Category: Uncategorized

Motivation Outline

Definition

Motivation has been characterized as the mental process that gives behavior reason and bearing an inward energy to fulfill an unsatisfied need

Ways of Motivation

Make students feel valued

Teachers should lead by example

Training and personal development

Communicating with your students ought to can increase motivation

Comparison of Scientific and Behavior approach of Motivation

While the behavioral methodology to administration stresses the part of social methods in organizations

Scientific approach is a compelling system for an entrepreneur framework

Theories of motivation

Maslow’s hierarchy of needs

Equity theory

Expectancy theory

Herzberg’s “two factor theory

Barriers to Motivation

Overwhelmed/Too much work

Unclear career goals

Peer pressure

Homesickness

Personal or family issues

Stress

Monumental architecture in Egypt

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In the past, monumental architecture was mainly influenced by the political and the social system of a country. Monuments were built to inform the community beliefs in their leaders, religion or on supernatural existence of god-like creatures. Some communities used treasures to skillfully design extra-ordinary structures with writings and signs embedded in them. Some as in the case of Egypt used stones, bricks and sun-baked mud as the raw materials to design their architectural monuments. Skilled labor was used to architect the designs while slaves were used as cheap labor to do the hand work.

Monuments were designed based on the various aspects ranging from political, religious and cultural aspects. Egypt which is one of the archaic-state countries has been viewed to be rich in architectural monuments. One of the most magnificent monuments are the pyramids which were influenced by their then leaders; the pharaohs. The structures were viewed as a symbolic expression of power. In other words, they represented a political aspect in them of leadership. Basically, the pyramids only promoted the interests of the leaders and had little or no real benefit towards the commons. The pyramids were designed in a way to act a tombstone of the pharaohs once they die and their amazing heights were a clear reflection of how high the pharaohs would be revered even in the afterlife.

Currently, most egalitarian societies do not invest in monumental architecture due to the existence of varied opinions. In the past societies, all tribes paid tribute on leadership as a blessing from the gods and would not dare object any form of command from them. This no longer happens as societies have divergent opinions and beliefs. Monuments were only built on common grounds. The different patterns of beliefs, customs either on political or social aspects as well as settlement patterns would not give an environment for investing in monuments as a symbol of equity in opinions and beliefs.

References

Alexander Badawy, (1996). Architecture in ancient Egypt and the near east, M.I.T. press.

David P. Silverman, (2003). Ancient Egypt. Oxford university press.

Reich, Lawrence S. Cunningham, John J. (2010). Culture and values: a survey of the humanities (7th ed. Ed.). Boston, MA: Wadsworth Cengage Learning

Controversy regarding the removal of Confederate monuments? (L-C)

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The entire purpose of Confederate monuments is to commemorate racial supremacy. According to a Stanford historian, Controversies over Confederate monuments and memorials are part of an overdue racial reckoning in USA. In addition to the fact that Confederate Memorials glorify violent racism and violence against African Americans, they reinforce racial stereotypes that are used still today to denigrate civil rights activists and Black Lives Matter supporters as terrorists. The move by Stanford University’s Board of Trustees to remove a statue of a Confederate soldier from its campus was in keeping with the progressive political movement spearheaded by Black Lives Matter and Students for Justice in Palestine (Gåddie, & Evans, 2021).

The school’s board is mostly White, and most of them are Green Party members or Socialists who support the removal of Confederate statues because they believe this is what “progressives” want. That is the state of Stanford University, a mainly White institution located in the rich Silicon Valley enclave, where leftist propaganda is used to manipulate students into accepting that the statues must come down because they give off an “uncomfortable feeling” and are part of a “segregationist legacy” (With these racist markers in place, there can be no peace, 2022)

The hypocrisy is that many of Stanford University’s history professors who give lectures on Nazi Germany and its attempts to exterminate Jewish people are themselves Jewish. But many Jews were not killed by Nazis. They were largely spared, so they can safely teach classes on how millions were murdered. And how did they get that way? By no-platforming critics of their narrative (Gåddie, & Evans, 2021). At a recent Students for Justice in Palestine rally, a speaker complained that “anti-Semitism is rampant” on college campuses across the USA. But, of course, it’s not rampant at Stanford University and others like it, where Jewish students are shielded from criticisms of their policies and culture. This whole charade is done purposefully to attract donations to Jewish causes.

Reference

Gåddie, K., & Evans, J. J. (2021). A Systems Approach to Understanding Community Power in the Debate over Confederate Monuments. Social Science Quarterly, 102(3), 1128-1150.

With these racist markers in place, there can be no peace. (2022). Retrieved 4 February 2022, from https://edition.cnn.com/2020/06/01/opinions/confederate-monuments-george-floyd-protests-history-cox/index.html

Motivation Strategies in Teaching

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Introduction

Motivation has been one of the most valued concepts in varied environments including business, home and school. This may primarily be a result of the recognition that motivation has a bearing on the productivity of individuals in all these environments. Motivation, however, is an abstract term whose definition varies especially considering that it cannot be scientifically measured (Wenzel & Wigfield, 2009). Nevertheless, the term is used to underline varied processes and effects that have a common core in the acknowledgement that any organism would chose a certain behavior because of the likely consequences, then executes the behavior with certain energy along a certain path (Klassen et al, 2010). It is well recognized that there exists a positive correlation between motivation and leaning, with research showing that students who are motivated would be likely to put more energy in their learning, participate actively in it and realize better outcomes, as well as feel good about the process (Klassen et al, 2010). It is not surprising, therefore, that volumes of literature and models have been crafted to guide the process of motivation. Two of these are the ARCS model by John Keller and the Motivational Framework for Culturally Responsive Teaching by Raymond J. Wlodkowski. These two models are similar and different in varied ways.

