Feng Shui in the Home Essay Example for Free

Feng Shui in the Home Essay Feng Shui, as a part of the Chinese culture, is considered an art and a science of how the chi or energies that exist in spaces of nature are to be placed or positioned in order to nurture productivity and the flow of positive forces that influence the quality of life of human beings. Feng Shui, which literally means â€Å"wind† and â€Å"water† in the Chinese language, looks at all the features of the earth as constituting one of the five elements – earth, fire, water, metal, and wood. Moreover, Feng Shui follows the traditional principle of the Yin and Yang which suggests two opposite aspects of life that are complementary to each other which sustains the flow of balance in the world and in life. (Allen) Feng Shui is put into practice through the positioning or ordering of objects or things in spaces or dwellings as a means of facilitating the flow of positivity and harmony through the guidance or assistance of a Compass specially designed for the purpose and the Bagua. (Tchi) These concepts – the chi, the five elements, Yin and Yang, the Compass, the Bagua – and more will be explored in the remainder of this discussion. In Ancient China, dynasties or political parties applied the principles of Feng Shui in order to make decisions that positively affect harvests, wealth and the economy, the endurance of dynasties and political parties, and such. During that time, the art and science of Feng Shui was practiced by only selected educated individuals such as â€Å"scientists, architects, astronomers, and land surveyors† (Stohn, 1). They were expected to apply Feng Shui principles by applying their sound judgments and reasoning guided by plans and estimates influenced by astrological signs and patterns. For instance, individuals who put the Feng Shui into practice may utilize the Compass or the â€Å"loopan† in order to determine areas that bring positive and negative energies to human beings who occupy particular spaces or rooms inside a house or a building. The use of the Compass is guided by the positions of heavenly bodies, such as the earth, the sun, and the planets in the solar system. (Stohn, 2-3) The chi energy, or a life force that is known to be part of all the things and man, is the basis for the success of Feng Shui. According to Feng Shui principles, the chi should be placed in particular positions that will establish a flow of energy from all the elements surrounding man and himself in order to produce positive forces that contribute constructive and positive impacts to life. The role of interior designing in realizing the goals and objectives of Feng Shui is the practice of designing the internal components of spaces or dwellings in order to facilitate the continuous flow of chi or energy. According to Feng Shui principles disharmony and negative energy exists when there are barriers in the surroundings that disrupt the flow of chi or energy. Basing it on the five elements – that is earth, fire, water, metal, and wood – barriers that cause disruptions are caused by the misplacement of interior components of spaces of dwellings violating the concepts of the â€Å"Cycle of Creation,† â€Å"Cycle of Reduction,† and â€Å"Cycle of Control or Domination. † (Stohn, 6-10) These three cycles explain how the five elements affect each other, establishing the basis of how things in the surroundings should be placed in order to ensure that these objects or things, which all belong to one of the five elements are arranged in order to foster the harmony between them and not the opposing features that each element possess against other elements. For instance, the â€Å"Cycle of Creation† discusses how each element gives birth to the other, such that fire is born out of wood, the ashes that come after the fire becomes part of the earth, some parts of the earth constitutes ores that are considered as metals, through the process of condensation, metals become water which nourishes the life of wood. On the other hand, the â€Å"Cycle of Reduction† and the â€Å"Cycle of Control or Domination† similarly discusses how one element cancels out the other, such as the water that relieves fire, and such. (Stohn, 10-11) Interior designing in this case, considers the make or the composition of interior components of the home according to the five elements, and how they are arranged in order to follow the â€Å"Cycle of Creation† which facilitates the continuous flow of chi or positive energy. Another way by which the Feng Shui is put into practice through interior designing is by the utilization of the Bagua. The Bagua is considered as a map of energy which directs interior designing into ensuring that the interior components of a space or dwelling coordinates the nine essential principles that brings about harmony and positivity within it. Interior designing through the use of the Bagua necessitates the consideration of the four directions – North, South, East, and West – and how the nine areas – courage, stillness, joy, receptivity, synchronicity, integrity, strength, gratitude, and connection – are inclusive in each designated position inside spaces. (Stohn, 11-15) Some popular examples of interior designing techniques and practices that follow the principle of Feng Shui include the designation of areas that pertain to directions following the five elements in the surroundings. For instance, the North direction is designated to cover the area of career and business. The North is supposed to be a door or an entry way inside the home which signifies the entry of good career and the development of business. In order to sustain the flow of positive energy in the North direction to foster one’s career and business, this area or space should be free from clutter or dirt. It should always be clean and decorated with new and shiny things or objects. According to Feng Shui, the North direction is also designated to the element of water. Therefore, it is ideal to place fountains, aquariums or fish tanks, or other decorations that connote the presence of water in them. This is followed all throughout the house, such that each area wherein a particular element is designated, things or objects in it should be made from such elements. (Stohn, 18-20) Since the principle of Feng Shui constitutes the arrangement of things or objects in spaces or dwellings, it has become one of the most valuable, not to mention widespread, foundations of interior designing. The demand for interior designing practices that are based on Feng Shui principles has definitely contributed to its addition as a custom in the industry of interior design. The Feng Shui, as an Eastern art or science practiced by the Chinese, has successfully infiltrated the Western culture. (Skinner Price, 6) Popular personalities, such as the late Princess Diana, Prince Charles (Alexander), and Donna Karan, Betty Buckley, and Terry Sweeney (Stukin), have consulted Feng Shui experts for their interior designing needs and some of them have attested to the positive changes in their lives that have happened after following Feng Shui principles in their homes. Works Cited Alexander, Jane (1996). â€Å"The Healing Touch that Starts in Your Home; The Secrets of Feng Shui. † London, England: The Daily Mail. Allen, Marites. (2006). â€Å"Demystifying ‘Feng Shui. ’† Retrieved from Manila Standard Today Online. 05 Feb 2009. http://www. manilastandardtoday. com/? page=myMoney02_april20_2006. Skinner, Stephen Price, Graham. (2004). â€Å"Feng Shui Style: The Asian Art of Gracious Living. † North Clarendon, Vermont: Tuttle Publishing Stohn, Nancy. (2005). â€Å"Feng Shui Simplified: A Family Guide to Creating Harmony and Love in Your Home. † British Columbia, Canada: Trafford Publishing. Stukin, Stacie. (2000). â€Å"Home Shui Home. † The Advocate. Tchi, Rodika. (N. D. ) â€Å"What is Feng Shui – Feng Shui Theory and Feng Shui Tools. † Retrieved from About. com. Website: http://fengshui. about. com/od/thebasics/qt/fengshui. htm

