The Future of Work Motivation Theory

Prologue to Special Topic Forum: The Future of Work Motivation Theory Author(s): Richard M. Steers, Richard T. Mowday, Debra L. Shapiro Source: The Academy of Management Review, Vol. 29, No. 3 (Jul. , 2004), pp. 379-387 Published by: Academy of Management Stable URL: http://www. jstor. organization/stable/20159049 . Gotten to: 25/04/2011 09:09 Your utilization of the JSTOR chronicle demonstrates your acknowledgment of JSTOR's Terms and Conditions of Use, accessible at . http://www. jstor. organization/page/information/about/approaches/terms. jsp.JSTOR's Terms and Conditions of Use gives, to some extent, that except if you have gotten earlier authorization, you may not download a whole issue of a diary or different duplicates of articles, and you may utilize content in the JSTOR chronicle just for your own, non-business use. If it's not too much trouble contact the distributer with respect to any further utilization of this work. Distributer contact data might be acquired at . http:// www. jstor. organization/activity/showPublisher? publisherCode=aom. . Each duplicate of any piece of a JSTOR transmission must contain a similar copyright notice that shows up on the screen or printed page of such transmission.JSTOR is a not-revenue driven assistance that helps researchers, specialists, and understudies find, use, and expand upon a wide scope of substance in a confided in advanced file. We use data innovation and devices to build efficiency and encourage new types of grant. For more data about JSTOR, if you don't mind contact [emailâ protected] organization. Foundation of Management is working together with JSTOR to digitize, protect and stretch out access to The Academy of Management Review. http://www. jstor. organization ? Institute o? The board Review 2004, Vol. 29, No. 3, 379-387. INTRODUCTIONTO SPECIAL TOPIC FORUMTHEFUTURE WORKMOTIVATION OF THEORY RICHARDM. STEERS RICHARD T. MOWDAY University o? Oregon DEBRA L. SHAPIRO University of Maryland inspiration The s ubject of worker assumes a cen tral job in the field of the board? both prac see motiva and hypothetically. tically Managers tion as a piece of the exhibition essential condition searchers obstruct at all observe re levels, while authoritative it as a basic structure been. a review This presentation speaks to of the field of work inspiration from a hypothetical and establishes the framework for the arti stance cles The that the Latin on this (mover?. Working as â€Å"the inspiration Atkinson characterizes idea, on direc impact (prompt) contemporary for development follow. 2 term inspiration gets from word in the advancement of valuable speculations of compelling the Indeed, the board practice. of the sub numerous subject of inspiration penetrates the investigation of the board, handle that form man groups, execution including initiative, choice morals, making, It isn't unexpected, change. so much that this theme has gotten in the course of the last a few in the two decades diaries and the board periodicals. xam ongoing articles have a few work far we have come in investigating agement, administrative and hierarchical consequently, consideration research Whereas of action† tion, power, and diligence (1964: 2), while it as â€Å"a process Vroom characterizes administering †¦ among decision made option by people types of willful (1964: 6). Campbell activity† and Pritchard that propose inspiration subordinate the heading, has to do with a lot of free/factor that clarify connections adequacy, and ingenuity of an ined how on where this exceptional discussion centers inspiration, we are going. That the inquiries: would we say we is, solicit is the future from work inspiration What hypotheses? are What the basic be that must inquiries if progress in the field is to be made? tended to is the future research What How can plan? we or adjust current models stretch out of work so they proceed in the inspiration to be important are completely new models f uture? Furthermore, where to promote our understanding inspiration required of representative conduct and employment execution contemporary associations? To comprehend where the field initially see ever, we should is going, where how it has of in ndividual's consistent conduct, holding fects of fitness, aptitude, and getting task, and the limitations working in the ef of the envi ronment (1976: 63-130). These and different definitions have three com mon denominators. con They are all chiefly or occasions cerned with factors that stimulate, after some time. also, continue human conduct channel, In different ways, of work speculations contemporary inspiration to elucidate get from endeavors with expanding accuracy to decide terrelate how these conduct three factors in associations. inEARLYDEVELOPMENTS IN MOTIVATION THEORY The most punctual man inspiration to comprehension hu approaches date from the hour of the Greek and spotlight on the idea of hedo We audit cial are board discussion . obligated to the time staff and of AMR exertion and to the article of this spe for their for benefit thinkers 2 1 For inspiration, late observe audits Kanfer of the exploration writing on work and For a progressively definite assessment see Pinder of the advancement Porter, of work and (1990), Mitchell (1997), Ambrose inspiration Steers speculations, (2003). (1998) and Bigley,Kulik (1999),and Mitchell and Daniels (2002). 