Nazi Preparation for War Essay

The Nazis came to power in 1933. They began introducing a set of ideas into German society. These ideas were based on the Nazi ideology, outlined by Hitler’s book â€Å"Mein Kampf†. This essay will examine how the Nazis’ attempted to ‘educate’ German society to integrate their ideological beliefs, and whether these were all designed as a preparation for war. There were a number of different aims for the youth in Nazi Germany and therefore their education needed to be suitable. Education methods created a loyal following for Hitler and the Nazis. The Nazis were aware that education to the German youth would create loyal Nazis by the time they reached adulthood. Their overall aim was to create a generation of racially pure Germans who were ready to do what Hitler asked of them and most importantly; serve their country. Therefore it was necessary to mould young boys into being prepared for war. Education is supposed to open closed minds to liberate the minds of the youth and of the ignorant. It aims make a person to be an independent thinker. However in Germany under the Nazis the purpose for education was to close the minds. Leading Nazis stated that â€Å"the whole purpose of education is to create Nazis†. Education played a very important part in Nazi Germany in creating a loyal population of youth. The Nazis were aware that education would create loyal youth by the time they were adults. The pupils were made to believe in Hitler, and the youth movement made sure that they would not even think of opposing him. Education meant indoctrination. Hitler used the schools to reinforce Nazi ideas. The school curriculum was changed, to serve the Nazi purpose. Physical education, Biology, German and History were given special emphasis. Science had a military slant to it and focussed on chemical warfare and explosives. Maths dealt with social issues and artillery calculations. History was changed in classes to uphold the glory of Germany, the Treaty of Versailles was described as the work of jealous nations, and hyperinflation in 1923 was said to be the work of Jewish saboteurs. Biology became a study of the different races. It aimed to ‘prove’ that the Nazi belief in Aryan racial superiority was correct. All teachers had to be accessed by local Nazi officials. Any teacher considered disloyal was sacked. Nazi curriculum classes were held during school holidays and most teachers attended. In 1933 the NSLB (National Socialist Teachers League) had 6,000 members, by 1937 it had 320,000 members. This meant that about 97% of all teachers had joined the NSLB. Teachers taught their pupils that Jews, and socialists were the cause of all Germany’s problems. This is evident in exam questions that showed the government’s anti-Semitic views, â€Å"A bomber aircraft on take-off carries 12 dozen bombs, each weighing 10 kilos. The aircraft takes off for Warsaw the international centre for Jewry. It bombs the town. On take-off with all bombs on board and a fuel tank containing 100 kilos of fuel, the aircraft weighed about 8 tons. When it returns from the crusade, there are still 230 kilos left. What is the weight of the aircraft when empty ? †. Girls were indoctrinated into following the 3Ks: Kinder (Children), Kiche (Kitchen) and Kirche (Church). Girls had to learn first aid and help on the land. But with the Nazis concerned about the falling birth rate and scared Germany would become a second class power, girls’ main aim was to reproduce. Hitler wanted a ‘master’ race, so he encouraged women to produce Aryan babies. Organisations that promoted family planning were banned and doctors who carried out abortions on Aryan women were given a two year jail sentence. There were many youth organisations for girls to join, all controlled by the Fuhrer. Girls could join in the ‘Jung Madel’ (young girls) between the age of ten and fourteen. The ‘Bund Deutscher Madel’ (the league of German maidens) for fourteen to eighteen year olds. And the ‘Glaube und Conceit’ (faith and beauty school) for eighteen to twenty-one year olds. The League of German Girls offered a chance for them to get out of the house and do sport, singing, hiking camping, etc. â€Å"In the League of German Girls could escape from the ties of domesticity and from the female role-model of child care and devotion to family† As with the girls, youth organisations were set up for boys. There was the ‘Pimpfen’ (little fellows) for six to ten year olds, ten to fourteen year olds had to pass an exam to join the ‘Deutches Jungvolk’ and ‘Hitlerjugend’ for fourteen to eighteen year olds. After this the young adults would join either the ‘Reich Labour service’ or the ‘Wehrmacht’. There was also a patrol service who would check that all the members of the Hitler Youth were looking smart and that they were carrying a clean handkerchief and comb. Young boys were taught to concentrated on boxing, shooting, marching, athletics and military exercises. Hitler had stated that he wanted boys who could suffer pain â€Å"a young German must be †¦ as tough as leather, and as hard as Krupp’s steel†. Team games were also encouraged because it gave boys a sense of unity. Most boys were made to take proficiency tests, these tests involved marches. On average the boys had to march 15 miles a day. These journeys were aimed at teaching young boys the history of their ancestors. Both boys and girls would go to summer camp. Summer camps promoted unify and the idea of working in a team. It is obvious that education policies and the introduction of the Hitler Youth was aimed at preparing the youth of Germany for war. Hitler wanted a thousand year Reich, and wanted the German youth to understand the imperative of war. Baulder von Schirach was appointed Youth Leader of the German Reich in June 1933 and it was his objective to make the Hitler Youth the leading German youth organisation. When Schirach took over leadership in 1933 the Hitler Youth had 55,000 members. Various methods were used to persuade boys to join the Hitler Youth. Teachers influenced youngsters to join, it became difficult for those outside the Hitler Youth to get jobs and apprenticeships were granted to members. Although membership rose significantly, in March 1939 it became compulsory to join the Hitler Youth and it claimed 7. million members, â€Å"What quickly became the largest youth organisation in the world subscribed to the philosophy of youth leading youth†. The first purpose of the Hitler Youth was to prepare and train young boys to become soldiers of the third Reich, that the nazis would have full control off. Hitler had always held the same three main aims: to reverse the Treaty of Versailles, to unite all the German-speaking people and to grant the nation more ‘living space’ (lebensraum). Hitler knew he not achieve these aims alone, and therefore he needed a strong, dependable, loyal army. The young boys of Germany were going to be this army, and the young girls of Germany were going to give birth to his new soldiers. He took children early, and put a lot of effort into making the Hitler Youth an organisation with military instincts. To achieve the great army Hitler craved the nazis had to incorporate military training with psychological preparation. An important part of this aim was the Hitler Youth’s ‘military athletics’ (wehrsport). This included war activities, which taught the youth psychical strength and military tactics that soldiers would need in war. For example grenade throwing, needed on a battlefield, trench digging gave boys strength and endurance, map reading taught intelligence and teamwork. Also activities like wrestling matches between boys were arranged to prove how manly they were, â€Å"It was the National Socialist youth leaders method that everything took the form of competitions†. The Hitler Youth boys were taught to pick on the weaker members within each group. If a boy lost a wrestling match or failed in a task, they were picked on. Severe cross country hikes and marches left boys in hospital. This shows how far the Nazis would go in search