Assignment Templates Essay Example for Free

Assignment Templates Essay Templates include correct APA format as well as the sections required for the assignment. Students should insure that all papers submitted have a header of their name and the assignment and include page numbers. It will save time and enhance grading for students to use these templates as guidance. License Requirements Research Your Name Liberty University COUN 521-B05 Spring 2012 â€Å"State Name† Licensed Professional Counselor Licensure Requirements This first section will be an introduction stating your plans and a summary of the general requirements for the license for your preferred state. This section should include the contact information and reference citation for the respective state licensure office. Education This section will describe the education requirements such as what degrees are acceptable, how many semester or quarter hours required, and any specific courses required. This section should also include any additional educational experience required. Work Experience Required This section will describe the work experience required for the specific license desired. The description should include number of hours required overall with specific hourly requirements such as number of hours of direct client service, number of hours of supervision, and any other hourly requirements. The work experience description should also include any  specifications on supervision, such as whether or not the supervisor has to be an approved supervisor by the state licensing board. Finally the work experience description should include any areas of practice that the state office requires to be included when applying for licensure. Examination This section should describe examination requirements by the specific state office. The description should include what examinations are required and any specific score requirements noted. Uses and Restrictions of Assessments This section should begin with a short summary of information provided by the specific state office. Uses of Assessments This section should address the acceptable use of assessments per the specific state office. Restrictions on Assessment Use This section should address any restrictions on use of assessments per the specific state office. References References should be per APA format and should match citations in the text. References should be included for each source of information used. Exploring Reliability and Validity – Values and Motives Inventory Your Name Liberty University Exploring Reliability and Validity – Values and Motives Inventory Types of Reliability and Validity In this section, explain the type of reliability and validity used in this inventory. Areas of Concern and Strength Begin this section with an introduction paragraph. Then provide a sub- section of discussion on concerns or weakness such as low coefficients and a sub-section of discussion on strengths such as high coefficients. Concerns Use this section to discuss the concerns/weaknesses that you note. Strengths Use this section to discuss the strengths that you note. Sample Size Use this section to discuss how the sample size may influence the constructs purportedly measured by the test. Include discussion of strengths in the sample size and weaknesses in the sample size. Nature of Population Use this section to discuss how the nature of the population may influence the constructs purportedly measured by the test. Include discussion of strengths in the nature of the population and weaknesses in the nature of the population. Opinion Use this section to discuss your opinion regarding the quality of the test. Summarize information in the report and then relate this to guidance per your course material about test quality. Remember that even though this is your opinion, keep your writing in third person. References Be sure to include all references that you have cited in your paper such as the inventory (example below) and course textbook reference. Your reference page should be a separate page at the end of the document. This is the correct reference for the inventory that you are examining: Values and motives questionnaire: The technical manual. (n.d.). Bedfordshire, UK: Psytech International. Project 1: Initial Interview Type a short paragraph (2-3 sentences) summarizing this assignment as an initial interview to conduct a mental status examination and assess â€Å"client’s name† for the reason indicated in the referral question that you have chosen. Identifying Information This section should provide the client’s identifying information in narrative form. Include the person’s name, address, phone number date of birth, gender, marital status, occupation, current work/school information, emergency contact, and date of your interview of the client. Referral  Question State that â€Å"client† was referred to assess him/her for â€Å"reason indicated in the referral question you choose from the 3 choices provided in the instructions. Physical Appearance Presenting Appearance In this section use narrative format to present age, sex, ethnicity, height and weight description of the client, description of clothing worn, and presence of any assistive devices such as glasses, cane, etc. Also include in this section a description of any physical deformity that is present. Basic Grooming and Hygiene Provide a brief description of the client’s grooming and hygiene and appropriateness or not for the interview setting. Approach and Coordination In this section use narrative format to describe the client’s behavioral approach to the interview and the client’s gait and motor coordination. Also describe the client’s eye contact, facial expressions, and rapport with you throughout the interview. Finally address the client’s degree of alertness and the mood and affect present during the interview. Present Level of Functioning in Work/School, Relationships, and Leisure Begin this section with a paragraph that addresses general functioning of the client in work and or school, in relationships, and in leisure. Then address the MSE information as follows: Language and Speech In this section present the MSE information in narrative format regarding expressive language, receptive language, and speech as outlined in the document provided for you on â€Å"How to Conduct a Mental Status Exam.† Orientation and Thought Processes In this section present the MSE information in narrative format regarding orientation times the five areas indicated in the instructions, client’s coherence, client’s concentration and attention throughout the interview, client’s thought processes, any hallucinations or delusions present (note if absent), intellectual ability, and abstraction skills. These areas are  outlined in the document provided for you on â€Å"How to Conduct a Mental Status Exam.