379 380 Academy of Management Review July a standard power in conduct. driving seen as concentrating were Individuals their endeavors on looking for and maintaining a strategic distance from This joy torment. was later refined and further devel rule in progress of scholars like Locke, oped nism as Bentham, Mill, and eighteenth Toward issue and Helvetius, hundreds of years. in the seventeenth nism of the past. results would activities keep an eye on this past would that prompted positive will in general be rehashed, though results that prompted negative Past activi ties Thorndike he end of the nineteenth the century, to relocate of inspiration from the started to the recently domain of theory sci developing ence of brain research. Difficulties promptly emerged over the utilization of gratification as the reason for the investigation of inspiration. donism had no that obvious were determination pleasurable or (1911) re of impact, while Hull was that exertion or inspiration (1943) recommended to a great extent controlled by drive X propensity. Skinner later based on these (1953) and others con with the presentation of operation? bluster standards to by some as support (alluded ditioning ferred to lessen. s the law hypotheses), contending learn unforeseen and their that, over connections and results future conduct. manual for flourish people time, activities between that these contin As Vroom clarifies, he of the excruciating, type or of even occasions how gencies models vehicles proceed with these occasions could be resolved for a specific nor d id it clarify how people individual; of methods of achieving their originations obtained joy agony may the libertine or torment, or how be altered supposition the by or wellspring of delight to put it plainly, experience. no observational con has or understanding also work execution, different administration execution 2003). (e. g. , Komaki, While analysts Reinforcement as illustrative today work inspiration and as in the working environment in programs tent and was untestable (1964: 10). researchers search accordingly, social started to ex for increasingly based models ing observationally plain inspiration. were these early models impulse the Among as those proposed ories, such by James, Freud, and McDougall. Rather these balanced, profoundly much conduct came about as McDougall â€Å"an tion acquired which consideration an or natural decided ere on in concentrating were on stincts and drives, administrators centering progressively down to business issues. A key advancement here w as crafted by Frederick and his col Taylor move in the logical administration groups ment. mechanical designing of (1911), alongside many foundation, Taylor on the in his partners, concentrated in an increas efficiencies of manufacturing plant creation Coming ingly presented industrialized another and laborers age. These partners expert to paternalistic methodology that depended on a blend from a that contended from sense, characterized by f seeing scholars conduct as mental its owner of a specific energy predisposi to see, of a class, a partic object, way to or pay experience ular quality and to act to, objects enthusiastic upon in respect such seeing to it in a specific (1908: 4). James cluded envy, distinguished a rundown of such senses friendliness, that in overseeing of occupation preparing, motivating force pay-for-execution tech determination frameworks, representative improved and the introduction niques, work update, including duction of ergonomics.Far from being abuse saw ative in goal, Taylor and his partners as a financial to logical aid the executives the utilization the two laborers and the board through in of improved assembling methods, re and wrinkled shared working effectiveness, the resulting ascent of an in workforce, creasingly modern coupled to boost with endeavors organization efficiency re without expanding at the same time worker wards. Be that as it may, to ruin served this sys wards, in the end to the broad ascent of unioniza tem, driving during the 1930s. particle endeavors social researchers and chiefs Meanwhile, to consider the job of social impacts started on conduct during the 1930s. The job of gathering dy as com to see representatives namics and the need plex creatures ences were with different as perceived persuasive incredible influ impacts headway, interest, and compassion. dread, as in around the 1920s, in any case, Beginning to wrinkled of the hypothesis restrictions started to be supplanted impulse speculations develop, started on drive or reinforcement.Led based by models as Thorndike, Wood by such therapists worth, the scholars presented and Hull, drive in propelled of learning and conduct or fu that choices concerning present placed are ture practices affected to a great extent by the idea with past of remunerations related results to this as hedo conduct. (1954) alluded Allport 2004 Steers, Mowday, and Shapiro 381 re these Best noted among execution. are Mayo's and Roeth search attempts (1933) Bendi