of their beliefs; to create a perfect, Aryan army. Boys also had to learn Nazi dogma, (nazi beliefs) and once they passed the necessary tests they were given a special dagger marked â€Å"Blood and Honour† which was more propaganda for the boys to train hard. They all wanted to achieve this special dagger, it gave the boys an aim, and a feeling of achievement when they fulfilled their challenge. For those who failed, they suffered great humiliation. The second purpose of the Hitler Youth movement was to prepare young men psychologically for war, through a flooding of Nazi ideology. Training the boys, making them strong, and preparing their bodies for fighting, would not be sufficient enough, Hitler had to prepare the youth’s minds too. Forcing Nazi ideals on children mainly depended on teachers, and Hitler Youth Movement (HYM) group leaders delivering them. Hitler knew that if boys were going to die for him he would have to give them a reason to. This was also the case with girls, if they were going to give up their jobs, and lives, to give birth to large numbers of ‘pure’ German babies they had to have a reason to. He wanted to indoctrinate young people so that they accepted Nazi ideas, beliefs, and values to become ideal nazis; the building blocks for the people’s community. Hitler seized advantage of the young and innocent minds plaguing them with Nazi ideology. The HYM meetings were shaped to allow for this, they gave lectures and speeches on the superiority of the Aryan race and the evil of the communists and the Jewish. Like the HYM the school curriculum was designed to reinforce the Nazi values. The curriculum was ripped apart as subjects tried to prove that the nazis were superior. â€Å"Racial instruction† started at the age of 6. Nazi leaders had children under their full control at all times, as Hitler Youth membership became compulsory. Propaganda techniques including movies, radio, posters and magazines, aswell as the education system and Hitler Youth meetings all influenced the opinions of the youth. The third purpose of the Hitler Youth was teach boys to become future leaders of the Nazi society. Hitler wanted his Reich to prosper for a thousand years, and he wanted superiority over other nations. He wanted Germany to be a super-power. To do this he needed the best Generals, Officers, Senior Officers, etc. nd the Hitler movement was structured to accomplish his aim. Those boys who were considered physically fitter and stronger than the rest went to Adolf Hitler Schools. Here, they were taught to become the future leaders of Germany. The very best pupils went to Order Castles. Here pupils were trained to the limits of physical endurance. Students endured 6 years of tough training and those who graduated at 18 from Order Castles would be granted a high position in the army or the SS (Hitler’s personal army). The fourth purpose of the Hitler Youth movement was to ensure loyalty to the fuehrer himself. Hitler knew that he had ensure that children were not open to any ideas, and were just fed nazi propaganda. He needed them under his full control, and had many different ways of achieving this. Nazis censored cinema and radio in a bid to glorify Hitler. As children walked to school Hitler’s speech’s would be on the radio, when they went to films with their friends, commercials glorifying Hitler would appear. Young minds were banned from listening to American radio stations, for fear that non-nazi influences would pollute their minds and bring them the truth. They were made to believe that the Nazi way, was the only way. When trying to capture these young minds, hearts, and souls, the Nazis offered many incentives. The nazis gave a purpose to children and a sense of belonging and importance. The Nazis controlled young rebelliousness into aggressive military activities. They wanted to make sure that the youth’s had no reason to object, and rebel, and incentives such as uniforms, knives, drums, etc. kept them happy. Although sometimes severe, beatings and canings to rebels occurred. These were used as examples to stop others from attempting to rebel. This is evident when looking at the edelweiss pirates. They opposed the Nazis by beating up Hitler Youth members, and writing anti-nazi slogans on the walls. 283 gang members were arrested, resulting in 124 pirates being executed. â€Å"The Gestapo and Hitler Youth brought to bear an armoury of repressive measures that ranged from individual warnings, temporary detention†¦to criminal trial or death† . The fifth purpose of the Hitler Youth involved the fact that the Nazis wanted to Restructure German society, and the selection process. Hitler needed a strong, and pure government, one that would not fail as the Weimar republic did. He abandoned the democratic selection process, as he knew that this may result in being a risk to his Reich. To achieve his aims, the youth movement was presented models and ideals of what they should be like when they grew older. For example, propaganda posters showing ‘ideal families’ were used, girls were taught to wear simple clothes, tie their hair in a bun, and discouraged from work. Whereas boys were encouraged to be strong and militant. Those boys who achieved the ideal nazi characteristics, like strong physical ability were rewarded with a position high in the system. Girls that bared children were also rewarded on a special day that was Hitler’s Mothers birthday. Hitler also knew that for children to become good leaders, they had to take responsibility and urged them to inform teachers if they heard anyone denouncing Nazi beliefs, or not adhering to Nazi ideals, â€Å"Denunciations of parents by children was encouraged, not least by school teachers who set essays entitled- what does your family talk about at home? †. The Hitler youth patrols co-operated with the Gestapo and were trained in policing, traffic control, and fire fighting. This motive was effective, and helped Hitler create a whole new generation who helped in sustaining fear in the opposition by acting as informants, in Hitler’s totalitarian terror-state . It is evident that the Hitler Youth movement was carefully structured and shaped to allow for its many different aims. However it is obviously that the prospect of war was a key theme throughout all the possible purposes for the Hitler Youth, â€Å"the desired educational goal of the technically skilled yet soldierly warrior†. Young children had Nazi ideas influencing them at all times, not only whilst they were at school but also from films, music, media, friends, church and family. Even whilst they were at Nuremberg rallies, they would be shown extracts of last year’s rallies and how the older generation were enthusiastic supporters of the Nazi State. Hitler made a speech at the Nuremberg Rally, 14 September 1935, in which he stated the exact nature and purpose of the Hitler Youth. â€Å"What we look for from German youth is different from what people wanted in the past. In our eyes the German youth of the future must be slim, slender, and as swift as the greyhound†. They were indoctrinated with the idea that they had to sacrifice themselves for the good of the Fuhrer and Germany. This â€Å"Cradle to Grave† control, was enforced to create the Nazis of the future and indoctrinate them into thinking that they had to sacrifice themselves for the good of the nation. The positive reasons for joining the Hitler Youth were that there were children from all classes of families and there were no social or class distinctions. Also the appeal of the Hitler Youth was the novelty, the drill, the uniform, the camp life and the fact that school and parental control and home took a back seat compared to the community of young people. However shortly before Germany lost the war, Germany found themselves drastically running out of adult fighting men so youth members were forced onto the front. They were too young, had little training, no experience, and facing an allied army determined to win, it was evident the Hitler Youth was not as well-prepared for war as Hitler thought.