† Medical History and Current Status In this section, use narrative format and discuss the client’s present health status(as described by the client) and date of last physical, any current health complaints or absence of these, general health history, any past or present health treatments, any current medications, other drugs, or supplements, client’s sleep pattern, client’s appetite level and any recent changes in appetite, and client’s exercise pattern. Past Counseling Experiences or Psychiatric History In this section use narrative format and discuss the client’s concerns addressed and type and length of treatment that client has received for any concerns addressed (if none, state this). If the client has received help for any concerns addressed, also discuss the types of outcome from the help received with discussion of positive results and discussion of unhelpful results. If the client has not received professional help for concerns addressed use this section to also note how client coped with these concerns up to the time of the interview. Include discussion in this section of any medications used to treat concerns addressed. This should include prescribed medications, over the counter medications, or self-selected substances used to treat concerns such as alcohol, tobacco, or drugs. Family Information In this section use narrative format to describe the client’s current marital status, number and ages of children living at home, number and ags of immediate family members not living at home, other people living at home, any violence or physical abuse in the family, family-of-origin make-up, influences of the family-of-origin on present problems, family history of psychiatric problems, and family history of substance abuse. NOTE: If there is not family history of psychiatric problems or substance abuse, state this. Social/Developmental History In this section, use narrative format to discuss any irregularities in development or indicate that the client had normal development with no  presence of any irregularities. This may include prior experiences in life that have framed the client’s general approach to life. Also indicate the client’s religious affiliation or so state if there is none. Discuss the client’s current social situation such as social networks or activities that client engages in. In this section include discussion of the client’s values that seem to frame life for them. Educational/Occupational History In this section include two paragraphs with one addressing educational history and one addressing occupational history. In the paragraph on educational history include client’s level of educational attainment and any specialized training, college majors, etc. that apply to the client. In the paragraph on occupational history include discussion of previous work experiences, reasons for any job changes or terminations, and any military background. Conclude this section with a paragraph of indication of the client’s report on overall satisfaction of any current job or school engaged in and any current stresses related to current educational or occupational experience. Cultural Influences In this section use narrative format to describe in general cultural factors present with the client that provide influence on issues discussed. These should include the client’s race and/or ethnicity, socioeconomic status, sexual orientation, and any experiences of discrimination or perceived internal or external barriers that apply to the client (if none present, so state). Also use this section to discuss any other cultural influences that may be present for the client. Achievement Results Your Name Liberty University Achievement Results SAT Scores Use the first paragraph to summarize the case to the client as you understand  the client’s concerns. Use the second paragraph to discuss any additional information the client may not have considered. Use the third paragraph to discuss alternatives for the client at this time for the presenting issue with inclusion of client input in resolution decision. Incorporate discussion of causes, precipitants, or other possible influences on the case and any alternative explanations for the client’s concerns. Be sure to cite pertinent information from course material and from any additional professional resources used. Percentile Rank Use the first paragraph to summarize the case to the client as you understand the client’s concerns. Use the second paragraph to discuss any additional information the client may not have considered. Use the third paragraph to discuss alternatives for the client at this time for the presenting issue with inclusion of client input in resolution decision. Incorporate discussion of causes, precipitants, or other possible influences on the case and any alternative explanations for the client’s concerns. Be sure to cite pertinent information from course material and from any additional professional resources used. References NOTE: These are correct listings for your text references. Also include any other references that you use and cite above. Fischer, J., Corcoran, K. (2007). Measures for clinical practice and research: A sourcebook (4th ed., Vol. 1). New York, NY: Oxford University Press. Whiston, S. C. (2009). Principles and applications of assessment in counseling (3rd ed.). Belmont, CA: Brooks/Cole. Psychological Report NOTE: A sample report for Project 2 is located under Course Content in Assignment Instructions under â€Å"Project 2: Psychological Report.† This is titled â€Å"Project 2 Sample.† Use this as your template for the Project 2 assignment. Essay Questions: Name of Area for Your Essay Your Name Liberty University Essay Questions: Name of Area from Question You Choose to Discuss As this is an essay versus a paper you do not have to use headings. However, be sure to address each area within the essay question that you choose. For instance if you choose to address Essay Question 1, there are seven questions and you would need to discuss your answers to all seven of those questions. Do include a separate reference page as the example below. References NOTE: These are correct listings for your textbook references. Also include any other references that you cite in your paper. Fischer, J., Corcoran, K. (2007). Measures for clinical practice and research: A sourcebook (4th ed., Vol. 2). New York, NY: Oxford University Press. Whiston, S. C. (2009). Principles and applications of assessment in counseling (3rd ed.). Belmont, CA: Brooks/Cole. Test Critique: Name of the Test Your Name Liberty University Abstract Summarize your critique in accordance with guidelines on abstracts from the APA manual. Test Critique: Name of the Test There should be an introductory paragraph with a test description similar to that given in a vendor’s catalogue. In this paragraph also indicate that this critique will review both strengths and weakness of this test. General Information Basic Test Information In this section provide information in narrative format on title of the test, author (s), publisher and date of publication, cost, and availability or not  of an online version. Include information on the development of the test – full name of the test, when it was first developed, the population for which the test is appropriate, and its primary uses. Indicate whether the test is an objective or projective measure and whether it is more of an intelligence, achievement, or personality measure. Indicate whether or not this test has alternate forms, when these were created, and under what circumstances these are used. History of Test In this section discuss when and why the test was developed. Also discuss how the history of this test fits into the overall scheme as presented in the course text. Testing and Assessment Assumptions In this section discuss the assumptions of testing and assessment as they relate to this specific test. Test Description In this introductory section give a general description of the test in narrative format. This should include a description of the different sections and subsections of the test with indication of what each of these measure. This section should include some example items used to assess