In examining the two models, Klassen et al, (2010) noted that both models are dependent on the subject finding meaning in what he or she is doing so as to be interested. In ARCS model, the student would have to find the learning activity relevant and applicable in his or her life. This is the same case for Wlodkowski’s model, where the learner would be motivated after developing a certain attitude through ensuring personal relevance, as well as choice. Samadi (2010) also noted that the two models have motivation tied to the end result. In Wlodkowski’s model, the fourth essential component revolves around engendering competence through the creation of the understanding that the learners will gain knowledge on something about which they want to learn. This is the same case for ARCS model, where Kelly states that learning has to give satisfaction or a certain reward in the form of praise, sense of achievement or mere entertainment (Samadi, 2010) This may be done through giving learners the feeling that the skills acquired are beneficial by offering opportunities for their application. However, the two models differ in that Wlodkowski’s model seems to use emotions in enhancing motivation among learners. An instructor would have to establish inclusion through the creation of connectivity and respect between him and the learners (Samadi, 2010). ARCS model, on the other hand, strives to create no such connection or appeal to the emotions of the learner, rather the goal of motivation is tied to the satisfaction that the learner would achieve in the end (Wenzel & Wigfield, 2009).

ARCS model was recently applied in the classroom to improve the performance of ladies in sciences and mathematics. The tutors posed problems to the students to enhance their attention. This was complemented by breaking into groups to enhance participation. The relevance of pursuing sciences was underlined by the fact that these are core subjects that have a bearing on the overall performance, while the confidence of students was enhanced through providing feedback and attributing any success to their effort in the same. Satisfaction was guaranteed through providing feedback, as well as reinforcing the behavior with gifts and rewards alongside the high marks.

While both motivational strategies are credible, I find the ARCS more practical in my workplace. This is especially considering that it does not depend on emotional attachment between one party and another rather it is solely tied to the satisfaction or reward that an individual would gain in the end (Wenzel & Wigfield, 2009).

References

Klassen, R.M., Ang, R.P., Chong, W.H., Krawchuk, L.L., Huan, V.S., Wong, I.Y.F., & Yeo, L.S. (2010). Academic procrastination in two settings: Motivation correlates, behavioral patterns, and negative impact of procrastination in Canada and Singapore. Applied Psychology: An International Review, 59(3), 361-379.

Samadi,M.(2010). Investigating the relationship between the dimensions of motivational orientations, learning strategies, and determining the contribution of these variables in explaining academic achievement .Journal of Research Institute of Education Studies.

Wenzel, K. R., & Wigfield, A. (2009). Handbook of motivation at school. New York, NY: Routledge, Taylor & Francis Group.

Case Review and Counseling Plan

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Nicole and Tanya have two main issues that the therapist has to address for their relationship to work. Tanya has been hesitant to tell her parents about her sexual orientation and her lifestyle because she is afraid that they will reject her. Nicole, on the other hand, does not understand why Tanya cannot tell her parents about them, and especially when they are about to start a family and become more serious. This paper will review two main intervention approaches or techniques that the psychologist can use to help them establish a successful relationship.

There are two types of intervention techniques that a therapist can use to help this couple. These two include emotionally focused therapy and integrative behavioral couple’s therapy. The integrative behavioral couples therapy is an approach that is derived from behavioral couples therapy technique that usually puts much of its efforts not only on change of behavior, but also puts a substantial amount of focus on the acceptance of the problem that is impossible or difficult to change (Christensen & Heavey, 1999). In the case of Tanya and Nicole, their problem is that Nicole feels unaccepted by Tanya because she has not come out to her family fully about their relationship. Tanya feels pressured because she feels like her family might reject her if she does as Nicole is asking.

The therapist may help this particular couple to reformulate its challenges as differences other than deficiencies in order for the therapist to promote acceptance. This way, Nicole can understand that people are different, that her parents and Tanya’s are different, and that their reactions might differ. The therapist can use this approach to help the couple express some of their most vulnerable feelings that usually lie behind most behaviors (Christensen & Heavey, 1999). For instance, Tanya has fears that she might lose her family forever if she ever tells them of her lifestyle and sexual orientation. The therapist must make Nicole understand these feelings and fears so that she eliminates her fears that Tanya is hesitant with the news because she is not committed. This can also make Tanya understand Nicole’s fears.

This approach is also useful as it helps the couple carry out an analysis that is objective of the problematic patterns mist couples experience. Additionally, the technique can be beneficial in reenacting of behavior that is undesirable in a manner that increases and develops tolerance. This way, the couple can learn to be patient with each other, and can learn to tolerate each other. Therapists have designed these strategies to increase and promote acceptance between couples, and they may foster change indirectly in the problematic area and increase the closeness between the couple (Christensen & Heavey, 1999).

