship between management’s role and employee’s attitudes. Besides, this study would ensure the human resource practitioner, training designer, as well as co-worker to realize the importance of management’s role in contributing to the effectiveness of training. The trainer and designer of the training program can improve and identify the weaknesses of the present and future training program with the better understanding of management’s role factors that influence the transfer of training. Research methodology procedure 1.10 References (APA/Havard Style) Chapter 2 Literature Review 2.0 Introduction Chapter 2 covers the literature review about the relevant theories and some of the past empirical researches that have been done on this research line. These theories and past researches will be used to explain about the relationship of the managerial roles, motivation to learn and job performance. 2.1 Conceptual Framework Support (morale and material) Job Performance Communication Feedback/discussion Training Motivation Job Commitment Training Assignment (Mandatory/ Voluntary) Mentoring (formal/informal)(individual/group) Commitment/satisfaction/ethics 2.2 Training Program Defined Early definition of training program is a planned learning experience which is designed to improve an individual’s knowledge, skills and behaviours (Campbell et al., 1970). In later years, training program is defined as a planned effort made by organization to facilitate an employee’s learning of specific knowledge, skills and attitudes to be successful in their job (Goldstein, 1992). Potential factor affect training.pdf 2.3 Role of Training Program Purpose, approaches, significance impact on org and employees A strategic approach to training†¦..training program measurement.pdf Purpose of Training Program The purpose of a training program in organizations is to facilitate employees to learn, grow and cope with the issues that are important to them. Training program also help employees to gain knowledge, skills and attitudes to improve job performance and organization’s effectiveness (Tai, 2006; Treven, 2003; Ibrahim Mamat, 2001). Training involves the changing of employees’ interaction with their co-workers and supervisors (Treven, 2003). Most of training program in organization is developed and provided by trainers, managers, and in-house training consultants. It can also be outsourced to external training providers (Ibrahim Mamat, 2001). Green (1999) argue the main purpose of training is to foster the organization’s common culture, enhance employees’ commitment and attract good quality workers instead of just simply improving employees’ skills. Potential factor affect training.pdf. Training system should be in line with ongoing organizational process while training programs should be in in line with organizational strategic goals (Chen et al., 2007). Potential factor affect training.pdf. Training Delivery Methods Training is delivered in various methods depending on needs analysis. Managers will choose a method based on training objective (DeSimone, Werner Harris, 2002; Ibrahim, 1993). It is important to consider employees’ current level of expertise before managers choose a training method (DeSimone, Werner Harris, 2002). Training methods can be classified into three broad categories such as on-the-job training, classroom training (Robbins Coulter, 2005; Treven, 2003; Ibrahim Mamat, 2001) and self-paced training (DeSimone et al., 2002). On-the-job training (OJT) is the most common training conducted in the workplace (DeSimone, Werner Harris, 2002). Trainees are required to perform the task right after a brief introduction to the task (Robbins Coulter, 2005). OJT have advantages than classroom training because trainees have the opportunity to practice work task (DeSimone, Werner Harris, 2002). Moreover, OJT reduces cost because organization doesn’t have to provide training equipment or trainer (DeSimone, Werner Harris, 2002) and OJT have the ability of integrating job cycle method (Ibrahim Mamat, 2001). Job rotation is defined as a formal and planned training program which allocates employees to perform various jobs in different departments. Trainees are usually supervised by the department supervisor. Job rotation is usually implemented to train employees about the different functional areas, career objectives and interests, (Treven, 2003) International training:training of managers for asgnment abroad.pdf. and getting exposure to variety of tasks (Coulter Robbins, 2005). Job rotation requires trainees to learn more by observing and practicing new skills rather than receiving instruction (DeSimone, Werner Harris, 2002). Coaching is defined as informal and unplanned training and development activities provided by supervisors and peers (Harris, 1997). International training:training of managers for asgnment abroad.pdf. Trainees are working together with senior and experienced workers who provide information and support (Coulter Robbins,†¦.). Coaching should be viewed as supplement rather than substitute to formal training program (Treven, 2003) International training:training of managers for asgnment abroad.pdf. Classroom training method is defined as â€Å"those conducted outside of normal work-setting† (DeSimone, Werner Harris, 2002). Lecture method is the most common classroom training technique. In lecture, an expert in particular subject matter will convey information to the large audience. (DeSimone, Werner Harris, 2002). Lecture is aims to provide understanding to trainees rather than to upgrade skills or change attitudes (Ibrahim Mamat, 2001). Burke and Day (1986) suggest lecture training resulted in positive learning either conducted alone or combination with other methods. Earley (1987) found role playing and lecture methods are equally effective to develop skills among trainees. (as cited in DeSimone, Werner Harris, 2002 ) Experimental methods consist of role play, case studies, and business games and simulations. The most popular experimental training method is role play. A case study is a training method that aims to