the construct of the test. This section should also describe how this test is used in the assessment setting. Test Content In this section describe the constructs, domains, or variables that the test measures. Discuss the unidimensionality or multidimensionality of the constructs. Also discuss the theoretical and/or empirical foundation of the test. Purpose of Test In this section describe the purpose and potential uses of the test. Also describe the population for whom the test is designed. Test Structure In this section indicate the length of the test and the number of items. Also describe any subscales that are in the test and the format used for the test items. Test Administration In this section describe the administration procedures for the test and the necessary administrator qualifications and/or training required for administration of this test. Also discuss any special testing conditions that must be considered and different versions of test administration such  as paper and pencil, online, computer administration, etc. Test Scoring In this section discuss the type of scoring or scaling used, the scores generated such as subscale, factor, or dimension scores, and the scoring procedures used such as hand scoring, mail-in scoring service, or computerized scoring via software or online. Technical Evaluation Standardization/Normative Sample This section includes narrative description of the size and demographics of the standardization sample, procedures followed in obtaining the sample, adequacy of the standardization sample, and adequacy of the norms provided. Reliability This section should discuss the types of reliability for which there is evidence and the adequacy of this evidence to support potential uses of the test. Validity This section should discuss the types of validity for which there is evidence and the adequacy of this evidence to support potential uses of the test. Practical Evaluation Quality of Test Materials In this section describe the quality of writing in the test, quality of graphic design and presentation of this in test materials, and other noted aspects of materials quality such as durability and attractiveness. Ease of Administration, Scoring and Interpretation This section should discuss the clarity and comprehensiveness of instructions, directions, or guidance provided. There should also be discussion of time and resources needed to administer, score, and interpret the test as well as any other practical aspects of administration, scoring, and interpretation. Summary Evaluation and Critique Strengths of the Test Use this test to describe the strengths of the test as compared to course guidance on what constitutes a good test. Weaknesses of the Test Use this test to critique the weaknesses of the test as compared to course  guidance on what constitutes a good test. Recommendations In this section indicate your recommendations for use of the test, for revisions, or updates, and for further study of the test. Although these are your recommendations, this should still be written in third person. References NOTE: Remember to include at least five references for this assignment with reference list and in-text citations matching and reference list in correct APA format.

The Challenges Faced In Employee Motivation Commerce Essay

The Challenges Faced In Employee Motivation Commerce Essay One question that is frequently asked by managers in many organisations is How do I motivate my emloyees? The concept of motivation is complex with numerous researches carried out and various theories put forward in order to explain and attempt to understand it. Many definitions exist for motivation, but the common definition is that motivation is a pychological process within an individual that drives a certain behaviour to achieve set goals. Currently, motivation is a source of frequent debates and is an issue of great significance and concern for both employees and organisations. Whilst reliable information systems and the latest technology are important, in todays expanding service industry, employees remain the most precious assets in any organisation. How well employees perform and their commitment at work are crucial factors to the success of their organisation; and in todays modern work, where there is increasing competetion worldwide, organisations simply cannot afford to ha ve a demotivated workforce or even lose good employees to poor motivation. Therefore, motivation of such employees is an essential role of any manager, yet it is also amongst the most challenging tasks to perform effectively. Managers must clearly understand and be aware of the sort of factors that define motivation of their workforce because, by doing this, they are able to focus employees efforts to work efficiently and effectively to achieve desired goals of the business. Managers must also be aware of the fact that each employee is different and unique in their own sense, hence they need to take account of these variations when motivating them. According to the Self-Determination Theory (2), a useful way to understand the concept of motivation is to divide it into extrinsic and intrinsic motivation. Extrinsic motivation relates to motivation coming from others and the environment, where the individual behaves in a certain way in order to get something (e.g. pay) or because of external pressures (e.g. managers instruction). Intrinsic motivation, on the other hand, relates to motivation coming from within onself (3), where the individual acts in a certain way because of and actual interest in the act itself (e.g. satisfying need for competence). Frederick W. Taylor, the father of scientific management, had greatly influential views about motivation of workers. He believed that paying employees high wages, which is one of the sources of extrinisc motivation, was a sufficient incentive to motivate them to work harder and be more productive (find ref). This was possibly the case when organisations generally only sought complianc e from their employees, and extrinsic rewards provided by managers were an easy answer to problems with staff motivation and ensuring they did their work and followed the rules properly . However, in todays world and in the modern workplace, where employees are expected to self-manage and have more responsiblities, issues with motivation have become much more complicated and demanding. Motivating staff is indeed a difficult taks and is normally easier said than done. Currently, many organisations are motivating their employees by using extrinsic motivators such as financial incentives. However, this is not always sufficient to maintain the right level of motivation, as it only satisfies them indirectly. For this reason, employers need to also pay attention to intrinsic motivators, which serve to satisfy the direct needs of the employee, and consequently encourage better performance on a particular task. Monetary incentives and other extrinsic rewards are no longer sufficient to main tain staff motivation since employees are now required to show more commitment and creativity (1) . This, in turn, would depend on deeper sources of satisfaction that are more meaningful to the employee that extrinsic rewards would generally fail to offer on their own. In todays work setting, intrinsic rewards have a vital part in staff motivation; these include psychological rewards such as recognition and a sense of appreciation, which provide employees with a greater incentive for higher productivity and achievement. For most, if not all employees, financial security is a strong motivator and will remain as such for a long time, but managers must be aware that it stops