Interpreting Research Questions Using MANOVA Essay

Deciphering Research Questions Using MANOVA - Essay Example The article reports numerous reliant and autonomous factors in the subject investigation. The arrangement of autonomous factors comprises of the kinds of care benefits as offered by the consideration offices that were associated with the exploration. These incorporate substance misuse care administrations: â€Å"assessment, referral for detoxification, escalated outpatient treatment, toxicology, 12-advance gatherings, individual and gathering guiding, linkage to methadone upkeep, backslide counteraction and recreation† (Bennett and O’Brien, 2007, p. 399, 400). Abusive behavior at home factors incorporate â€Å"24-hour emergency, cover, case the executives, psycho instruction, support or insurance orders, transportation, children’s program, and individual, gathering, or mother kid counseling† (Bennett and O’Brien, 2007, p. 400). Subordinate factors comprise of three components, â€Å"women’s experience of battering,† â€Å"domestic sav agery self efficacy,† and the quantity of days wherein the members manhandled drugs (Bennett and O’Brien, 2007, p. 400). The diary utilizes various degrees of estimation to speak to the research’s information. While it applies ostensible degree of estimation for the free factors, ordinal level is applied for the three classes of ward factors. In an ostensible degree of estimation, numbers are alloted to things for unimportant recognizable proof purposes while such numbers hold inclination esteems in ordinal degree of estimation (Melnyk and Overholt, 2010). The examination investigates five factors, two autonomous factors, and three ward factors. Despite the fact that the article doesn't unequivocally offer an exploration question, it addresses the inquiry, ‘what are the impacts of composed administrations for medicate manhandling ladies who are survivors of private accomplice violence?’ The outcomes that show diminished degrees of substance misuse and higher productivity among the ladies bolster this (Bennett and O’Brien, 2007). The subsequent article investigates

MIT students do it all night.

MIT students do it all night. SPECIAL DOUBLE BONUS ENTRY!! I didnt actually write this entry on Tuesday, but its dedicated to Tuesday, because on Tuesday morning I pulled my first all-nighter of the fall term. Well, I dont really believe in linear time anyway. Apparently, neither do the Aztecs. Wow, this is a really cool article. Then on midnight of the 12th day of the festival, a prisoner was taken to the priest. The priest would watch in the night sky for the star of fire to reach the zenith. Once it did, the priest would remove the heart of this man, and replace it with a piece of wood, that was laid on a piece of turquoise. This is where the priest would start the new fire that would once again light the city. Anyway, I digress. Heres a salute to my top five favorite MIT all-nighters over the past two years. 1. The night before my final paper was due for 21L.009. This was my very first all-nighter at MIT; I made it through by drinking 12 glasses of tea throughout the night. That combination of caffeine and extreme discomfort kept me awake until around 6 AM. Actually, the assignment I was working on happened to be interesting enough that I shouldnt have actually needed the teamy professor, Peter Donaldson, developed a video-editing software such that we could write essays. I spent the night watching Zeffirellis 1968 adaptation of Romeo and Juliet and comparing it to West Side Story, released in 1961. Im a huge West Side Story fan, and I still ended up learning a lot about the directorial techniques and symbolism when I watched it closely. Also, did you know that the original lyrics to What is a Youth? in Romeo and Juliet were nearly identical to those of Somewhere? 2. November 21-23, 2004. Immediately before Thanksgiving vacation last fall, I pulled three consecutive all-nighters due to a bombing onslaught of MATLAB programming, BSO concert reviews, and quantitative potentiometric titration. On the third day, I limply made my way to South Station, sat down in a train bound for Philadelphia, and collapsed for six hours. Luckily, I was kept company on all three nights by Shannon Dong 05, who was busily programming a robot to walk around a cave and pick up random stuff. Somehow that led her to a degree in Course XVI: Aeronautics and Astronautics. I dont get those people. 