Emotionally focused therapy, on the other hand, explains the distress experienced in relationships with the use of the attachment theory, rather than through changing behavior (Greenberg & Johnson, 1988). This approach involves the identification of interaction cycles that are problematic between partners and the emotions basing these cycles. Therapists believe that distress experienced in relationship arises when bonds of attachment are disrupted or when these bonds have not been fully developed, resulting to couples engaging in rigid and tensional interactional patterns that prevent closeness. This kind of therapy works to help such couples recognize their experience in emotions in the restructure and relationship their interactions form in order to come up with a relationship that is more satisfying. The therapists and the couple work hand in hand to redefine and reprocess the relationship in a manner that it allows them a closer and secure attachment base for their relationship (Jacobson& Christensen, 1996).

References

Christensen, A. & Heavey, C. L. (1999). Interventions for Couples. Annual Review of Psychology 50:165–190.

Greenberg, L. S. & Johnson, S. M. (1988). Emotionally Focused Therapy for Couples. New York: Guilford Press.

Jacobson, N. S. & Christensen, A. (1996). Integrative Couple Therapy. New York: Norton.

Active learning is better than passive learning

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Introduction.

Learning is a process whereby a person mostly referred to as a teacher pass on knowledge to recipients known as students. This process can take place in many ways including and not limited to lectures, video conferencing and referrals. This paper tries to show that active learning is better than passive learning.

To understand these forms of learning we take a look at each. Passive learning is a non-interactive way of passing knowledge from the teacher to the student. The student simply listens to what the teacher has to offer without questioning or contributing in any way. Active learning on the other hand is where a teacher passes on what he or she knows to the student while seeking to establish what the student also knows regarding the topic of discussion. This can be achieved by use of open ended questions CITATION Dea01 l 1033 (McManus, 2001). The main reason for having this topic under scrutiny is to get more light why most people go to school but still remain in the same or slightly improve the state of understanding of study areas.

In order to get in-depth insight on these two learning methods we ask the question,”what are the concentration levels in both learning methods?” Focusing on passive learning we establish that concentration levels are low among students. This is brought about by low or non-participation in the learning process. Human concentration is greatly reduced if not faced with spontaneous activities within the environment. Due to the low concentration levels students don’t grasp entirely what they are taught CITATION Nor07 l 1033 (Herr, 2007). They also develop a negative attitude towards such classes. On the other hand active learning has high concentration levels among students due to their participation in the learning process. Students feel the urge to own the knowledge being transmitted to them thus ask questions whenever need arises. This levels of participation makes them alert thus can stay focused for longer periods than students in a passive learning class.

Another question we need to ask ourselves is “how do students respond to questions in an exam after undergoing through a passive or active learning process?” Students who have been through passive learning simply download what they were taught in class. This is evidenced by the similarity on what their teacher gave them either in note form or speech. Most of these students strive to cramming rather than understanding concepts. Active learning produces students who have grasped the context being taught in a way that they can explain it without necessarily using their teachers’ words CITATION Bar95 l 1033 (Barr, 1995). In an exam situation you find that they write what they know about the topic being assessed rather than what the teacher said.

Conclusion.

Active learning has been found to be better as it involves the participation of all learning participants. This also ensures that students don’t go to school to get information but to learn. It has been proved that active learning helps in self assessment of the teacher. The teacher gets to know whether the knowledge intended for the students has been grasped well. Active learning helps students to apply whatever knowledge they have effectively. This is due to the fact that the concept is properly understood and can be remembered with ease.

Works Cited

BIBLIOGRAPHY Barr, R. (1995). teaching to learning. Change Magazine , 13-25.

Herr, N. (2007, 06 14). Passive vs. Active Learning. Retrieved 05 18, 2013, from The Source Book For Teaching Science: http://www.csun.edu/science/ref/pedagogy/active-passive/active-passive-learning.html

McManus, D. A. (2001). The Two Paradigms of Education and the Peer Review of Teaching. Geoscience Education , 423-434.

Case Scenario

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Pathophysiology between Diverticulitis and Diverticulosis

Collectively diverticulitis and diverticulosis are referred to as diverticular diseases, and both occur in the large intestine. They also share the same feature of diverticula, a pocket or protrusion in the colon wall. Diverticular disease is categorized by the presence of tiny pouches in the wall of the large intestine; diverticulosis develops when these pouches push through the colon’s thin outer muscle layers; it may occur everywhere in the colon but is more common in the sigmoid and descending colons (Ghoulam, 2019). Diverticulosis is categorized by saclike protrusions formed when conic submucosa and mucosa are herniated via the large intestine’s muscle layer defects. Besides, diverticulosis may sometimes become symptomatic, resulting in severe complications. According to Elisei and Tursi (2018), diverticulosis has been studied for decades, but researchers have recently revised the pathophysiologic theory that underlies the condition. Even though constipation is no longer thought to be the primary cause of diverticulosis, it is still essential to recognize that there are likely other causes, from structural changes in the colonic wall to microbial dysbiosis that contributes to the development of diverticulosis.