to be the only motivator at some point, and even could stop to be a motivator all together depending on an individuals circumstances and variations. The different factors that can motivate the employee in the workplace can be expressed as needs which subsequently become motivators for greater productivity when they are fulfilled. Different things can motivate different people and be given different priorities. The manager must identify and then fulfill the needs for the employee, in order to form an environment in the workplace that encourages motivation. The various needs and expectations at work can be categorised into extrinsic and intrinsic motivation: EXTRINSIC MOTIVATORS INTRINSIC MOTIVATORS Salary Sense of challenge and achievement Job security Receiving appreciation Promotion Positive recognition Contract of service Good treatment Work environment Growth and advancement Social interaction Responsibility Health benefits Extrinsic motivation relates to actual rewards such as salary, security, promotion, contract of service and work environment; these are often outside the control of an individual manager; intrinsic motivation relates to psychological rewards such as the sense of challenge and achievement, receiving appreciation, positive recognition and good treatment at work; these can usually be determined by the actions and behaviour of the individual manager(4). These sources of satisfaction differ from an individual to an individual and between different circumstances. They are interlinked, and therefore, cannot be isolated from one another, but must be used as a combination of motivators in an organisation. MOTIVATIONAL THEORIES For many decades, theorists have been trying to understand what motivates an individual to behave in a certain manner in the workplace. However, this is a subject that has seen many conflicting debates as some researches believed that individuals do not lack motivation but certain incentives that motivate them are missing, while others argue that motivation originates from within the individual regardless of the environment and other external influences (9). Theorists have researched the subject of motivation by addressing two main concepts. First is the content of motivation itself, which concerns factors within the individual and the work environment that define and shape certain motivated behaviour. Second is the process of motivation, which concerns the perceptive process that an indivdual has for motivation in a specific setting. This has led to the development of numerous content and process thoeries about motivation in the workplace. CONTENT THEORIES In the 1940s Abraham Malsow, a psychologist, developed the concept of Hierarchy of Needs (10), which later became one of the most popular and influential theories of motivation. He proposed that there are five levels of needs that existed in a specific order, and that each level must be satisfied in turn in order to motivate the individual to satisfy the need at the next level. His argument was based on the fact that Individuals always had the desire for more, and for an individual to be motivated to pursue the next step, the needs at the previous level have to be fully satisfied. Therefore, certain lower-order needs needed to be fulfilled before other higher-order needs became motivators for the individual. According to Maslows model, these needs are physiological needs (basics for survival, e.g. food or water), safety needs (physical and emotinal safety), social needs (sense of love and social belonging), esteem needs (sense of recognition, respect and value) and self-actualisation (achieving ones full potential) (11). (rbs full) In the context of the workplace, there are potential ways that could satisfy an employees needs: Self-actualisation includes providing challenging tasks that would promote creativity and evolvement. Esteem needs includes recognition, praise, social status, self-respect, delegating responsibility and accomplishment Social needs involves social interaction, group work and pariticipation. Safety needs include job security, financial savings and living safe working environment. Physiological needs include providing adequate breaks during work and a salary that allows workers to afford life essentials (4). There are a number of identified problems in applying Maslows theory to the work place. In reality, other areas of life, beside work, can add to the individuals satisfaction, therefore the manager needs to also have knowledge of the employees life outside work. Also, the fact that individuals are different means that they place different values on the same need; and that some rewards at work can satisfy more than one need, and not necessarily satisfy one need at a time (4). Additionally, it was criticised for having a rigid order of needs which possibly would not apply to everyone, because priorities are likely to vary in different individuals and even for the same individual over time (11). In spite of all these problems, Maslows hierarchy of needs model has been widely utilised in many organisations as a guideline for managers to use to motivate their employees. It provides a valuable insight for managers about the general needs that individual employees have, and what can be used to motivate them (12). In 1972, Clayton Alderfer further developed Maslows Hierarchy of Needs model by grouping the different levels of needs in the hierarchy into three sets in his ERG (Existence, Relatedness and Growth) theory. He placed the lower-order needs, physiological and safety, into existence needs; social and esteem needs into the relatedness needs; and finally, the self-actualisation need into growth needs. In addition, Alderfer put forward a regression theory to accompany the ERG theory, which states that when higher-order needs are not met, the individual will work harder to satisfy the lower-order needs in order to increase their chances of fulfilling these higher needs (21). For instance, an employee who is having difficulties satisfying their sense of full potential would then probably put more effort into increasing their pay through promotion in order to maximize their chances of achieving what they want. (20) However, according to (11) a common problem with both Maslow and Alderfers models of motivation is that they contain having descriptions of needs that are too vague, particularly safety and esteem needs, which would essentially cause difficulties to managers in interpreting them and using them to provide certain opportunities for motivating their employees. In 1961, David McClelland created the Acquired Need Theory which is based on three motivational needs including achievement, affiliation and power. He stated that all of the three needs are normally present in an individual to a certain degree, but only one of them usually dominates. This is mix of motivational needs characterises a persons or managers style and behaviour, both in terms of being motivated, and in the management and motivation others. Another theorist, Elton Mayo, has made significant influences on the concepts of human relations and motivation, through conducting large studies of workers in an electrical company in the United States between 1924 1927. His findings emphasised the importance of teamwork, communication and positive recognition on staff motivation. His studies have also led to the creation of a model called The Hawthorne Effect which shows that the degree of interest shown by the manager has a positive influence on an employees job performance (5). However his model has been criticised for placing too much emphasis and reliance on social contacts within the