3. August 29, 2004. Long story short, I had a less-than-ideal UROP experience the summer before I found my wonderful turkey waste conversion lab. My professor, He-Who-Must-Not-Be-Named, wanted me to get a bunch of stuff done over the next term, but I didnt really want to work during term. So, I decided Id finish my entire project over the last five days of summer vacation and then seek employment elsewhere. The reactions I was doing took about six hours each to do, so I basically went in every six hours, with unfailing punctuality, to set up another reaction. Well, I went in at 3 AM, purified my product, broke into another lab to get ice, rotovapped it, added aryl grignard, and began a miserable walk home at 5 AM. When I got back, I opened my mailbox on a whim and found a postcard from my beloved high school friend Shana telling me how special I was and reprimanding me for purchasing a copy of Everything Is Illuminated. It was so beautiful and inspiring that I immediately took my bik e down to the aquarium and watched the sunrise alone by the harbor. It was kind of transcendent I think everybody needs to go down there and see it at some point in their MIT experience. 4. Every Thursday night from September 31, 2004 to December 2, 2004. Back in the dark ages when I was still contemplating a math major, I decided to take, against my better judgment, 18.701: Algebra I. Now, Freshman year was no walk in the park with 8.022, but 18.701 was the first class at MIT that completely and utterly destroyed me, threw me into a gorge, tap-danced on my face with cleats, poured lye into my open wounds, and ground my bones to make its bread. I have unlimited respect for anybody who managed to pass its evil older sister, 18.702. The Psets, due on Fridays, were incredibly long, and I was in general very short on time during the weeks, so Id unfailingly stay awake until the wee hours of the morning every Thursday night. I ended up dropping it last-minute anyway because I wanted to go Christmas shopping instead of studying for the final. This is a good advertisement for the sophomore exploratory option at MIT. Except for, you know, the three months of sleepless nights I had. 5. August 15, 2005. Maybe it wasnt the best idea to leave my entire room packed until move-out day, make a train reservation for 6 AM, and then go to 6 flags until midnight. Still, I have to give major credit here to Dave, who went above and beyond the call of a night security guard. I have to bake that man a cake. Dont get me wrong now; some of these may sound a little stressful, but its always an interesting experience to pull an all-nighter. one reason is that I have a river view and the sunrise is always spectacular behind the John Hancock building, reflecting off the otherwise-muddy Charles. Thats because of all the air pollution, I think. You never know what color its going to be! Like a box of chocolates! DID YOU KNOW? The longest vertical distance from which a grape has been dropped and then caught in a human mouth was 788 feet. It was dropped off the roof of the John Hancock building.

Anni Albers and Beyond 5 Women Artists of the Bauhaus School

Though the Bauhaus was founded as an egalitarian enterprise designed to break down barriers of hierarchy, the radical school was not radical in its inclusion of women. Opportunities for women were more abundant in the early days of the Bauhaus, but as the school was quickly overwhelmed by female applicants, the weaving workshop soon became the repository for most female students (though there are some notable exceptions). Architecture, considered the highest of the programs offered at the Bauhaus, did not admit women. Anni Albers Perhaps the best known of the Bauhaus weavers, Anni Albers, was born Annelise Fleischman in 1899 in Berlin, Germany. Studying art from a young age, the independent 24-year-old decided she would join the four-year-old Bauhaus school in Weimar in 1923. When asked where she’d like to be placed, she insisted on joining the glassmaking workshop, as she had glimpsed a handsome young professor inside, whose name happened to be Josef Albers, eleven years her senior. Black, White, Grey (1927).   Courtesy of the Josef and Anni Albers Foundation Though she was denied placement in the glass workshop, she nevertheless found a lifelong partner in Josef Albers. They married in 1925 and remained together for more than 50 years, until Josef’s death in 1976. While at the Bauhaus, Albers made a name for herself as a writer and as a weaver, eventually serving as master of the weaving workshop in 1929. She received  her diploma after completing her final project, an innovative textile for an auditorium, which both reflected light and absorbed sound. Albers would employ the skills in designing utilitarian textiles she learned at the Bauhaus throughout her life, completing commissions for everything from school dormitories to private residences. Her Éclat design is still produced by Knoll today.   