Furthermore, inflammation of the diverticulum also causes Diverticulitis. Diverticulitis is the infection and inflammation in a single or more diverticulum. Diverticulitis develops when bacteria and food in the diverticulum produce inflammation and infection, which can impede drainage and result in abscess formation or perforation. Besides, ten percent or more of patients with diverticulosis will develop Diverticulitis. Diverticulitis can exist as either a chronic or an acute process. In 10%-25% of individuals, diverticulosis will progress to Diverticulitis, the disease’s most serious consequence. Pathophysiologically, Diverticulitis develops when fecalith blocks off the diverticulum sac, causing discomfort of the mucosa and subsequent low-grade congestion, irritation, and additional diverticulum blockage (Rezapour et al., 2018).

Clinical Findings Backing up Acute Diverticulitis Diagnosis in the Case

Some of the clinical results from this case that backing up acute diverticulitis diagnosis include; positive stool for occult blood, which is due to the of erosion and destruction of the arterial blood vessels leading to bleeding, low-grade fever of about 100.20 F caused by dehydration and infection, and the patient suffering from left lower quadrant (LLQ) ache of the abdomen convoyed by vomiting, nausea, and constipation. This is caused by recurrent local inflammation of the diverticula. Also, the large bowel may be slender with fibrotic strictures, resulting in narrow stools, cramps, and increased constipation, or may sometimes result in intestinal obstruction. Another clinical finding supporting the diagnosis of acute Diverticulitis, in this case, is the flat plate abdominal x-ray which shows a bowel-gas pattern in line with the ileus. In such cases, an abdominal x-ray may indicate free air beneath the diaphragm if a perforation occurs from the Diverticulitis.

Other clinical findings that support acute diverticulitis diagnosis are the patient’s dehydration signs, such as the patient’s poor skin turgor with tachycardia [101 bpm] and mild hypotension [90/60 mm Hg], and the patient having pale mucosa. The signs mentioned above and the symptoms are a clear indication of peritonitis. Besides, peritonitis is a condition triggered by leakage of abdominal organs’ contents into the abdominal cavity, mainly due to inflammation, trauma, ischemia, infection, and tumor perforation. In addition, the clinical finding that the patient has left lower quadrant and has tender to light palpation lacking rebound tenderness supports acute diverticulitis diagnosis. Besides, increased tenderness and abdominal pain indicate signs and symptoms of perforation, which is a surgical emergency. The last clinical finding that supports acute diverticulitis diagnosis, in this case, is the hyper-resonance of the patient’s abdomen to percussion due to air in the peritoneum which shows signs of peritonitis.

Risk Factors for Acute Diverticulitis

Some risk factors that increase the chances of developing acute Diverticulitis include; age, where the probability of developing Diverticulitis increases with age. This is due to cellular hypertrophy, structural changes, and deterioration in the circular muscle layers of the large intestine. Even though older age is often associated with acute Diverticulitis, this relationship is strong per se. The prolonged period in which the colonic wall is susceptible and exposed to other pathogenetic factors plays a vital role in the development of acute Diverticulitis (Alessandra et al., 2018).

Another risk factor that increases the odds of developing acute Diverticulitis is nutrition low in fiber and rich in animal fat. A high intake of animal fat in combination with a low-fiber diet seems to increase the risk of developing acute Diverticulitis. Lastly, opioids, steroids, and nonsteroidal anti-inflammatory drugs such as naproxen, sodium, and ibuprofen are associated with high odds of causing acute Diverticulitis. A high risk of diverticular bleeding is linked with the regular usage of aspirin and nonsteroidal anti-inflammatory drugs (Alessandra et al., 2018).

Why IV Fluids and Antibiotics are Specified in this Case

In this case, since the patient shows clear signs and symptoms of experiencing dehydration, the patient requires to be hydrated with electrolytes and the IV fluids she has lost. In addition, it is clear that the 84-year-old patient is suffering from acute Diverticulitis with noticeable symptoms, and thus hospitalization is urgently needed. In most cases, hospitalization is indicated for those immunocompromised and elderly patients or those taking corticosteroids. Administering IV fluids, withholding oral intake, and instituting nasogastric suctioning in case of distention or vomiting are utilized to rest the bowel. The IV fluids have been indicated in this case since they will be administered to the patient to replace the electrolyte and fluid she has lost. Besides, colloid, fluid, and electrolyte replacement is the main focus in managing acute Diverticulitis (Hinkle & Cheever, 2018). Apart from IV fluids, administration of some quantity of an isotonic solution can be prescribed in this case. Lastly, IV fluids have been specified in this case to help the patient’s gastrointestinal tract restore from the severe bouts of acute Diverticulitis and clear the gastrointestinal tract before certain tests and procedures like colonoscopy, which might be performed on the patient.

Moreover, since the patient is showing signs of infection, antibiotic therapy is required, which is why antibiotics have been indicated in this case. Antibiotic therapy is usually introduced early in the treatment of acute Diverticulitis. In this case, antibiotics have been indicated to stop the inflammation from spreading further (Van Dijk et al., 2018). Besides, these antibiotics can be used as tablets, syrup, or an infusion. During the treatment of acute Diverticulitis, large amounts of broad-spectrum antibiotics are intravenously administered until the exact organism leading to the infection is determined and the necessary antibiotic therapy can be started. In addition, antibiotics such as rifaximin and Flagyl are often utilized to treat GI infections such as Diverticulitis.