organization on employees job performance (6). Nevertheless, the impact of Mayos research was huge, as it opened doors for further research into the subject of motivation by other theorists. Frederick Hertzberg (1959) developed a two factor theory based on findings from a study conducted in the U.S. through interviews with employees from different industries, in which they were asked about specific things that pleased or displeased them at their workplace. From this, Herzberg realised that there were two different sets of factors, where one set caused satisfaction and the other one caused dissatisfaction. One set of factors, called hygeine or maintenance factors are concerned with the work environment; they do not result in higher level of motivation, but there absence would result in demotivation. These include extrinsic motivators such as salary, security and work environment. The second set of factors are the motivator or growth factors which are concerned with content of the job itself; they result in increased motivation if present. These include intrinsic motivators such as positive recognition, challenge and a sense of achievement. His research also concluded that some factors overlapped both sets but had a stronger emphasis in one of them. (7) The size of the bars represent the degree of concern that each of the factors has on job motivation or dissatisfaction. The reason why the bars for achievement and pay look different is because they both offer short term satisfaction, as there is a continuous need to search for them to lead to satisfaction. This theory has been frequently criticised by many researchers for its limited application and possibly biased methodology. However, continue from pg 266 on book Furthermore, it has been noted the theory does not allow for individual differences, such as particular personality traits, which would affect individuals unique responses to motivating or hygiene factors.[4] The theories of motivation that were put forward more than half a century ago are still evident and widely utilised in todays banking industry. Based on Maslows Hierarchy of Needs model, banks are constantly attempting to sustain a good level of motivation amongst their staff by understanding and fulfilling employees needs. At the physiological and safety needs levels of the hierarchy, basic needs such as food, shelter, warmth and safety are all provided by working in any bank through paying salaries and having a safe environment to work in. In terms of social and esteem needs, banks meet these by creating opportunities for employees to interact with each other and work in teams; in addition to good recognition of achievements through praising the employee or giving a bonus pay, both of which are only a few methods out of many more used by banks to give the employee a sense of value and appreciation. In terms of self-actualisation, banks meet this need by offering promotion opportuni ties to the employees, and giving them the chance to progress in their careers. The motivators that banks offer also cover the hygeine and motivator factors that were put forward in Hertzbergs motivational model. Expectancy theory is a general theory of motivation that is based on the concept that individuals are influenced by the perceived results of their actions. It argues that there are a number of inter-linking factors which determine the strength of an individuals motivation, such as the efforts expended, the expectation that rewards will be available, and that these rewards will be linked to their performance. In other words, the individuals level of motivation will depend on their perceived expectation that it will lead to the desired outcome. This theory has been approached by several different writers, namely Vroom, Porter and Lawler (HRM book). Vrooms expectancy theory is based on three factors: Valence the perceived gratification from a result. Instrumentality the degree to which a first level (performance-related) outcome, e.g. high productivity, leads to a second level (need-related) outcome, e.g. promotion. Expectancy the connection between a selected course of action and its expected outcome. The combination of valence and expectancy defines the level of an individuals motivation. Vrooms theory has been further modified by Porter and Lawler, to develop which takes account other factors besides motivation that could influence performance. These factors include individual skills, characteristics and role perceptions. These theories help managers to understand the nature of human behaviour and the complexity of motivation in the work setting; in addition to helping them recognise any problems with individual performance. They emphasise that managers should pay particular attention to factors such as an employees effort and performance, and use rewards whenever it is appropriate in order to maintain a good level of motivation amongst the employees; additionally, managers are advised to create methods of evaluating employees performance as a way to ensure that their workforce are constantly motivated. The Royal Bank of Scotland (RBS) offers its employees a package called Total Reward (rbs full). Besides salary, this includes flexible working hours, health and medical benefits, lifestyle benefits such as shopping vouchers, and certain financial products at special rates. It also offers monetary incentives such as bonus payments based on profit-sharing and individual-performance schemes; in addition to non-monetary incentives through recognition of good performance based on personal development plans, where the employee is given the opportunity for promotion. RBS gives the employees the chance to work flexibly through a variety of working practices including job sharing, compressed hours and home-working. In 2004, RBS won an award for its flexible working-hours program in the workplace (find ref). This enabled employees to achieve a work-life balance by choosing working hours that fit around their personal lives, which would have a positive influence on the employees commitment at t he workplace, and in turn results in better overall performance. This was highlighted in Elton Mayos studies on staff motivation in the 1920s that showed that staff tended to be more motivated and productive if they were feeling comfortable and satisfied with their work environment. In 1963, John Adams developed the Equity theory which is concerned with the employees perception of fairness in the workplace, in terms of treatment received compared to co-workers on the basis of inputs and outcomes. He argued that fair treatment is highly valued by individuals, and the feeling of inequity may have a negative influence on their performance. There are a number of factors in the workplace that play an important role towards the feeling of equity including pay, promotion and recognition. Employees would expect equal treatment based on their contributions and performance compared to other co-workers. This would subsequently result in a sense of satisfaction and would strengthen their relationship with the organisation and the team of employees, all of which is important for their motivation. Edwin Locke put forward a Goal theory of motivation in the 1960s, which is based on the idea that individuals goals have a significant influence on their performance. He argued that individuals who have specific and challenging goals set for them, to which they are committed to, would generally perform better, as they provide focus and motivation for the employee on the task given. The performance of the employee is further enhanced if this is coupled with clear and constructive feedback of the results, which