Albers would go on to teach weaving at the post-modernist school Black Mountain College, where she would move with her husband in 1933 after the Nazis forced the school to shutter. Gunta Stà ¶lzl Gunta Stà ¶lzl was born Adelgunde Stà ¶lzl in 1897 in Munich, Germany. Stà ¶lzl arrived at the Bauhaus in 1919 after having served as a Red Cross nurse in World War I. Though she came from a family of weavers (including her grandfather), she did not immediately start her education in the weaving workshop, which was formed after her arrival to accommodate the large number of women enrolling in the school. When the school moved to Dessau in 1927, Stà ¶lzl was the first woman to hold a teaching position and would eventually become Master of the weaving workshop, where she embraced an interdisciplinary approach and collaborated with fellow Bauhaus teacher, architect and designer Marcel Breuer to make furniture, to which she would add her colorful textiles as upholstery. A chair by Marcel Breuer with upholstery by Gunta Stà ¶lzl.   Via Wikimedia Commons Stà ¶lzl married Arieh Sharon, a Palestinian Jew, and received Palestinian citizenship, which enabled her family to escape Germany during the Second World War. Stà ¶lzl resigned from her position at the Bauhaus in 1931, fed up with the anti-semitic harassment she received due to her husband’s heritage. The family moved to Switzerland where Stà ¶lzl ran a weaving mill until she was in her seventies. She died in 1983. Otti Berger Otti Berger, born in 1898 in Croatia, was a highly successful commercial designer of textiles, establishing her own business beyond the walls of the Bauhaus. Berger entered the weaving workshop at the Bauhaus in Dessau in 1926 and became known for her ability to express theories of weaving verbally, publishing the influential essay Stoffe im Raum (Materials in Space) in 1930. Berger served briefly as co-Master of the weaving workshop with Anni Albers while Gunta Stà ¶lzl was on maternity leave in 1929. In 1932, Berger set up her own weaving studio, where she produced patented designs, but her Jewish heritage impeded her entry into Germanys Imperial Council for the Visual Arts, which hindered her business’s growth. As the Nazi’s power increased, Berger tried to escape the country, but was unsuccessful in her attempt to find work in England. Finally offered a position in 1937 at the Chicago Bauhaus (where Laszlo Moholy-Nagy and other Bauhaus professors had decamped after the school’s closing in 1933), she briefly made a detour to Yugoslavia to visit a sick relative. Before she could make it to the United States, however, passage out of the country was barred. Otti Berger died in a Nazi concentration camp in Poland in 1944. Isle Fehling Isle Fehling was a German costume and set designer. She arrived at the Bauhaus in 1920, where she attended stage and sculpture classes. By 1922, at the age of 26, she had patented a design for a circular stage that allowed for productions in the round. After leaving the Bauhaus she became a successful stage and costume designer, and was known for her architectural, geometric designs, which she produced as the sole costume designer at the Schauspieltheater in Berlin. Though she worked in the theater by profession, Fehling never abandoned her love of sculpture. Working in both abstract and figurative work, she produced many portrait busts of significant members of Germany’s theater scene. As with many of the Bauhaus artists, Fehling’s work was labeled â€Å"degenerate† by the Nazi party in 1933. Her studio was confiscated and her worked bombed in 1943, leaving little of it behind. Ise Gropius While not an artist herself, Ise Gropius was an instrumental figure in the success of the Bauhaus project. The second wife of Walter Gropius, Ise acted as the school’s unofficial face of public relations and marketing. She often wrote about the school for publication in the German press. Ise Gropius at home.   Getty Images The courtship of Ise and Walter Gropius was fairly unconventional, as they fell in love at first sight when Ise heard Walter speak about the Bauhaus at a lecture in 1923. Already engaged, Ise left her fiancà © for Walter, who had divorced Alma Mahler three years earlier. The Bauhaus was as much a school as it was a way of life, and Ise Gropius was an instrumental piece of the lifestyle. As the wife of the director, she was meant to exemplify the â€Å"Bauhaus woman,† running a functional and well-designed home. Largely unsung, Ise Gropius impact on the success of the Bauhaus should not be underestimated. Sources Fox  Weber, N.  and  Ã‚  Tabatabai Asbaghi, P. (1999).  Anni Albers.  Venice: Guggenheim Museum.Muller U.  Bauhaus Women. Paris: Flammarion; 2015.Smith, T. (21014).  Bauhaus Weaving Theory: From Feminine Craft to Mode of Design. Minneapolis, MN: University of Minnesota Press.Weltge-Wortmann S.  Bauhaus Textiles. London: Thames and Hudson; 1998.

Classification Of Liabilities Should Be Classified As...