Cybercrime Law Essay

The Cybercrime Prevention Act of 2012 is the first law in the Philippines which specifically criminalizes computer crime, which prior to the passage of the law had no strong legal precedent in Philippine jurisprudence. While laws such as the Electronic Commerce Act of 2000 (Republic Act No. 8792 regulated certain computer-related activities, these laws did not provide a legal basis for criminalizing crimes committed on a computer in general: for example, Onel de Guzman, the computer programmer charged with purportedly writing the ILOVEYOU computer worm, was ultimately not prosecuted by Philippine authorities due to a lack of legal basis for him to be charged under existing Philippine laws at the time of his arrest. The Cybercrime Prevention Act of 2012, officially recorded as Republic Act No. 10175, is a law in the Philippines approved on 12 September 2012. It aims to address legal issues concerning online interactions and the Internet in the Philippines. Among the cybercrime offenses included in the bill are cybersquatting, cybersex, child pornography, identity theft, illegal access to data and libel.The Act, divided into 31 sections split across eight chapters, criminalizes several types of offenses, including illegal access (hacking), data interference, device misuse, cybersquatting, computer-related offenses such as computer fraud, content-related offenses such as cybersex and spam, and other offenses. The law also reaffirms existing laws against child pornography, an offense under Republic Act No. 9779 (the Anti-Child Pornography Act of 2009), and libel, an offense under Section 355 of the Revised Penal Code of the Philippines, also criminalizing them when committed using a computer system. Finally, the Act provides for a â€Å"catch-all† clause, wherein all offenses currently punishable under the Revised Penal Code are likewise punishable under the Act when committed using a computer, with corresponding stricter penalties than if the crimes were punishable under the Revised Penal Code alone. The Act has universal jurisdiction: its provisions apply to all Filipino nationals regardless of the place of commission. Jurisdiction also lies when a punishable act is either committed within the Philippines, whether the erring device is wholly or partly situated in the Philippines, or whether damage was done to any natural or juridical person who at the time of commission was within the Philippines. Regional Trial Courts shall have jurisdiction over cases involving violations of the Act. A takedown clause is included in the Act, empowering the Department of Justice to restrict and/or demand the removal of content found to be contrary to the provisions of the Act, without the need for a court order. This provision, originally not included in earlier iterations of the Act as it was being deliberated through Congress, was inserted during Senate deliberations on May 31, 2012.[6] Complementary to the takedown clause is a clause mandating the retention of data on computer servers for si x months after the date of transaction, which may be extended for another six months should law enforcement authorities request it. The Act also mandates the National Bureau of Investigation and the Philippine National Police to organize a cybercrime unit, staffed by special investigators whose responsibility will be to exclusively handle cases pertaining to violations of the Act, under the supervision of the Department of Justice. The unit is empowered to, among others, collect real-time traffic data from Internet service providers with due cause, require the disclosure of computer data within 72 hours after receipt of a court warrant from a service provider, and conduct searches and seizures of computer data and equipment. It also mandates the establishment of special â€Å"cybercrime courts† which will handle cases involving cybercrime offenses (offenses enumerated in Section 4(a) of the Act)

Dramatic Tension in this final act Essay

Perplexed still, we get the impression that John Proctor wants his life but cannot stand having a guilty conscience. Elizabeth perhaps adds to his puzzlement, â€Å"I want you living John. That’s sure†. This is the first real emotion we have seen between them in the play. Elizabeth’s words finally persuades John to save himself, and as he confess’ Rebecca Nurse is brought in. Her presence makes John ashamed and guilty, especially when asked â€Å"Did you ever see Rebecca Nurse with the devil? † He is under immense pressure and when at last he is asked for his signed testimony we realise another factor as to why he took the ultimate sacrifice. â€Å"Because it is my name! Because I cannot have another in my life! Because I live and sign myself to lies! Because I am not worth the dust on the feet of them that hang! How may I live without my name? I have given you my soul, leave me my name! † The presence of Rebecca Nurse, a saint in his eyes, the importance of his name are all important factors as to why John Proctor gives up his life, but he also realises he will die a good man. It is the one good thing he can do for Elizabeth after all the pain he has caused her. There is a dignity in what he is doing for himself, Elizabeth and his own community. He is an important figure in his society and by standing up to the corruption and being brave enough he is truly doing the right thing but not just for himself. The last act shows John proctor’s emotions and his own physical bodily actions ‘in agony’, but when he tears up his false testimony his can stand up straight for the first time. His death will also bring redemption from his own guilt. He has made a statement as to how un-just and corrupt their justice system was, and by leaving behind a world of prosecution and pragmatism he has become a man of principle. In act four, John Proctor decides to give up his own life rather than confess to being with the devil falsely. We encounter Proctor as a different character, a martyr, almost Christ like. Procter wavers, and at one stage he wants his life, â€Å"I will have my life†, but at the last minute he tears up his confession to save his integrity. Arthur Miller builds up the tension in the last act by using the interaction of characters, language and stage directions. Arthur Miller reveals a character’s innermost thoughts and feelings. In comparison to Act two, when Elizabeth and John Proctor’s conversation had been confrontational and short plagued by the crime John had committed, in the last act when they meet for the final time, they act truly in love and this is portrayed by the stage directions given to the actors. John is described to be ‘weak of body’, but seems to be stronger here than at any other time in the play.