References

Alessandra, V., Ginevra, C., Chiara, M., Alberto, B., Antonio, N., Mario, C., … & Gian, L. D. A. (2018). Epidemiology and risk factors for diverticular disease. Acta Bio Medica: Atenei Parmensis, 89(Suppl 9), 107.

Elisei, W., & Tursi, A. (2018). The pathophysiology of colonic diverticulosis: inflammation versus constipation? Inflammatory Intestinal Diseases, 3(2), 55-60.

Ghoulam, E. (2021, November 24). Diverticulitis. Practice Essentials, Background, Pathophysiology. https://emedicine.medscape.com/article/173388-overview#a6.

Hinkle, J. L., & Cheever, K. H. (2018). Brunner and Suddarth’s textbook of medical-surgical nursing. Wolters kluwer india Pvt Ltd.

Rezapour, M., Ali, S., & Stollman, N. (2018). Diverticular disease: an update on pathogenesis and management. Gut and liver, 12(2), 125. DOI: 10.5009/gnl16552Van Dijk, S. T., Bos, K., de Boer, M. G. J., Draaisma, W. A., van Enst, W. A., Felt, R. J. F., … & Boermeester, M. A. (2018). A systematic review and meta-analysis of outpatient treatment for acute Diverticulitis. International journal of colorectal disease, 33(5), 505-512.

Act Utilitarianism

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Act Utilitarianism

Explanation of Act Utilitarianism

Act Utilitarianism is a type of utilitarian theory of ethics that affirms that an individual’s act is only seen to be morally satisfactory if and only if it results in the best probable outcome for that specific situation (Dimmock & Fisher, 2017). Act Utilitarianism is most often linked to two British philosophers considered the greatest utilitarians, John Stuart Mill ad Jeremy Bentham. They established the utilitarian theory in the eighteenth and nineteenth centuries. Significant implications arise from adopting a utilitarian outlook on how we should consider living an ethical life. Since utilitarianism gives equivalent weight to the well-being of all people, it proposes that we need to make helping other people a big part of our life as it values the well-being of all persons equally (Scarre, 2020). Act utilitarianism is an ethical principle that makes statements about identifying whether acts are good or bad, and it tries to justify these assertions by appealing to the concept of utility. Act utilitarianism precisely does this by considering repercussions and inquiring as to whether or not acts affect other people positively or negatively. Good acts are those that increase overall happiness and lessen suffering in the world, whereas negative deeds are those that have the opposite effect.

Act utilitarians believe we must carry out the activity that will produce the most excellent net utility when faced with a decision about what to do. In their opinion, the utility principle, which states that one should do whatever will create the most outstanding overall outcomes, should be implemented individually for each circumstance. In most cases, Act utilitarianism is often contrasted with ruling utilitarianism. While the act utilitarian is concerned solely with the effects of a particular action, the rule utilitarian is interested in how strictly adhering to rules of behavior affects outcomes. When it comes to Act utilitarianism, an action’s positivity or negativity is based on the action’s impact on the world. The idea of action in act utilitarianism is the one that positively affects the world by generating the most incredible amount of collective happiness for the people. Act utilitarianism, in contrast to rule utilitarianism, gives no weight to whether or not the actor behaved under any rules. Like other varieties of utilitarianism, act utilitarianism is a sort of consequentialism (Anjum & Mumford, 2017).

Pseudo-objections (Arguments) against AU and how Mill Replies

One of the pseudo-objections against AU is that happiness is unattainable, and thus it cannot be a rational aim for human life. Also, life goes on without happiness, and many good people have become virtuous by rejecting happiness. To begin with, Mill replies to this objection by arguing that it is an exaggeration to claim that humans cannot be happy. According to Mill, happiness is experiencing fleeting moments of ecstasy amid a life relatively free of hardships. Besides, he argues that this state of affairs is achievable and would be so for almost everyone if only the current educational and societal structures were altered. Mill believes most individuals can be happy, provided they get an education promoting the correct values. Next, Mill responds to the claim that most reasonable people in history are those who have chosen to forego happiness. Mill admits that this argument is valid, and he supports it by acknowledging that there are martyrs who renounce their happiness. However, Mill contends that martyrs must renounce their happiness for a higher cause (Mill, 2021). Besides, Mill acknowledges that selflessness, the desire to put the happiness of others before one’s own, is the greatest virtue. Mill’s replies are convincing since the worth of other people’s happiness is implied in the sacrifice so that others will not have to suffer as much as you have.

The second pseudo-objection against AU is that it leaves individuals “cold and unsympathizing” as it focuses exclusively on the outcomes of individual’s activities instead of on the morality or immorality of the people who do those acts. The first reply of Mill in response to the argument that utilitarianism is immoral because it does not take into account the character of the person when determining whether or not an act is right or wrong is that this is a critique of all morality; no system of ethics evaluates the character of persons who commit acts independently of the actions themselves. Mill says that if this objection means that many utilitarians fail to recognize other desired “beauties of character” but only consider utilitarianism as an exclusive measure of morality, then this is a reasonable indictment of many utilitarians (Mill, 2021). This reply is convincing because Mill argues that moralists of all stripes make a significant error when they focus only on developing their moral sentiments to neglect their artistic understandings or sympathies.