provides greater focus and gives the employee a greater sense of satisfaction and motivation for the tasks set. In the 1960s Douglas McGregors developed Theory X and Theory Y, which are theories that define two different approaches towards motivation in the workplace. Theory X implies an authoritarian management style, where the employee is often regarded as relatively unambitious, lacks responsibility, tends to avoid work and change, and is often in need for some kind of direction at work in order to perform and progress. So in order to achieve the organisations goals, managers would adopt a stringent attitude towards the employee, in which they would often rely on threatening techniques of punishment to force the employee to comply with the organisations goals. Based on Maslows Hierarchy of Needs model, McGregor argued that most employees in this environment would only seek to satisfy their lower needs, such as money; however, since they are already satisfied they will not be a sufficient motivating tool for any longer. Therefore, this kind of management style would most definitely produce p oor results in terms of staff motivation, and ultimately meeting the organisations objectives. For this reason, McGregor put forward a Theory Y, which assumes a participative management style, where the employee is considered to be self-motivated, responsible, ambitious, and that they genuinely enjoy working. According to this theory, managers believe that employees are self-directed and motivated to perform well at work. This creates a work environment where managers are able to exercise delegation, collaboration and responsibility in decision making amongst their workforce. In this Theory Y environment, most employees are encouraged and driven to satisfy higher level of needs such as esteem and self-actualisation, which are not fully satisfied and would therefore keep them motivated for higher performance and productivity at the workplace. (8) McGregors model has been criticised for being too rigid and quite unrealistic in the way it depicts management and employees as being one of either two extremes in the workplace. Nevertheless, his theories continue to provide a guide to managers about the fundamentals of management styles, and the importance of maintaining a positive attitude to staff motivation, where employees feel that they are well-treated and valued as part of the of the organisation.

Analysis - Rockin Beats is a music store which has two branches :: Business and Management Studies:

Analysis - Rockin Beats is a music store which has two branches located in the United Arab Emirates. One branch is located in Sharjah and the other in Dubai. Analysis Rockin Beats is a music store which has two branches located in the United Arab Emirates. One branch is located in Sharjah and the other in Dubai. The Rockin Beats store in Dubai offers:  · Latest titles in pop, rock and dance  · The expanding collection offers over 1000 CD's including live versions  · CD's are digitally re-mastered for the best sound  · Reasonable prices and special offers Rockin Beats has a total staff of 19 who are constantly working to provide the best service. The staff of 19 consists of 6 shop assistants, 1 sales manger, 3 sales staff, 1 accountant and 1 assistant accountant, 1 sound engineer, 1 purchasing manager, 3 cashiers, 1 storekeeper, 1 secretary and the chairman Mr Jason Smith. Current System In order to investigate the problem with the current system there had to be some research done, which involved interviewing the chairman, Mr Smith and the customers. Mr Smith, aged 42 has lot of experience in the trade and is constantly trying to make the store more profitable. His main concern seems to be the inefficiency of the system as it's a manual system. In order to increase the efficiency, the current system will have to be automated. At present, shop assistants are concentrating more on there manual work rather than giving time for customers. An automated system will create friendly customer service and increase the efficiency there by making Rockin Beats a more profitable organisation. In the current system, when a CD arrives to the store the name of the CD, album name and price are noted down on a sheet and placed in alphabetical order in a filing cabinet, which is placed in the store. When a customer buys a CD, an invoice with the price and album ID, handwritten by the cashier is given to the customer. After the cashier has about ten invoices, the invoices are sent through a shop assistant to the accounts department which takes about 10 minutes. An accountant searches for the sales file in the filing cabinet and writes down the sold CD's and places the file back in the sales cabinet. The invoices are then passed on to the store keeper who ticks off the CD's sold on the stock control file and then removes the CD's from the filing cabinet in the store. Copies of the invoices are stored in another filing cabinet in alphabetical order of the album name.

The Chosen, My name is Asher Lev, In the Beginning, and The Book of Lights :: Comparison Compare Contrast Essays

Assimilation and the American Jew in Potok’s The Chosen, My name is Asher Lev, In the Beginning, and The Book of Lights.  Ã‚  Ã‚   America has always been a country of immigrants, since it was first settled by Europeans over five hundred years ago.   Like any country with a considerable immigrant population, American has always faced the problem of assimilation.   Because America was founded and settled by immigrants, her culture is a combination of the cultures of other countries. Should these immigrants isolate themselves from the mainstream American culture, or should they sacrifice the culture of their homelands for the benefits American culture has to offer?   Judaism in particular has had to deal with the assimilation question.   One of the world’s oldest religions, it has remained strong over its six thousand year history by remaining distinct – and isolated – from other cultures. Chaim Potok focuses on how Orthodox and Hasidic Jews have handled this problem in his books The Chosen, My name is Asher Lev, In the Beginning, and The Book of Lights. Many of Chaim Potok’s characters want the American Jewry to remain isolated from the mainstream American culture: The world kills us! The world flays our skin from our bodies and throws us into the flames! The world laughs at Torah! And if it does not kill us, it tempts us! It misleads us! It contaminates us! It asks us to join in its ugliness, its abominations! (The Chosen 127)  Ã‚   The Chosen â€Å"deals with the problems Jews have faced in trying to preserve their heritage – in particular, the problem of how to deal with the danger of assimilation† (Young). The Jews have always been professionals occupying jobs in medicine, law, education, and other fields requiring a college degree. American Jews, however, face a dilemma: â€Å"Ideas from this secular world inevitably impinge upon an individual born in a church community or a synagogue community, especially when that individual embarks on a college experience† (Potok 2). American Jews must either take on nonprofessional jobs, assuming an identity completely different from that of European Jews, or expose themselves to secular America. Isolation is thoroughly impractical for the American Jew. Chaim Potok’s works often focus on main characters whose talents draw them to the outside world:    When individuals are brought up in the heart of such a community or culture [as Danny’s and Reuven’s did in The Chosen] they learn to commit themselves to its values †¦ They see the world through the system of values of that unique community.