INTRODUCTION In IASB Exposure Draft ED/2015/1 (AASB equivalent is ED 259), Classification of Liabilities (Proposed Amendments to IAS 1) there are proposal for several changes how liabilities should be classified as either current or non-current in financial statements. Changes proposed by the ED 1. The IASB proposes clarifying that the classification of liabilities as either current or non-current should be based on the entity’s rights at the end of the reporting period which are (a) replacing ‘discretion’ in paragraph 73 of the Standard with ‘right’ to align it with the requirements of paragraph 69(d) of the Standard; (b) making it explicit in paragraphs 69(d) and 73 of the Standard that only rights in place at the reporting date should affect this classification of a liability; and (c) deleting ‘unconditional’ from paragraph 69(d) of the Standard so that ‘an unconditional right’ is replaced by ‘a right’. 2. 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Conflict and resolution Free Essays

In preparing to make this particular essay, much to my consternation I could not immediately think about a conflict that may be appropriate to nor have I found something that must be worth telling. After debating about the onerous and numerous conflicts that had already occurred in my life, there is a particular problem that I had found worth telling. It would not be amiss if I had chosen to talk about the inner turmoil that had surfaced in my life –the turmoil that is religion. We will write a custom essay sample on Conflict and resolution or any similar topic only for you Order Now Upon reaching the age of awareness and understanding, it had been a long standing question for me whether or not I would take up the religion that my parents that had adopted or to continue tradition and take up my grandparents long standing religion. The background of this familial conflict is dated when I was still small, approximately, at the age of 9 or 10. My inner turmoil then continued on when I was in my adolescent years and finally resolved when I was nearing the age of nineteen. My inner conflict, my religious affiliation, had been resolved by deciding not to just choose the two religions that were pushed to me by my elders but I have chosen to open myself up with the possibility that religious affiliations will not be the only way for me to come to terms with my faith in a Higher Being. Notice that I have used the term Higher Being? I believe it to be a wise decision especially when later I would present the main reason for it. Relating this tear-jerking experience is at some degree hard for me. It was tear-wrenching since I remembered myself crying over it a couple of times and I remembered myself frustrated and flustered with the idea. At the young age of 9 or 10, my grandmother poked around my own feelings about the change in religion that my mother, and eventually, my father had taken. Raised to an honesty policy, I found it hard to just let the topic die down with a simple affirmative answer. I confessed to them my confusion and my own conflict, since for at least 9 years of my life I had grown to know my grandparents’ religion. It was just innocent enough and maybe too naà ¯ve and unguarded. After that particular conversation, I saw my mother crying in my parents’ room. Guessing the reason why, I had come to a realization that I had put my mother in a deeper fix than she was before. My grandparents are Catholics and my mother chose another religion that my grandmother was skeptical about. This particular religion still involves worshipping God but its ways are different from that of my grandparents’. My grandmother and my mother had a row about it and eventually there was a rift between them. They were still in speaking terms but both of them had conveniently forgotten about the issue of religion. In fact, my grandmother tolerated my mother’s decision and my mother tolerated my grandmother’s opinions. This was the routine until I was about to enter high school years. It could then be seen here that my conflict started when I witnessed my mother crying over something that I had said to my grandmother. It seems that my grandmother blamed my mother for the state of confusion that I was in at that time. After the incident, I have learned a little tact and learned to curb my tongue when it comes to religious outbursts. Personally, this would have been left as is given that I was still young and playing was my main concern. But the incident has glued on to my head for a few more years. I did not anticipate that it would take a better half of my life fighting over and pretending that I believed in what both parties were telling me. Eventually, I had taken up my parents’ religion for a while and I was content at that time. But as time passed by, I became restless with the mind boggling experiences that I have witnessed. Take for example my other relatives; they began seeing my mother as a deviant and that her religious choice was highly dubitable. As an adolescent, my parents had provided me certain independence and other liberties to explore my own self. They may still have influenced me greatly but in this particular subject, they could not sway me from my convictions. I had given my parents’ religion a chance and engaged in activities that were thrust upon me. The fusses that the activities had made me forget, temporarily though, my inner turmoil. Only when I began school