The third pseudo-objection against Au is that it glorifies base pleasures and aims to reduce the meaning of life to pleasure. To this argument, Mill argues that the pleasures available to humans are much greater than those available to animals and that once people become conscious of their greater capacities, they would never be satisfied to let them go uncultivated. While it is true that certain pleasures might be considered “basic,” that does not imply they are all equal; instead, some are more worthwhile in and of themselves. Consequently, utilitarianism assesses an action’s morality based on the number and quality of the pleasures it brings about. In his reply, Mill insists on how to know how to differentiate between lower and higher-quality pleasures. According to Mill, individuals always prefer one pleasure over another, even if it comes with discomfort. If individuals are unwilling to swap that pleasure for another, it means that pleasure is of better quality (Mill, 2021). This reply is also convincing because Mill argues it is an “unquestionable truth” that when all forms of pleasure are available equally, individuals will choose the ones that stimulate their “higher” faculties. No rational human being would ever want to assume the traits of a lower life form; similarly, no intelligent individual would ever deliberately choose to learn nothing.

Explain and critique several serious objections (arguments) leveled against AU.

One of the severe objections against AU is that it does not account for justice concerns. We can conceive scenarios in which a particular action plan might result in significant advantages for the community, even though they would be manifestly unjust. I agree with the objection since Act utilitarianism only focuses on ensuring that the action taken results in the greatest happiness for the people without considering whether the actions followed the rules. Some actions might result in greater happiness, but they could still be unjust to others. In addition, another serious objection leveled against AU is that people are required to make an excessive number of sacrifices, which makes it too demanding (De Lazari et al., 2013). The argument contends that utilitarianism mandates that we must always act in a manner that maximizes utility, which runs counter to the morality we intuitively understand and the morality we have deliberated about. I agree with this argument because when it comes to AU, we have to sacrifice our happiness to make other people happy.AU demands that we do what results in maximum utility, even if it means sacrificing our happiness.

References

Anjum, R. L., & Mumford, S. D. (2017). A philosophical argument against evidence‐based policy. Journal of evaluation in clinical practice, 23(5), 1045-1050.

De Lazari-Radek, K., & Singer, P. (2013). How much more demanding is utilitarianism than common sense morality? Revue internationale de philosophie, 266(4), 427-438.

Dimmock, M., & Fisher, A. (2017). Ethics for A-level. Open Book Publishers. DOI https://doi.org/10.11647/OBP.0125Mill, J. S. (2021). On Liberty: And Utilitarianism. SSL.

Scarre, G. (2020). Utilitarianism. Routledge.

Action researchAction research (AR) refers to the combined generation of theory and social systems change through the participation of a researcher in the social system. The term as used in this definition was first introduced in 1946 by Kurt Lewis (Elden, 1993). The proponents of this approach argue that the relevance of research should be felt by scholars as well as practitioners. Scholars find research relevant in their pursuit for the advancement of current knowledge and practitioners whose duty is to deal with the system’s problems day to day (Hall and Hammond, 2004). It has been also argued that action research’s main objective should be the production of theories towards desirable states in the future (Reason & Bradbury, 2001).

Action researchers should also aim at equipping people faced with certain problems with the competence to help themselves. This means that the output of the research should stem from being involved with an organisation’s members in a matter that genuinely concerns them.

A common misconception is that projects in management consultancy are Action Research (Heron et al., 2001). This is wrong since most of them lack in some basic principles. If these principles were to be included in the planning and implementation of these projects, then they would qualify as Action Research. AR in practice actually solves the challenges of both research and consultancy but not the other way round. AR incorporates input from researchers as well as from the practitioners and it is then an important tool for a research aimed at the understanding of formulation and implementation of strategic plans (Lomax, 2000).

One of the strengths of AR is that it does not pretend to come up with laws which have universal application but gives case specific insights (Ladkin, 2004). It is also advantageous in that it has the characteristics of both a problem solution approach as well as a process in problem solving emerging from its specific sequence of events and its model (Heron et al., 2001).

The process aspect of AR – AR systematically assembles data aimed at some target or need of a system as a going concern.

The approach aspect – AR applies scientific methods like experiments and fact-finding to practical problems. It also collaborates with scientists and practitioners in producing action solutions.

Ladkin (2004) says that it is however important to distinguish between Action science and AR. Action science is a version of AR that is evolutionary; this means that it introduces the building of theories into AR. This characteristic of Action science gives it the ability to create knowledge as well as offer practical solutions.

Constructive researchThis is a normative form of research design which normally is made up of case studies (Mason, 1996). It employs limited research tools and terminates in innovative solutions that are grounded in theory. The tool is mostly used when a need for theory grounded and innovative solution exists and when one is more concerned with the way things should be carried out towards accomplishment of a certain goal and not where one seeks to find out the status quo. Mason, (1996) explains that it draws its advantage from its ease of application, its practicability in relevance and utility, its link to theory and novelty therein and its adaptability in different environments.

Qualitative researchThis form of research is more focused on the field and case studies and deals with progressive concerns. Coghlan and Brannick, (2001) recommend this arguing that it helps the researcher get involved personally in the description and interpretation of vivid experiences from his/her observations and those of the informants. It constructs rather than discovers knowledge.