Law report case review Study Example | Topics and Well Written Essays - 250 words

Law report review - Case Study Example Judge Gordon J sites from Adam v Australian Securities and Investments Commission (2003) 46 ACSR 68, that Mr. Schwartz needs to show sufficient evidence that he can honestly perform the duties as the director of the corporation with regards to the publics best interest. From the evidence presented to the Judge, his decision was that Mr. Schwartz did not present evidence as to who Babybelle deals with and why Mr. Schwartz was the only person able to serve in the director position. It is the recommendation of Judge Gordon that Mr. Schwartz’s application be dismissed. The Judge also concluded that the plaintiff could submit a new application with more detail and supporting evidence which further backs his character since his convictions. In addition, Mr. Schwartz could provide more in depth information on the company and its customers, thereby allowing the court to make a sound judgment as to the best interest of the public in allowing Mr. Schwartz to serve as director of the

The development and effectiveness of the 5-a-day fruit and vegetable Essay

The development and effectiveness of the 5-a-day fruit and vegetable policy in the United Kingdom - Essay Example (Increasing fruit and vegetable consumption, 2003.) Hence, the two top causes of these diseases are highly preventable. "It has been estimated that eating at least 5 portions of a variety of fruit and vegetables a day could reduce the risk of deaths from chronic diseases such as heart disease, stroke, and cancer by up to 20%." (5 A DAY health benefits, 2003, Department of Health's The NHS Plan, 2000.) Breast cancer, colorectal cancer, and gastric cancer are just a few of the cancers that can be prevented. Loaded with plenty of vitamins and minerals, these foods also contain phytochemicals which are "non-nutritive plant chemicals that have protective or disease preventive properties," as defined by Phytochemicals (n.d.). Phytochemicals include flavonoids and fiber along with many other substances that are necessary for sustaining life. Flavonoids are found in the colored portions of the fruits and vegetables prevent the release of histamines, fight free radicals, and increase blood circulation and the immune system. Phytochemicals perform various functions including the prevention of cancer cell replication, prevention of cell damage, and the lowering of cholesterol levels. Amazingly, there are more than 900 different phytochemicals that have currently been identified and one vegetable serving contains 100 different phytochemicals. ... Diet and cancer: the evidence (2006) reports, "EPIC scientists recently found that eating foods high in fiber can reduce one's risk of bowel cancer. People who ate the most fiber had 40% less bowel cancer risk than people who ate the least. Some other large studies have supported these findings." There is much evidence to support the benefits of eating an adequate amount of fruits and vegetables. Groups such as The NHS Plan, The NHS Cancer Plan and the National Service Frameworks for Coronary Heart Disease, Diabetes and Older People also stress diet/nutrition as a top factor in the strategy of prevention. (Increasing fruit and vegetable consumption, 2003.) These are just a few reasons why the government created the 5 A DAY programme. The goal of this programme is to inform the public of health benefits gained by consuming fruits and vegetables via targeted action. Most people in England consume less than three servings per day. Children eat less fruits and vegetables than adults. The reasons that people eat such few servings include the cost, availability, and quality especially after inconveniences such as shipping, storing, preserving, etc. The government's 5 A DAY programme aims to raise awareness and change the public's attitude. Many people feel that the cost, preparation, "lack of taste", and other inconveniences are not worth it. In today's hurried society, it seems easier to grab something packaged, processed, and "less expensive". But the cost of one's health and quality of life is quite high and more expensive in the long run. Increasing fruit and vegetable consumption (2003) lists the target actions of the government in implementing and enforcing the programme: National School Fruit Scheme Local 5

Communication Challenges Essay Example | Topics and Well Written Essays - 500 words

Communication Challenges - Essay Example The first challenge for communication to take place comes in when a communicator chooses the wrong communication channel. Channel involves the route or the method used to convey the message. A channel must be suitable to as many recipients who must have a way of encoding the message. A wrong identification of the intended audience by the communicator will mean a wrong channel and thus no communication. For instance, when a communicator intends to communicate to a large audience, he must choose a channel that accommodates that. It will be easier to broadcast the news of an upcoming urgent event on a radio or TV other than use written messages. On the other hand, complex information requires a written form of communication other than a verbal form. The second challenge or barrier to communication depends on the receiver of the message. Attitudinal barriers come about because of individual problems of the recipients. The relationship between team players can affect communication. For instance, personal conflicts between people in a team or in an office will hinder open communication, delay communication, or even make some employees refuse to communicate at all. In addition, poor management, lack of training, and employee consultation will lead to a dissatisfied and demotivated team. It is very hard to communicate to a team that is not motivated; they will encode what they want to hear. In the 21st century, communicators face the challenge of communicating to a tech-savvy team especially the younger generation.

Primary Source Anaylses Research Paper Example | Topics and Well Written Essays - 1000 words

Primary Source Anaylses - Research Paper Example Psychoanalysis is the field of psychology that is attributed to Sigmund Freud for its development. The basic concepts of psychoanalysis are centered around interpretation and observation, with the interpretation of dreams being one core principle of the methodology.2 In his work â€Å"The interpretation of dreams†, Freud relates the foundation of his principles and beliefs in the interpretation of dreams as they are a core factor in understanding the psychological behaviors and reactions of a patient. Written in the year 1900, the work is an example of the direction of psychology as it moved forward as a scientific pursuit. The concept of analyzing a patient to find causality was an important theory in moving the scientific research of psychology forward. Freud uses himself as an example in order to make his points about the importance of dreams. He uses the example of eating salty foods late at night in order to promote a thirst, which he says is always preceded by a dream of this type of content.3 Freud uses himself liberally throughout the work in order to establish this foundation. In order to define his concept of wish fulfillment and the function that dreams have in providing this revelation about the often hidden desires of a man or a woman, he suggests that fulfillment does not always suggest just something that is wanted, but that it might reflect fear, a reflex or even a reproduced memory.4 The intention of the work that Freud does in writing â€Å"The interpretation of dreams† is to create a field of psychological study that is centered on dreaming. He establishes dreams as valid objects of study rather than a presumption of either supernatural flight of the mind or of frivolous thoughts that might have preoccupied traditional thought before this time.5 The intention of Freud to relate his field of study to a defined psychology means of research is relevant to the

How to Swim the Freestyle and Butterfly Strokes Essay

How to Swim the Freestyle and Butterfly Strokes - Essay Example The freestyle is perhaps the simplest and fastest among the three swimming strokes because it simply involves long stretches of the arms and kicks in order to move the swimmer to the intended destination. However, the arms are not simply stretched to the greatest distance they could reach but they actually involve five components which will be discussed as the instructions are explained in detail. So first, you stretch both arms above the head, with the back of your palms facing you. Make sure that your fingers are together and not spread apart because this will help to propel you to the next distance. This position of having your hand stretched is called the ‘reach’. Obviously, the name suggests that you are to reach out your arms in preparation for the next component called the ‘catch’. To do the catch, you twist your hand forward, slightly forming an â€Å"S† as you pull your hand toward your hip. The third component called ‘pull’ happ ens when you exert effort to make the final stroke for the â€Å"S† shape as you pull your hand toward your mid-section. This is followed by the ‘push’ which is the force that will help determine the distance to move forward to. The final component would be the ‘recovery’ which basically brings the arm to the original position. When you are in the water, you will find out that it is actually difficult to start right away with the instructions mentioned above. What you need to do is to stretch your arms.