Community and Survival in Sula :: Sula Essays

Community and Survival in Sula Sula by Toni Morrison is a very complex novel with many underlying themes. Some of the themes that exist are good and evil, friendship and love, survival and community, and death. In Marie Nigro's article, "In Search of Self: Frustration and Denial in Toni Morrison's Sula" Nigro deals with the themes of survival and community. According to Nigro, "Sula celebrates many lives: It is the story of the friendship of two African-American women; it is the story of growing up black and female; but most of all, it is the story of a community" (1). Sula contains so many important themes that it is hard to say which one is the most important. I agree with Marie Nigro when she says that Sula is a story about community. I believe that community and how the community of Bottom survives is an important theme of the story. But I do not believe that it is a central theme of the story. When I think back on the novel Sula in twenty years, I will remember the relationship and friendship betw een Nel and Sula. I will not remember the dynamics of the community. One of Nigro's main points of her article is how Morrison shows how important work is to the community of Bottom in order to survive. Nigro believes that work is important in Sula because it helps define or not define such as in Sula's case, who the characters are. Nigro argues that the people of Bottom take survival serious because they live in a white male, world. The residents of Bottom do their best by working odd jobs and scrimping and helping each other when in need (2). But they know that they will always have to remain within the boundaries of the hostile white world (2). According to Nigro, survival is also very important for Eva and Hannah. They know they do not have much opportunity being black and female, so they prepare for the winter by canning food in the summer (2). Eva definitely knows how serious survival is because she goes to the extreme of cutting off her own leg (2). Jude is another character, Nigro points out, that needs work.

Macbeth Illness Motif

PD:3 Macbeth Motif: Illness Motif statement: Shakespeare utilizes the motif of illness to highlight how Macbeth’s thirst for power has led Scotland into tyranny. Illness symbolizes the decay of Macbeth’s morals along with the fall of Scotland. Quotations with explanations: 1. Scene 4 Act 3 Lines 169-181 Context: Malcolm and Macduff are speaking; the doctor enters and reports on the well-being of a cured patient. Macduff asks about the illness, Malcolm explains that the English King has healing powers. Explanation: This depiction of the king of England stands in an obvious contrast to descriptions of Macbeth.The king is shown to be one of the best of men, illustrated by his healing. His â€Å"heavenly gift of prophecy† allows his country to prosper. However, Macbeth’s forsight has led into a dark cave that it cannot escape from until Macbeth is dead. â€Å"Sundry blessings† hang around the English throne, while curses hang around the Scottish. 2. Sce ne 5 Act 4 Lines 62-64 Context: Just after Macbeth receives news of the soldiers marching against him, the doctor delivers a short but horrendous report of the condition of Macbeth’s wife.Macbeth compares the shambled state of his country to the unfortunate state of his wife. Explanation: In asking the doctor for a cure for Scotland, Macbeth displays that he finally notices the consequences of his actions. However, he is not admitting to his own actions being the cause of his country’s â€Å"disease. † This is said just after Macbeth has been told of the army marching toward the castle, and of the desertion of his nobles, which illuminates that the real illness in the country is him, Macbeth.By asking the doctor to purge Scotland of her disease, Macbeth is really asking the doctor to cure Scotland by removing him. 3. Act 3 Scene 4 Lines 51-55 Context: Lennox and another character are speaking of the political terror in Scotland, and Lennox comments on the desire for Macduff to return soon and save Scotland from the tyranny of Macbeth. Explanation: Before Macbeth’s thirst for power overcame his good nature, these two lords were close followers of Macbeth and obeyed his every command.Now that Macbeth has been utterly corrupted, Lennox is praying that the English rescue Scotland from their tyrant of a leader. Lennox describes Macbeth as having â€Å"a hand accursed† showing that any respect that he had for him has now vanished. Macbeth has shed all of his supporters and has put the country that he once longed to rule in terrible suffering. Quotes with context only: 1. Act 5 Scene 1 Lines 75-77 Context: The doctor sees firsthand the sleepwalking, and talking, and crying that Lady Macbeth does while asleep and says why he thinks she is doing it. . Act 5 Scene 3 Lines 49-55 Context: The doctor announces to Macbeth that his wife is not physically ill, but that her minds troubles are preventing her from sleeping. Macbeth then asks th e doctor why he does not just drug her so she could sleep. 3. Act 1 Scene 5 Lines 18-20 Context: After receiving the letter from Macbeth about the witches’ prophecy, Lady Macbeth wonders whether Macbeth has the courage and brutality to kill Duncan to become king, as the witches said. 4.Act 2 Scene 2 Lines 68-70 context: Macbeth returns from killing Duncan and is not able to put the knives back in the room. Lady Macbeth insults Macbeth by calling him weak and places the knives by the guards herself. 5. Act 2 Scene 3 Lines 25-26 context: Macbeth has just sent two murderers to kill Banquo and is now haunted by his past treasons. He dwells on how even through the pain that he had run Duncan through with his dagger, at least Duncan is able to rest, unlike him.