Beethoven :: essays research papers

It has been called the greatest audio entity one could ever listen to; a song which can pierce the soul of even the most dedicated music-hater: Beethoven’s Ninth Symphony. Not only has it been designated thus; also, as one of the few truly divinely inspired works, one which most men can only marvel at, as they wallow in their appropriate humility. These creations, however, are definitely not the only aspects of entities beyond the scopes of men; there are far more examples, which are seen every day, but often overlooked. I was walking outside, with this song echoing in the recesses of my mind, on a dismal, overcast day in the Autumnal quarter, a day when where the streets blended with the atmosphere, when one could hardly look up without feeling the singe of the wind against one’s face. To me, these days have always conjured up images of some distant, looming storm, some silent tempest which, if not otherwise distracted will soon wreak mayhem and disaster on my environs. This day had an intense air about it, as do others of its ilk. This is most likely the fault of the storm under which it is shadowed, as though it and its inhabitants are uneasy and harrowed about the imminent predator waiting overhead to pounce. As the sky overhead swam with deeper and deeper shades of gray and hopeless black, the song in my mind was reaching some vocal crescendo in the fourth movement, a better foreteller of the gale I could not imagine. While the winds bullied and tormented the defenseless neighborhood, I started for my house. Unexpectedly, as the crescendo was losing speed, a quiet, pacific violin entered the musical fray in my brain, and the entire mood of the symphony mellowed, the winds themselves pacified, seemingly under Ludwig’s fickle dominion. Thinking the storm had passed, I continued blissfully onward to the meadows which were my destination. Again I was assaulted, this time by a different part of the symphony; not too long after the first chorale. This was the startling and almost fearful, but still uplifting, part in which the female and male vocals collided like two huge tidal waves with the power to splinter a fleet of ships with the German Alle Menschen repeated several times. Upon this onslaught of euphony, I turned from whatever I might have been thinking before, and looked at some violently twisting and rising leaves and other debris, and gazed at the playful heavens, again ominous. Annoyed with Beethoven and the cruel elements, I stood there, unmoving; indecisive, not knowing whether to turn around or pursue my present course, I felt the excited chorale still striking

Essay --

Danielle C. Dillon Europe in the Middle Ages Fall 2013 Final Exam Many things effected society in Medieval Europe, some having a more profound effect than others. Europe in the Middles ages was a time of learning and of cultural growth, but it was also a time of more serious things such as the Black Death. The way Europe coped with these unforeseen challenges, helped shape their society and culture, and we still learn about them today. The Black Death was of significance in Europe, but what exactly was it? The Black Death, also known as the Bubonic Plague was a wide spread infection in Medieval Europe that wiped out one third of the entire population during this time period. This plague affected the Lymph Nodes, where the bacteria found a suitable place to reproduce. How was the black plague spread you may ask? This is where some of the advances made in Europe during the Middle Ages, backfired and actually had a negative effect. It is widely known that the Black Plague was transmitted through rats, but it finds in origins in Asia. Thus the fleas found on these rats, must have come to Europe somehow, for this we look at trade routes. It was very common for markets and fairs to open up with imported goods in Europe, some of these goods coming from Asia, thus traveling salesmen and their merchandise are largely responsible for the transmission of the disease. Another reason this disease was so deadly was the lack of medicine, and knowledge of science. Though there was knowledge of science and medicine in the time, it does not compare to what we know now, including the knowledge of incubation periods. We know now because of modern medicine, that diseases can be transmitted before symptoms show, this was not known in M... ...olarly endeavors, rather than strictly practical ones. Humanists also believed that the entirety of society should be well versed and able to speak articulately. The focus also changed during this time period to the â€Å"here and now† rather than the afterlife. The worth of individuals began to become more important, rather than just their worth in relation to society as a whole. Renaissance Humanism was the first time in history that people began to question authority and the teachings they had learned, it was the first time in history that individual expression was commonly accepted. Medieval Europe was a time of great tragedy (The Black Death) but it was also a time of great advancements in learning and culture. Perhaps one day thousands of years from now, people will read of our advancements and note their profound impact, as we do with Europe in the Middle Ages.