Virtual Worlds, Nonverbal Communication, and Identity Essay

Virtual Worlds, Nonverbal Communication, and Identity - Essay Example This becomes apparent in virtual role-playing games. The virtual role-playing world can be seen as a good medium for interpersonal communication with other people. The virtual world helps create interpersonal communication that is beyond the nature of race and ethnicity of people. The real life cultural barriers between people vaguely exist in the virtual world because a different kind of culture is created therein. While real world stereotypes are set aside, virtual-based stereotypes exist and are commonly associated with characters based on virtual world attributes. I have an avatar and account in the game World of Warcraft. I play the game when I have some spare and idle time. Usually, there are certain codes of etiquette in interacting with other players in the game. Nonverbal communication is important because a lot of interaction is judged either by action or mere status of a person’s avatar. Impression and deeds have a heavy bearing in the World of Warcraft, and it is also likely the case with other virtual role-playing

London, New York and Tokyo as Global Cities Research Paper

London, New York and Tokyo as Global Cities - Research Paper Example Founded by the Romans, London stands on River Thames and has acted as a key settlement spot for almost two millennia (Beaverstock 114). New York City, located in New York State in the Northeastern expanse of the United States, is the state’s and nation’s most populous city. Courtesy of New York City, New York State is presently the United States’ largest and busiest immigration gateway. Japan’s capital city, Tokyo, is also the world’s largest metropolitan area and among Japan’s 47 prefectures. Ancient history suggests that Tokyo was a fishing village in the 15th century, but has evolved through being a cultural, religious and military stronghold to its present economic giant status. Presently, Tokyo is home to the Imperial Family of Japan and the government’s headquarters. In the context of â€Å"global cities†, London, New York and Tokyo lead the world, and are classified as Alpha++ cities. Alpha++ cities are the most globally integrated cities with other. In this perspective, global cities form critical nodes in the worldwide economic framework (U.S. Census Bureau 96). The first part of this paper will provide a brief historical background and overall economic profile of the three cities. Then, it will examine the details of size and diversity of the population and labor migration of the three cities. ... In 1176, a new stone bridge replaced the wooden one built by the Romans. During the reign of Edward III, London became a true capital (Beaverstock 121). Economic Profile Presently, finance remains the largest industry in London, with financial exports contributing largely to the balance payments of the United Kingdom. This makes it a key economic and commercial center for multiple interests on the international business platform, ranking fifth among the world’s largest city economies. In 2012, its Gross Domestic Product (GDP) was estimated at slightly above $ 731 billion. Per capita GDP for the same year was at $51,798 (U.S. Census Bureau 78). With its economic profile, London as a city has been generating about 20 percent of the entire United Kingdom’s GDP for the past decade, while the metropolitan area on its own generates 30 percent. As per statistics at the beginning of 2013, with over 841,000 businesses in the private sector, London had the highest number business es than all other regions and countries in the United Kingdom. Out of the private sector businesses, 30 percent are collectively in the professional, technical, scientific and construction industries, forming a significant part of the small and medium enterprises (SMEs). The major business districts are, in ascending order, Lambeth & Southwark, Canary Wharf, Camden & Islington, Westminster and The City, where economic activities range from accountancy to legal, real estate, architecture and government operations (Scheltema & Westerhuijs 69). Size and Diversity of the Population Between the 16th and 19th centuries, London’s population grew from 50,000 to 900,000 in spite of unhealthy

Good Deeds by Tyler Perry Movie Review Example | Topics and Well Written Essays - 750 words

Good Deeds by Tyler Perry - Movie Review Example He has been pulled over in many instances by the police found driving under influence of alcohol. In the afternoon, he and his brother meets their mother, Wilimena (Phylicia Rashad) over lunch at a local restaurant to sort out family issues, she is not happy with what Walter is turning out to. The marriage arrangements continue with the mother heading to meet her daughter in law at a bridal shop, Wilimena suggestively asks Natalie to act as a bride already, by planning with her husband for future family size. However, things do not go as planned since Wesley and Natalie are not compatible, he is not happy in the union. The story is believable in some instances as there are cases of influential members of the society who despite their achievements, look into other areas for emotional fulfillment. Wesley is engaged to Natalie, who is just another symbol of their family business as she focuses on driving him to higher success levels, pushed on by their parents. Lindsay (Thandie Newton), a struggling single parent living in deplorable parts of the town, comes in to give Wesley a new experience. She is a janitor at Wesley’s corporation who heads home to find that her door will be locked by the landlord if she does not pay her rent soon. As she goes to her workplace to pick her cheque so she settles the bill, a confrontation with her boss over parking space gives her an opportunity to meet her boss over dinner a few days later, when he opted to quell their past differences over a meal (Baumgarten, 2012). In realistic terms, it is difficult to find a business executive sincerely dedicating part of his busy schedule to for less fortunate people unless it is a public relations gimmick. During this time, Wesley is introduced to the other side of life when he learns that Lindsay and her daughter Ariel (Jordenn Thompson) have nowhere to go after eviction from their rented house. She lives in area where families are torn, living in deplorable conditions. He gets emot ional when empathizing with the family for the state they are in; this created a bond between them. He helps Lindsay get back on her feet by renting for her and her daughter an apartment. This quality depicts Wesley as a family man who takes his time to listen to the less fortunate members of the community, and decides, within his ability to help out. A union that threatens his marriage gradually develops as he learns more about this interesting family. He and Natalie then realise they cannot make their marriage work and should stop pleasing their parents by calling it quits. In realistic instances, chances of a business executive marrying a janitor is almost negligent, the rich tends to associate at their level, and marry at family interests. It goes to extreme levels when Wesley, with his stature and business commitments, resigns from family business and places it under a new chief executive to travel abroad and live a low key life. Compassion and care is a central theme, Wesley, despite his brother’s frequent misbehavior, goes ahead to make sure he lives a fulfilling life. The family did not throw Walter to the dungeons due to his excessive drinking. He picks him daily as he heads to work; this is despite his tight schedule. He also recognizes him as an integral part of his family unit; this is seen in the way he is invited in family discussions and they intervene by advising him to change his ways. Wilimena urges him at a family lunch