again that I was able to fully recover the idea from the back of my mind. During this time, my grandparents had slowly changed their opinions about my mother seeing that this change did not become destructive. But the scene kept playing in my head and it grows more vivid by the time passes by. In school, I would ask other people regarding religion and still could not find a satisfactory answer. My inquiries had taken me nowhere but deeper than I was before. It was later that Sunday service could no longer satisfy my growing need for an answer. It came to a point that I almost became an atheist, and blamed my parents for it. The redeeming factor that came into my mind was due to the pastor’s statement that God loves me regardless of what I have become. This display of unconditional love had made me realize that there is more to life than just religious affiliations. I could even remember having a heated debate with a friend regarding my opinion. It is in my strong belief that a Higher Being, regardless of who he/she is, would actually accept me for what I am. I do not think that my values and/or virtues would have a direct link with what religious affiliation that I would take. Seeing other religious people and their fervor in proving whose religion is much better only makes me shake my head in disbelief. The shock that such juvenile bickering could still ensue among adults, like my mother and grandmother, had led me to a decision that would not hurt both adults and would benefit me as a person. What is religion then? They say that religion is a certain system of belief but this definition may have been problematic still and that the problem of the definitions are still at large now (Robinson). For me, religion became a hindrance to a contented life. It made me agitated thinking that I had to choose and that I had to set myself with the restrictions and limitations that the religions have. In the end, I had chosen a path where I could actually be satisfied with. Some people would still nag me about it and some people may scorn me about it but this decision actually works in my life. It may sound too pragmatic and impermanent but this is how I could cope with after the pressures that I had. I learned here that inquiries and a degree of skepticism would not be bad especially when a decision is something that could be of great importance. Doubting should not be taken negatively but it should be embraced especially when it could help resolve things as well as finding satisfaction in decisions and how it was arrived. Works Cited Robinson, B.A. â€Å"Definitions of the Word â€Å"Religion†Ã¢â‚¬ .   2007. September 23 2007. http://www.religioustolerance.org/rel_defn.htm. How to cite Conflict and resolution, Essay examples

Dickens calls his novel Hard Times Essay Example For Students

Dickens calls his novel Hard Times Essay Dickens calls his novel Hard Times. How does Dickens communicate a sense of the hard times which the working classes experienced due to industrialisation and Victorian attitudes to education? In your answer you should consider how Dickens uses characterisation and language to explore his themes.  During the Industrial Revolution of the late eighteenth and early nineteenth century, there was a mass rise in employment as a large number of heavy industrial factories were established all over cities. This resulted in widespread pollution and appalling overall working conditions, which are the hard times that Dickens tries to express through characterisation and language in his novel. We will write a custom essay on Dickens calls his novel Hard Times specifically for you for only $16.38 $13.9/page Order now In doing this, Dickens is criticising the pursuit of Benthams doctrine of utilitarianism in his contemporary society. Utilitarianism is the concept that the greatest number should be the guiding principle of conduct and that what the majority agrees to is correct (Bentham 1748-1832). Dickens argues, however, that this ideal is highly immoral as the working masses are subjected to such hard times whilst the rich simply enjoy their own wealth. Dickens identifies the application of these corrupt beliefs in the Victorian attitudes to education as a fundamental part of the problem. Dickens effectively illustrates the hard times experienced by the working classes due to industrialisation and the flaws in Victorian attitudes to education in his use of characterisation and language. In Hard Times, Dickens expresses the difficulties experienced by the working class in showing their lack of individuality as a result of industrialisation. The workers are described as equally like one anotherwho all went in and out at the same hours, with the same sound upon the same pavements, to do the same work, and to whom every day was the same as yesterday. Dickens uses alliteration and repetition here same hourssame sound to express the dullness of the workers tedious routines and emphasise their lack of individuality. Furthermore, he characterises the workers by describing them as being like clockwork machines; slaves to their factories, with no hint of personality. Dickens replicates this lack of individuality in the school, in an effort to show the effects of industrialisation on Victorian attitudes to education. The individuality of the working class children was being purposefully eroded in school, in an effort to raise the children as factory workers; nothing more than