Proofs for God’s Existence Essay

God’s existence can be proven in a multitude of ways. However, several introductory caveats are in order. First, by â€Å"God,† we mean the traditional Christian concept of an all-powerful and wise creator. Second, the project of â€Å"proving† anything is logic or science is nearly impossible. Even the best laid logical plans and the most iron clad arguments can be torn to pieces by a skilled logician. Such a state does not invalidate the proofs in question, just merely that the language of the discipline is such that any logical design can be manipulated and refuted by one who ardently desires it be refuted. What is being dealt with here is that faith in the God of the Christians is not an irrational, â€Å"blind faith,† but one that is eminently reasonable and defensible on metaphysical, logical and scientific grounds. 1. The proof of Aristotle, used by Thomas Aquinas later, is the â€Å"hylomorphic† proof and is very important to medieval thoughts about God and the nature of his existence. The theory centers around the distinction between first, form and matter which, second, corresponds to action and passion, or act and potency. The form of an object is it in act, or developing towards its natural telos, or end. The matter is passive, that which has non being, that which still needs to be developed. But the nature of reality is such that as one rises in knowledge, the form dominates over the matter. Mathematics, for example, is almost purely form, with only a minuscule amount of material stuff. But what is the origin of such things? Only the world of pure form, and hence, pure act, that is, God. God is pure act, pure perfection with no more need for development. It is the form of Forms that renders unchanging knowledge possible. The matter within its formal shell is not nly passive, but accidental, in that it is only the generator of sensations, colors, etc. But such things cannot exist without a substratum (there is no red, without it being a red something), and hence, form is the object of knowledge, not the matter, or the â€Å"accident† of the object. But knowledge only sees form, never matter. Matter might present form in the guise of a sensate object, but logical and mathematics does not work this way, these are separated from matter. Hence, the more universal the knowledge, the less matter. Hence, the ultimately form of knowledge is Pure form, hence God (Owens, 1980: 20-25). 2. Similarly, the proof of St. Augustine from the point of view of unchanging truth. Any such unchanging truth must have a cause. The truths of mathematics or logic never change regardless of time or place, and hence, there must be an entity in existence who could have brought such a world into being. Such an entity must never change or alter its being in any way, and hence, must be perfect (the only need for change is to improve, if no need for change, then there is no need for improvement). Therefore, God exists (Augustine, 1996: 19). 3. In terms of scientific proof, there is the entire question of natural law. The world is held together by a series of laws that never seem to change. They are regular and can be seen throughout nature, from its macro to its micro level. The â€Å"sensate† part of nature, logically, is anterior to the laws that allow it to exist. Hence, the laws of nature had to have come first, and are the form within which the sensate part of nature functions. Hence, an entity must exist that is capable of creating natural laws within which all created being can function in a regular and logical manner. Only God can be the cause of such things (Copleston, . 2006, 518). 4. The Russian philosopher Vladimir Solovyev uses the critique of nominalism to prove the existence of God in his Lectures on Godmanhood. First, the idea of empiricism is faulty since no real individuals exist (only God has this quality, but this is putting the cart before the horse). The objects seen in daily experience are themselves not particulars, but universals, ultimately reducible to pulses of energy. Force is the ultimate reality of being in terms of metaphysics. Hence, the empirical approach to the world is arbitrary, since the particulars we take for granted are in fact huge and complex collections of force and energy that appear to the senses as colors, sounds, textures, etc. Hence, energy is the source of being, and hence, retain the ontological status as universals. But this can not be sufficient, since the universal nature of forces must be accounted for. And this accounting can only be an entity powerful enough to have first created these forces that ultimately would register in human senses as objects, seemingly solid and singular, but in truth, complex and made up of universals (and in fact, representing universals in themselves). But this ultimately spiritual reality must have an equally spiritual cause, that is God. In other words, as the empirical qualities of objects exist only in the mind, the ultimate reality of the world is to be found in universals, and hence, the world of spirit. But all spiritual objects must have a cause that is equally creative and powerful (Solovyev, 1948: 60-63). 