Writing to argue Essay Example for Free

Writing to argue Essay Writing to argue is a very popular choice of writing for both exams and coursework. By carefully following the advice below you should be able to improve your grade ARGUMENT OR PERSUASION? Argument and persuasion are very similar styles of writing; indeed many treat them both as writing that seeks to influence. There are some differences, however. An argument is an issue about which reasonable people disagree. An effective argument, therefore, will put forward a well-reasoned point of view, one that recognises but aims to counter other equally valid views; persuasion tends to be far more single-minded in its aim to change minds. A good argument is based, therefore, mainly on reason (even if this is passionately even emotionally conveyed); persuasion tends to be a more one-sided, personal and emotional conviction that only one way is the right way. ARGUMENT AND THE ANCIENT ART OF RHETORIC The art of argument and persuasion has been studied for thousands of years. The ancient Greeks called it rhetoric and its two most famous teachers were the two Greek philosophers, Aristotle and Cicero. CLASSICAL RHETORIC The Greeks believed that the ideal way to persuade someone was through the use of reason alone (which they called logos); however, they recognised that human weakness meant that two further techniques were also useful: the appeal to character (called ethos) and the appeal to emotion (called pathos). LOGOS THE APPEAL TO REASON Most people believe themselves to be reasonable so appealing to a persons sense of reason is the most effective means of convincing them to change their way of thinking. ETHOS THE APPEAL TO CHARACTER We all share common ideas of what is right and wrong; demonstrating your own or appealing your opponents sense of what is right and fair is highly persuasive. PATHOS THE APPEAL TO EMOTION It is said that when emotion comes in through the door, reason departs via the window so use emotional pleas with care; but, persuasion does often succeed by the careful and considered use of emotion especially showing how passionate you feel for your point of v iew. What makes an effective argument? * Arguments should seek to answer the question Why? in full for one side of the argument (some exam questions might ask for both sides to be made clear). * The tone of voice with which you choose to address your reader (e.g. friendly, serious, assertive, etc.) and the register of language you adopt (the complexity of vocabulary and degree of formality or informality, for example) should be appropriate to the task and the audience. 1. Consider your audience * Immediately capture their attention with a lively and interesting opening sentence. * Be tactful and show you respect their point of view (but never agree that it is better than your own!) * Sound authentic, knowledgeable, trustworthy and convincing. * Acknowledge that other views exist but find ways to counter these with your own more reasonable points. * Logic and reason win arguments but be passionate about your views * Interest your audience by using a suitable anecdote to illustrate one of your major points. * Never sound superior, condescending or impolite. Any suggestion that other viewpoints are silly or foolish is the equivalent of calling your reader silly and foolish. The result? Lost argument. Lost marks. Try switching roles how could you be convinced? 2. Know the conventions of the form of your writing * You may be asked to write in the form of an essay, a formal or informal letter, an newspaper or magazine article, a school newsletter, a speech, and so on. Make sure you know the conventions that apply to each of these. 3. Know the most effective argument methods * Remember that because the other sides view is reasonably held, you will only win them over through impassioned reason and logic. * The key to a successful argument is to plan well, making sure you release your various points in a progressively convincing order. Try to show that you have planned or, as the examiners put it: consciously shaped your response. This gains many extra marks. * You need to show that your opponent can trust you so make up a solid and believable reason why you are in a good position to argue over this issue. * An effective way of convincing someone that you are reasonable is to argue from a position of what is called common ground. This is an outcome that is common to both of you an end-point you both desire. Having acknowledged this, you then proceed by showing how your way to this goal is the best way. * A strong way to show how reasonable you are is to acknowledge that other views are well thought out just not quite as well thought out as your own. This is a skilful and subtle approach. * Using a humorous or vivid but entirely reasonable and realistic anecdote to illustrate a point can be an excellent way of countering the opposite point of view, e.g. Let me tell you about a friend of mine. He . * Use rhetorical devices such as rhetorical questions, list of three, repetition, etc. to increase the persuasive power of your argument. The most successful arguments are INTERESTING, ORIGINAL AND APPEALING ORGANISED, PROGRESSIVE AND CONVINCING EASY TO FOLLOW THOUGHTFUL AND CONSIDERATE SUBTLE and SOPHISTICATED IN MORE DETAIL 1. Plan 2. Write 3. Check 1. PLAN * Planning: Put simply, you will probably lose marks if you fail to plan before you write. Each year the examining boards report that this is the case. The mark schedules state that the students argument needs to be consciously shaped and this means well-structured; a plan is essential for this. You have one hour for this question so time is on your side for once. * Decide on what would be a suitable style for your kind of reader. * Brainstorm to create a list of points in favour of your idea. Choose five of the most convincing. Check that each point is truly separate and not a part of a larger, more general point; if it is, use the larger point. Make sure each point is truly convincing switch roles: would these persuade you? * Organise these five points into a progressive and persuasive order. * Create an equivalent list of opposing points that you may need to counter. * Work out a few ways to add interest and authority to your writing: rhetorical questions, an effective anecdote a piece of research, an expert opinion. * Aim to use REASON rather than EMOTION but do show your beliefs are passionately held, also you could use humour or emotion in one of the anecdotes you use. And always remember that if you call the oppositions view silly or foolish, you are effectively calling your reader silly and foolish too. Result: lost argument; lost marks. 2. WRITE OPENING PARAGRAPH * Open strongly and in an original way to capture your readers attention. * State your own point of view but dont be too strident in your tone. * If relevant and useful, give the history and background of the argument. * Find some common ground between you and your reader to generate trust and goodwill in you as a person and as a thinker. Selling yourself will help your reader decide to buy your ideas. BODY (CENTRAL) PARAGRAPHS * Open each paragraph with a topic sentence that introduces the points created from your planning above. * Explain, develop and explore fully each point you make in a logical, sensitive and clear way. * Try to link each paragraph to the next by using a subtle transition or hook sentence at the end of every body paragraph. * Acknowledge opposing views but sensitively refute them and show how your view is best. * Add power to your argument by using rhetorical devices. HERE ARE SOME EXAMPLES OF RHETORICAL DEVICES Rhetorical questions, similes, metaphors, emotive language (use with care!), irony (but never sarcasm!), lists of three, repetition, hyperbole (exaggeration for effect), humour, anecdotes, and so on. * Add fluency to your argument by using discursive markers. HERE ARE SOME EXAMPLES OF DISCURSIVE MARKERS However; although, if so, and so, but, clearly, on the other hand, therefore, supposing that, furthermore, looked at another way, in contrast, on the contrary, etc. * Add authenticity to your argument by sounding sincere, using anecdotes (true accounts) and so on. * Add authority to your argument by writing confidently and using effective support, e.g. expert opinion, statistics, and so on make this up in the exam, but keep it reasonable. CONCLUDING PARAGRAPH * Round up your argument by restating your case and summarising your main points. End as you began in a powerful, interesting and memorable way. 3. CHECK In this part of the exam, you gain marks for writing in an accurate, clear and fluent way. Each year the examiners report mentions that many students failed to achieve a higher grade because they failed to check and correct their work. Always give yourself time to check your writing thoroughly before handing in the exam paper. Read each sentence after you have written it Write using a variety of sentence types and styles but remember especially that shorter sentences are often more interesting because they are crisper and clearer. An occasional ultra-short sentence can add real impact to writing. Never fail to re-read your sentences after writing them to check that they are complete in their sense, accurate in their grammar and spelling and follow on logically and smoothly from the last. Check every paragraph. A paragraph is a written discussion that covers a single topic one topic among the many that are needed to cover the subject matter of the whole piece of writing. One of the sentences in the paragraph, and quite often the first one, is called the topic sentence. This is the sentence that introduces, or tells in a nut shell, what the paragraph is going to be about. The remaining sentences do no more than expand and explore the ideas raised by the topic sentence in more depth. No points that are unrelated to the main topic should be covered in the same paragraph. Each paragraph should flow smoothly from its predecessor. This is achieved by the use of a subtle hook sentence at the end of the paragraph; this is a sentence that hooks into the new topic of the next paragraph. To correct a missed paragraph simply put this mark where you want in to be: // then, in your margin write: // = new paragraph. The examiner will not mark you down for this so long as you have not forgotten all of your paragraphs. Examine each comma Over, or misuse, of commas is a common and important error that can lose many marks. Many of you will occasionally use a comma instead of a full stop to end some of your sentences. You are failing to recognise where the end of the sentence should have been. Too much of this leads to a dreary and difficult-to-read style because it destroys the clarity and crispness that is a necessary part of all good writing. A sentence is a group of words that is about one main idea or thought. It should seem complete to its reader. Sentences that drift into several ideas, or which seem incomplete, are less clear and interesting to read. Ending a sentence with a comma (or even nothing but a space) instead of a full stop will allow it to run on or drift in this way. Try to use commas only to mark off parts of a sentence so that the sentence reads more smoothly or makes clearer sense. Look at every apostrophe. Look at the words you have used that end in s. Are they plurals? If so the chances are they do not need an apostrophe. Apostrophes are used to show when a letter has been missed out (as in: shouldnt) and when two nouns belong to each other (as in: the schools entrance). Also make sure that when you write its you do mean it is (as in its cold) not belonging to it (i.e. as in: its surface).