It is mostly applicable where research seeks to get an understanding of a phenomenon and not explain the causal-effect relationships (Somekh, 2006). The research questions for this design have a greater relationship to the phenomena under investigation. Its strong points are the sensitivity it has for the risks inherent in subjectivity by human respondents as well as responsiveness to the design of the study. It also helps in validating the interpretations by the researcher (Friedman, 2006).

Case study approachThis is a descriptive approach which employs both the quantitive and qualitative tools. It helps to solve the difficulty which encounters researchers in separating analysis from interpretation during gathering of data by dealing with the procedures considered subjective (Dick, 2002). In this approach, the knowledge is not discovered but is rather construed and generalisations are made from the limited cases studied through a deeper phenomenon understanding. It helps in capturing the gist of the feelings by informants and easily adapts its interviews to emerging situations (Greenwood, and Levin, 2006).

This approach is mostly useful where a phenomenon is to be investigated within its context in real life and where the phenomenon to be studied is complex (Dick, 2002). The approach is also useful where the investigator wants to know the ‘why’ and the ‘how’ of an occurrence they do not exercise control over. The tool is also important on the building and testing of theories and to give a thorough description.

Friedman, (2006) states that the tool is advantageous in that it employs triangulation and austerely and precisely represents empirical data collected. It also involves finding opposing explanations to those held by the researcher and grants the researcher an opportunity to independently weigh the reliability and merits of the eventual analysis. The tool also gives valid, realistic and reliable findings and the results from it are significant.

DATA PRESENTATIONThe researcher will use appropriate statistical tools to present the results of the study. The presentation style will depend on the nature of the data to be presented and the method used in collecting it.

REFERENCESAllio, M.K. 2005. „A Short, Practical Guide to Implementing Strategy‟. Journal of Business Strategy, 26, 12-21.

Bossidy,L., Charan, R. and Burk, G. 2002. Execution – The discipline of getting things done. London: Random House Business Books.

Brockbank, A., 2004. The action learning handbook: Powerful techniques for education, Professional development and training. London: Routledge.

Brown, S. and Blackmon, K. 2005. Linking Manufacturing Strategy to the strategy mainstream: The case for strategic resonance. Journal of Management Studies, 42(4), pp 793-815.

Chia, R. (n.d.). Writing an academic Thesis, Dissertation or Essay: Guidelines, Academic Conventions, Rationale and Good Practice. University of Exeter. Available at https://docs.google.com/file/d/0B-RoS9BOCBbab2o5U0w5QVZUYjQ [Accessed 10th May 2013].

Coghlan, D. and Brannick, T. 2001. Doing action research in your own organization. London: Sage.

Motivation at Starbuck

Name

Institution

Introduction

The breakthrough in technology over the decades is a good business boost for many firms. However, more efficiency and productivity are achieved with motivated workers. This study looks into Starbuck as a case study to unravel some of the underlying ideologies behind employee motivation in organizational success.

This study also analyses management techniques, theories and practices of motivation, and the basic management issues that may have heavy impacts to an organization. The knowledge of organizational behavior helps managers to understand employees, and thus adopts ways that can improve their efficiency and effectiveness, thereby helping a firm to adopt favorably to the changing business situations (Sanzotta, 2007). The paper discusses some of the motivational theories and practices as practiced at Starbucks and tries to answer the following possible questions;

What motivates the employees?

What are some of the psychological motivational theories that explain how they are motivated?

The current global business require more than leadership and team building to enhance great success through direction and control. It also needs the efficiency and effectiveness of employees through utilization of their intellectual prowess and commitment to the organizational goals and objectives. This is only possible if they take participatory roles in the organization.

Discussion

According to Maslow’s Hierarchy of needs, humanity is driven by the following needs where satisfaction of each needs level motivates another higher need: Psychological, which relates to survival basic needs, safety, social needs, esteem, and self-actualization. Herzberg’s factor is another motivational theory which relates to factors that increase or decrease worker’s satisfaction (Mcreynolds, 2012). Expectancy theory is also another motivational theory and concept which assumes that quality of employee’s efforts is influenced by the outcome they receive for their efforts. These theories and concepts together with their critics are discussed in this paper in order to fully understand the aspects of organizational behavior.

Understanding the changing behaviors of the employees facilitates better working relationships between managers and the employees. Starbuck is one of the retail coffee business models that do not only provide quality coffee to its worldwide customers, but also provide a suitable working environment for its employees. Its employee motivational strategies, customer satisfaction, and cooperation of teamwork make it become ranked among the rapidly growing companies in the world (Dessler, 2010). Just like Starbucks, it is paramount for organizations to realize that they can reap full benefits of efficiency and higher productivity if they involve their employees in the active and participatory roles in the organization. The company enhances active participation through training, freedom of opinion expression, equal treatment, and proper welfare measures as well as offering employees a listening ear to their complaints.

With globalization pace over the recent years, the intensity of competition among related and unrelated businesses necessitates different perspectives of strategies. Success is not only achieved though quality production of services and goods, but can also be achieved through team work and provision of favorable working atmosphere in the Starback’s pursuance of completion and high production (Christopher, 2007). In order to realize this, management needs to define goals clearly, organize working structures, and should motivate its employees. This calls for interpersonal, decisional, and informational roles in performing this management process in the case of managers. Managers should use their conceptual and technical skills to change the attributes of the organizational behavior to conversely change productivity and efficiency of the organization.