5. Spinoza’s concept of God is slightly different from the Christian view, but not entirely dissimilar. Spinoza argues for a single entity, Substance, that is the ultimate basis for all sensate objects. Substance is God, the ultimate basis (avoiding the word â€Å"cause† here) for all change and movement. Logically, there is only one ultimate Substance since there is no real reason for positing and more than one entity that, itself, can survive all change, but is not available to the senses. Spinoza’s Substance is not something that can be apprehended by senses, but only by the mind, and hence, is a spiritual being. While many writers have broken their backs trying to hold that nature is God for Spinoza, there is no reason to hold this: God is what is behind nature and is the ultimate basis for all being. Spinoza is not a pantheist, as nearly all commentators hold. Spinoza held that all change needs a basis, something that does not change. That which we see as changing is the modes of existence, the sensate objects in space and time (or mind and body). All of these sensate things can be reduced to that which is extended and that which is mental, ultimately one thing seen from two different points of view. But these two are merely two available modes for human comprehension of an infinite object that never changes, but is at the root of change, its basis, and that is Substance, or God, an infinite being who lies at the root of all change and the laws that govern change. It itself, does not change, but contains infinite attributes that only appear incompletely to human beings under two attributes only. Spinoza does not hold that there needs to be a cause of all things, but he does hold that there needs to be a basis of all things, that this is God (Della Rocca, 2008, 42-48) 6. The last proof or vision of God is to be found in Apostolos Makrakis, the little known 19th century Greek metaphysician. He was a Christian rationalist who held that Descartes butchered his own method. Makrakis holds that one can begin with Descartes ontological doubt. But the conclusion to this doubt, cogito ergo sum, is an arbitrary end point. When I engage in methodological doubt, I come up with several conclusions: first, the doubter exists, second, that the doubter is not the cause of his own existence, and third, that God exists necessarily. All of this derives from the single act of cognition: it is the true unpacking of the cogito. Since if the cogito is true, than the other propositions are equally true at the same time, known intuitively. Since the cogito is not self-created, then the outside world and God must exist necessarily in the same act of cognition as the original cogito. If one must strip away the outside world in order to reach the cogito, than the outside world is real, since in removing it, one reaches the truth of existence. The outside world cannot be a phantom then, if the doubter is not self-created. Something needed to have created and sustained the doubter, and this is as certain as the cogito itself. But since that outside world itself is not self-created (in other words, that the outside world does not know itself through itself, but through another), than God necessarily exists, and again, as true as the cogito itself. Hence, the cogito really says: I exist, the outside world exists, God exists, all at the same time all in the same act of cognition since the cogito itself implies it (Makrakis, 1956, 42-43). Again, none of these proofs are final, but the same can be said for all logic and science. But these do who that reason assents to the existence of God as infinite and all powerful. Spinoza’s approach is the most interesting, since it is compatible with mechanistic science, but holds that such science necessarily needs a basis for action, and this is Substance. The argument #3 above is also very difficult to refute, since one cannot hold to an ordered universe without holding to natural law, and if that, than the cause of natural law itself. If that is denied, then one is in the unenviable position of trying to argue that the material objects of nature can and did exist without a law to govern their actions. Hence, evolution is impossible. Natural laws (and a lawgiver) had to be before the actual sensate part of creation. But this, in an odd way, is very similar to the argument of Spinoza. It seems that science itself cannot function without recognizing natural law and it’s a priori existence with respect to the objects of science themselves. Bibliography: Owens, Joseph (1980) Thomas Aquinas on the Existence of God. SUNY Press Augustine (1996) â€Å"On The Free Choice of the Will† Readings in Medieval Philosophy. Ed. Andrew Schoedinger. Oxford. 3-24 Copleston, Frederick (2006) History of Philosophy: Medieval Philosophy. Continuum International. Solovyev, Vladimir (1948) Lectures on Godmanhood. Lindisfarne Press (this is sometimes called Lectures on Divine Humanity) Della Rocca, Michael (2008) Spinoza. Taylor and Francis Makrakis, Apostolos (1956) â€Å"The Tree of Life. † in Foundations of Philosophy. Chicago, OCES. 1-104

Social Problems Essay