Our Definition And Personality Theology Religion Essay

Our Definition And Personality Theology Religion Essay Earth is a mere planet in our thought to be an ever expanding universe. Many scientists have been able to identify some of the codes that build our universe and give it an identity based on laws of physics, chemistry and biology. Moreover, we humans are part of that space and time, and each one of us can resemble his own universe and act according to his own laws. Nevertheless, what factors govern the way we act or who we are? In addition to that, what are the factors that we build our character and personality on? A persons personality can be defined as his/her identity that is comprehended by the way we act, speak, think and believe. Ones identity is a result of numerous factors that can be categorized under sexual decisions, personal experiences, impact of travelling, participation in society and religion, and connection to origins. The factors of identity are many, but sexual beliefs have almost the most powerful effect on a persons identity. As we saw in The Diaries of Adam and Eve, ones gender reflects much on the character and personality of oneself (Twain 363-78). Since the beginning of the human race, the first aspect that determined each persons identity was his/her sex. Sex is a broad topic and has maintained much attention since Eve came into Adams world. The way we perceive life truly depends on our gender. Girls tend to view life in a loving and soft manner in contrast to males that believe in being tough and masculine. Our gender plays an important role also because of the way society looks at each gender. A female is required to act in certain ways as Mai Ghoussoub describes in her text Missed Opportunities: Me and My Gender: you play with boys, you enter their classrooms, obtain better grades than many of them and then you are asked to obey them or accept the inequality that places them above you ( 396-401). Moreover, today possibly the most talked about subject in the Arab world is sex before and after marriage. Starting with males, sex before marriage is encouraged and counts as a plus on a mans CV for marriage. Since it is impossible to know if a man has had sex before marriage, he has been granted that privilege and is free to do what he wants. However, a woman having sex becomes marked. Before marriage, she becomes a social outcast and viewed as a shame to society, but after marriage she is honored to be giving her husband that special gift called virginity. These gender discriminations most definitely affect ones identity since we are all free to do what we feel is right. Ones decision about choosing to confer to the inequality of genders or rebel against it or having sex before or after marriage is highly anticipated in the society we live in, and as soon as we decide what to do, we would add one more building block to our character or more importantly to our identity. We grow up in different environments and are introduced to different things at different times and conditions. Our story is similar to that of Eves as described in The Diaries of Adam and Eve by Mark Twain (363-78). We are all born in to this world clear of thoughts and ambitions, but as we grow up we get acquainted with our surroundings and discover the world around us. Being newly introduced to this world, we tend to question everything and formulate our own understanding of the nature we are brought into. According to the empiricism theory, our entire knowledge depends on the experiences we undergo, but there is a question on the table today; do our genes determine our personality and identity? Berkeley, a British empiricist, believes that The mind operates upon the ideas given to it, comparing or contrasting them; it does not merely record what is there (Hamlyn). Hence, we can observe that ones identity is strongly related to the experiences he/she witnesses in life. In addition to that, a person is influenced by other people as well. Furthermore, ones actions are in a relation to the surrounding environment and depend on the conditions found in it (Hamlyn). The people we encounter in life influence our thoughts and the experiments that we base our hypothesis on. As we saw before, personal experiences have a major effect on a persons identity and travelling is one of the most impacting experiences one can witness. Travelling around the world introduces the individual to all the different cultures and traditions that define others identities. This creates a wider range of knowledge on which we construct part of our identity. People who travel often try to go back to their origins in a later time in their life; the farther they are from their homeland the more they feel the need to connect to it. In House of Stone, Introduction: Bayt we witness how the author developed a deep connection with his grandfathers old house although he has travelled far away. He still appreciates the presence of the house and shows passion and regret to how he left his town and his roots. To him, the house is his identity, and had he not travelled, he would not have realized its great importance (Shadid 95-99). In Shadids text we see how travelling can make one reali ze his own identity, but there is a downside to everything. In Downtown Beirut- A City of Ghosts? the Lebanese people are invaded by new ideas and cultures to the extent that their land has lost its identity. Beirut became a place for everyone except the Lebanese people (Mohsen 117-22). From what the article states, identity is related to the land where a being expresses his self in, by creating memories in it and a place to call home. Religion can be counted as the highest rank in personal experiences and due its major impact it can be considered a category of its own in defining identity. The true meaning of identity is rendered useless in a vacuum world. The answer to Fearons question what is your identity? may vary according to the situation and the surrounding factors. An example of multiple identities is the duality of light characteristics which is considered wave or a particle depending on its current situation in nature. Therefore identity is the definition of the characteristics of an object associated with its surrounding (Fearon). By comparing light to humans we can clearly see that each persons identity is defined by his relation to other people. What we do in society is the true meaning of our identity. Society has many situations that affect us, and religion has been around for more than a century. It is a path that everyone has to take at some point in his life and it imposes its own identity on the person by managing to take control of his decisions and actions. Since we already saw how personal experiences and our decisions affect our identity, it is obvious that religion is a major factor that plays a role in each part of the identity equation. Ones participation in society is the key to developing his identity relative to it and to the world; however, religion imposes restrictions that guides the person to a certain position in society and gives him a predefined identity. Our identity is not only related to the present time we live in, but also to the past that lead to our being. What our elders left for us or what is called our heritage is yet another factor of identity because it marks the objects that we begin to build our thoughts on and narrows down the possible paths we take in life. An example of heritage identity is observed in Anthony Shadids text House of Stone: Bayt where the house of Isber samara becomes the symbol of Shadids original identity and his homeland (95-99). Traditions also count as a subset of ones origins where they interfere with an individuals experiences and thoughts by guiding them along the track of their elders identities. Identity is a word used to describe an object whether it was a living human being or bloodless hard rock. It is a very general word with a very specific meaning and effect on the universe. Nothing is created to just fill space in this galaxy, and everything has a certain job it has promised to fulfill. We have categorized some factors of identity to be able to understand the concept more clearly, but after this analysis we can conclude that our identity is what we want it to be. In the end, identity is basically who we are and its factors build up in a chain reaction that we can control most of the times. We can choose to have sex, to travel, to experience what we want, to follow religious paths or not and whether or not to maintain a connection with our familys and societys past.