Motivation is one of the basic drivers of Starback’s capital and human efficiency in an organization. It blesses the organization with more than quality production, efficiency, and high productivity. It also enhances human compatibility, commitments, participation and responsibility. Motivated employees are like well-oiled machine that performs with increased momentum. The company’s behavior can be shaped by motivated employees since they have the biggest influence on the organization.

Maslow’s hierarchy of needs explains that individual’s needs rises to higher levels as they move higher in the corporate hierarchy. However, irrespective of this fact, certain organizational cultures values social endeavors over psychological ones. Maslow advocates for critical understanding of the employees’ needs and conceptualize employees motivational factors in the management’s efforts to direct organization’s behavior. Hertzberg’s concept of hygiene and motivational factors suggest that, one, working conditions should be environmentally favorable (Simon, 2006). This attribute looks into the organizational policies, job status, security, salary, relationships as well as working condition. Two, it also job satisfaction elements like recognition, responsibility, achievements, growth, and self advancements.

Employees are motivated when they feel their efforts results into acceptable performance worth recognition and reward. According to expectancy theory, the quality of employees is directly related to outcome and therefore their efforts are influenced by those outcomes. Communication works better for this purpose through training, whereby they are informed of what they should do to get rewarded. To enhance further understanding, compatibility, and responsibility, fairness and equity is obligatory (Christopher, 2007). According to Equity theory employees are motivated when their compensation is fair in comparison to coworkers, and any otherwise situation will demoralize them.

Conclusion

As Starbuck’s do it, shaping and directing organization’s behavior is a direct effect of employee motivation and should be aimed at satisfying their needs, compensating them, and rewarding them. The insight got from the motivational theories, concepts and Starbuck’s case is instrumental in assessing the employee needs, both from psychological, social, and economical perspectives in the process of motivating them. With an organization’s objectives, goals and activities, the core important participant is the worker. Their efficiency and commitments are very crucial in the achievement of these attributes. Organizations are undergoing through revolutionary changes of making decisions, technological growth, competitive changes, and shifting demands to motivational aspects of management. One of the tasks of management is to manage individuals, groups, and processes in the process of achieving the set goals and objectives.

Starbuck’s employees can be seen as formal team as opposed to an informal team. Differentiate between formal and informal teams.

Formal teams are well-structured teams that have clear purpose for every member of the team. The presence of the manager (leader or supervisor) shows how distinctively roles are given. Every employee in this case has a participatory chance for the company. In Starbucks, equal treatment of employees makes them have a chance to participate in the growth and success of the company. Other than being referred to as ‘partners’, both managers and employees co-work at the basic level staff in the front line staff, an indication that employee freely socialize, work, respect and embrace team work.

As opposed to formal team, informal team on the other hand is a structure less team with no clear roles of each member of the team. The team may share a common purpose, but everybody in the team has a chance to take any opportunity that come by. It is formed on interpersonal relationships.

The employees of Starbucks retail shops clearly work together well as a team. List four characteristics of teams that have ‘gelled’ together.

The wish of every organization’s management is to have a spirited team that can help the organizations to achieve its goals and objectives, and by margin of success. Togetherness in the team always raises responsiveness of every member of the team and therefore works harder and smart. The following characteristics are portrayed by teams that have stuck together for the common purpose of ensuring the organizational goals are achieved:

Cooperative spirit

Members of the team have the right attitude of achieving a common goal. A successful teamwork, as witnessed in Starbuck’s employees , have a spirit of corporation, and the presence of strong and capable managers who keeps them on the same page, while at the same time minimizing instances of petty misunderstandings within the team.

Communication

Communication is a vital characteristic of a successful team for purposes of open issues and agendas of the organization. Starbuck has an open communication channel and listen to employees’ ideas, issues, suggestions as well as complaints. The company‘s policies and principles are communicated between all staff creating no limitation in employee’s opinions.

Commitments

A successful team is goal driven and committed to achieving the set goals and objectives. What defines teamwork is commitment to goals, with the togetherness in ideologies to complete the task. According to Starbucks, the free working relationship between the managers and employees is a perfect strategy that has enhanced commitments, since every employee feels part and parcel of the company.

Participation

The essentiality of every member of the team in enhancing success enables a task to be effectively performed since every member knows his or her work and sets out their efforts in the task. In Starbuck as the case study, the set tasks, principles, policies, and any other emerging issues of the organization and communicate them well to employees. In addition to that, every opinion of employees is taken into keen consideration, thereby proving active participation. More than that, at the tasks (activities) levels, the reduced bureaucratic gap between management and employees ensures active participation in the company’s activities for all.

References

Top of Form

Christopher, E. E. (2007). Behavioral Theory for Managers: Practical Interpretation of Basic Motivational Theories. Washington, D.C.: University Press of America.

Dessler, G. (2010). Organization Theory: Integrating Structure and Behavior. Englewood Cliffs, N.J.: Prentice-Hall.

Mcreynolds, J. (2012). Motivational Theories & Psychology. Delhi: English Press.

Sanzotta, D. (2007). Motivational Theories & Applications for Managers. New York: AMACOM.

Simon, H. A. (2006). Administrative Behavior: A Study of Decision-Making Processes in Administrative Organization (3d ed.). New York: Free Press.