another cog in the industrial machine of society. This is demonstrated as the students are robbed of their names and referred to by numbers, such as Girl number twenty, and is not allowed to be called by their pet names, which are indeed representations of unique personalities:  Sissy is not a name, said Mr. Gradgrind. Dont call yourself  Ã‚  Sissy. Call yourself Cecilia. Dickens exposes here his criticism of utilitarianism the belief that what the majority agree to is correct as immoral. It is untrue that these school children have agreed to becoming factory workers; the reality is that they are brainwashed into becoming monotonous creatures who know no better than to pursue jobs in industrial factories since their education was tailored by rich teachers like Mr. Gradgrind, who are interested in only their own well being. Dickens therefore argues that the function of utilitarianism in Victorian society is misguided and corrupt. This disagreement is further embodied in the characterisation of the school children as little vesselsready to have imperial gallons of facts poured into them until they were full to the brim. This metaphor reiterates how the Victorian teachers do not see the pupils as individual people, but rather, mere vessels to be manipulated as they see fit. Moreover, the use of mathematical language such as imperial gallons echoes factory impressions and imagery. By using language and characterisation, Dickens has presented an effective picture of the hard times experienced by the working classes in the removal of individuality due to industrialisation, and the way in which this has influenced Victorian attitudes to education. He has also employed these techniques to mount an effective assault on the morality of utilitarianism in this society. .u9f801b3abef6a6ef8d92fe229696f748 , .u9f801b3abef6a6ef8d92fe229696f748 .postImageUrl , .u9f801b3abef6a6ef8d92fe229696f748 .centered-text-area { min-height: 80px; position: relative; } .u9f801b3abef6a6ef8d92fe229696f748 , .u9f801b3abef6a6ef8d92fe229696f748:hover , .u9f801b3abef6a6ef8d92fe229696f748:visited , .u9f801b3abef6a6ef8d92fe229696f748:active { border:0!important; } .u9f801b3abef6a6ef8d92fe229696f748 .clearfix:after { content: ""; display: table; clear: both; } .u9f801b3abef6a6ef8d92fe229696f748 { display: block; transition: background-color 250ms; webkit-transition: background-color 250ms; width: 100%; opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #95A5A6; } .u9f801b3abef6a6ef8d92fe229696f748:active , .u9f801b3abef6a6ef8d92fe229696f748:hover { opacity: 1; transition: opacity 250ms; webkit-transition: opacity 250ms; background-color: #2C3E50; } .u9f801b3abef6a6ef8d92fe229696f748 .centered-text-area { width: 100%; position: relative ; } .u9f801b3abef6a6ef8d92fe229696f748 .ctaText { border-bottom: 0 solid #fff; color: #2980B9; font-size: 16px; font-weight: bold; margin: 0; padding: 0; text-decoration: underline; } .u9f801b3abef6a6ef8d92fe229696f748 .postTitle { color: #FFFFFF; font-size: 16px; font-weight: 600; margin: 0; padding: 0; width: 100%; } .u9f801b3abef6a6ef8d92fe229696f748 .ctaButton { background-color: #7F8C8D!important; color: #2980B9; border: none; border-radius: 3px; box-shadow: none; font-size: 14px; font-weight: bold; line-height: 26px; moz-border-radius: 3px; text-align: center; text-decoration: none; text-shadow: none; width: 80px; min-height: 80px; background: url(https://artscolumbia.org/wp-content/plugins/intelly-related-posts/assets/images/simple-arrow.png)no-repeat; position: absolute; right: 0; top: 0; } .u9f801b3abef6a6ef8d92fe229696f748:hover .ctaButton { background-color: #34495E!important; } .u9f801b3abef6a6ef8d92fe229696f748 .centered-text { display: table; height: 80px; padding-left : 18px; top: 0; } .u9f801b3abef6a6ef8d92fe229696f748 .u9f801b3abef6a6ef8d92fe229696f748-content { display: table-cell; margin: 0; padding: 0; padding-right: 108px; position: relative; vertical-align: middle; width: 100%; } .u9f801b3abef6a6ef8d92fe229696f748:after { content: ""; display: block; clear: both; } READ: Russians And Bosnians Essay Research PaperAnother way in which Dickens communicates a sense of the hard times is by describing the sense of entrapment that the working class feel due to industrialisation controlling their lives, All the public inscriptions in the town were painted alike, in severe characters of black and white. Since Dickens uses specific colour imagery of black and white, Dickens conveys that Coketown is a factual black or white region, which shows how the civilians are locked in a world of facts even by their decorating. Dickens mirrors the sense of entrapment in the workplace in the Victorian classroom which is another example of the negative effects of industrialisation. He does this by describing the classroom as The scene was a plain, bare monotonous vault. Firstly, Dickens uses the technique of a list of three. He uses this language technique to emphasise the dullness and entrapment felt in the classroom. Dickens conveys the idea that the childrens learning conditions were similar to a prison cell showing how the children were entrapped. Dickens also uses this language to show how children were locked into a world of facts. In Hard Times. By using language and imagery to convey a sense of entrapment, Dickens shows how the working classes entrapment in their jobs and the school childrens imprisonment in a world of facts create such hard times for them.