The family is a social institution that has been underestimated and placed in a box for generations. In America, television and media has portrayed the â€Å"typical† family to be a Caucasian bread winning father, homemaker wife, and there 2 kids all living under one roof. But according to Eitzner’s book â€Å"Social Problems†, the actualization of how a family looks under one roof is based on economic conditions, and the typical family portrait never applied to immigrants and racial minorities because these people were denied equal opportunities to earn a family wage, and denied support of such grants as the GI Bill.Extended families as well as extended households grew in the light of immigration and socioeconomic reform. Now there is no longer a single culturally dominant family pattern. The idea of family has to be reconstituted frequently to relate to ever changing personal and occupational circumstances. Some of the social problems that the family institutio n is dealing with are gay marriages, multi-generational households, and teenage pregnancy. In this essay, I will briefly discuss each problem, but also I will develop a program for change.The collective variety of the family in the U. S. has led researchers to study if and how different family systems are linked with different groups of people who then may experience different results. Research has found that not all racial groups participate in each family type equally, thus not all family forms are equally available to all people Intellectuals have also found that each type of family (e. g. , married with kids, married with no kids, single-parent with young children, etc. ) is associated with different economic, child, and health outcomes.This may be a stereotype but researchers say that children who grow up with only one of their parents â€Å"are more likely to drop out of high school, to become teenage and single mothers, and to have trouble finding and keeping a steady job in young adulthood, even after adjusting for differences in parents' socioeconomic background (McLanahan & Sandefur, 1994). I will now discuss each of my topics further. Gay marriage is a hot topic right now in America because there are a lot of states deciding whether to legalize homosexual marriages.The debate over legalizing gay marriages is to do with religion; it's against everything that it says about marriage in the Bible. But it also goes against everything that we are familiar with when it comes to marriage (husband and bride). It is a hot debate as many already know, but, there are far worse things happening in the world today such as Catholic Priest molesting innocent children. The solution, in my opinion, is for gay people to be accorded all the civil rights and social benefits heterosexual people enjoy, without regard for popular sentiment or other people's religious beliefs.The decline of the traditional family nucleus should only prove that option was only for a few. I have to admit that I come from that type of nucleus. My dad worked and my mom stayed home with me and my sister. Times were very different in the 1970’s and 1980’s. The economy to day is teaching families how to adjust to new trends and new ways of living. We should appreciate the new forms of family and community that are occurring. Since the onset of the financial crisis there has been an increase in the number of multi-generational families.It’s the new normal. Younger adults live with their parents into their 30’s now and approximately 50 million Americans are in multigenerational households, that’s a 10% increase from 2007. Economic circumstances, as well as other cultural factors, have no doubt influenced families to start incorporating widowed grandparents, unemployed in-laws and adult children back into a common home. Life on life’s terms has incorporated the return of extended family formations. Another reason for extended families is the current epidemic of teenage pregnancies.And while the teenage mother is affected by the circumstance, this issue affects the entire family. Issues of trust, financial stress, and decision making are all factors involved. Some research suggests that women who have children at an early age are no worse off than similar women who wait to have children. According to this research, many of the disadvantages set up for young mothers are related to their own lack of everything during upbringing. This research suggests that it would be unwise to relate all of the problems faced by teen mothers to their youth.But the truth is that other research proves that teen mothers are less likely to finish high school, less likely to ever marry, and more likely to have additional children outside marriage. Thus, an early birth is not just a marker of preexisting problems but it may prove to be a barrier to successive upward mobility. I have seen success stories with teenage girls who choose to k eep their children. But even if married, these women face much higher rates of poverty and dependence on government assistance than those decide to wait.And early marriages are much more likely to end in divorce. So marriage, while it may be helpful in establishing the family nucleus that is so longed for in Western civilization, is no verified solution. Now I would like to discuss my idea on a program for change in the family. Social inequality will continue to exist without bold action. We need to empower families to take charge of their lives and shift perception of people to understand that families that come from an unconventional family nucleus are still valued citizens.Government, business, community, education are all sectors that can benefit from an improvement in circumstance of the institution of family. What is needed is a re-invigoration of the â€Å"family movement† to works towards building stronger, more inclusive communities. Remember that united we stand, an d divided we fall. One major setback for America is the division in every aspect, be it race, social class, gender. I don’t want to say I am a communist, but I do understand how a communist society may be the best to incorporate equality for all.