Identity Regulation as a Form of Organizational Control

Identity Regulation as a Form of Organizational Control Introduction I have decided to opted â€Å"Identity regulation in organisations is a form of control that needs to be acknowledged in order to encourage the emancipation of workers†. But before starting my assignment i would like to go through that what Organization is and what’s the real truth behind Organizational Behaviour. Organizations are inescapable features of modern social experience for all human beings. From the remotest village high in the Himalayan foothills to life in a lager metropolis, organizations impact on all aspect of human experience. Now we come to that what organizational behaviour actually is:- Organizational behaviour provides one of the mainstream approaches to the study of management and organizations. Its main sphere of interest is anything relevant to the design, management and effectiveness of an organization, together with the dynamic and interactive relationships that exist within them. Hawthorne studies This theory was directed by Elton Mayo during the late 1920s and early 1930s. These studies first highlighted the complexity of human behaviour in an organizational setting. This on turn led to recognition of the importance of the social context within which work occurred and of the ways in which groups become a significant influence on individual behaviour. Ref: organizational behaviour and management john martin third edition The Meaning of Organizational Behaviour Organizational behaviour is one of the most complex and perhaps least understood academic elements of modern general management, but since it concerns the behaviour of people within organizations it is also one of the most central, its concern with invidual and group patterns of behaviour makes it an essential element in dealing with the complex behaviour issues thrown up in the modern business world. Ref: (Financial times Mastering management series) First we are going to start with the Management as an integrating activity;- Management as an integrating activity Management is the cornerstone of organizational effectiveness, and is concerned with arrangement for the carrying out of organizational processes and the execution of work. According to Drucker, it is the management that enables the organization to contribute a needed result to society, the economy and the invidual. Ref:-management and organizational behaviour 5th edition â€Å"The fact is that management ultimately depend on an understanding of human nature.I suggets it goes much further than that. In the first place, good management depends upon the acceptance of certain basic values. It cannot be achieved without honesty and integrity, or without consideration for the interests of others. Secondly, it is the understanding of human foibles that we all share, such as jealousy, envy, status, prejudice, perception, temperament, motivation and talent which provides the greatest challenge to managers. Ref: HRH The Duke of Edinburgh, Institute of Management Patron. The psychological contract One significant aspects of the relationship between the invidual and the organization is the concept of the psychological contract. This is not a written document, but implies a series of mutual expectations and satisfaction of needs arising from the people-organization relationship. It involves a process of giving and receiving by the invidual and by the organization. The psychological contract covers a range of expectations of rights and privileges, duties and obligations, which donot form part of a formal agreement but still have an important influence on people behaviour. Invidual`s Expectations Provide safe and hygienic working conditions Make every reasonable effort to provide job security Attempt to provide challenging and satisfying jobs and reduce alienating aspects of work. Adopt equitable personnel policies and procedures. Treat member staff with respect. These expectations are notwithstanding any statutory requirement placed upon the organization. Instead they relate more to the idea of social responsibilities of management. The organization will also have implicit expectations of its member, for example:- To accept the ideology of the organization To work diligently in pursuit of organizational objectives Not to abuse goodwill shown by the management To uphold the image of the organization To show loyalty. The organization side of the psychological contract places emphasis on expectations, requirement and constraints which often differ from, and may be in conflict with ,an Invidual`s expectations. Ref:-Laurie j Mullins management and behaviour The case study below shows the true picture of the psychological contract and it s nature:- Case study: Disgruntled mice turn on fat cats Rhetoric about employee being vital corporate assets is sounding increasingly hollow writes John Plender. After years of downsizing, delaying and re-engineering, a punch-drunk British workforce hardly looks ready for a return to confrontational industrial relation. Yet the strike at British Airways, complete with management pressure and inter-union rivalry, raises question. Is this the first sign of a shift in power back to the workers as labour market condition tightens? And have managers become complacement in their attitudes to the workforce? The British Airways saga admittedly looks more of a throwback than a forward indicator. Most occupants of British boardrooms would vehemently reject charges of complacency or macho management. Yet there is evidence that business leaders are failing to carry employee with them as they continue to restructure. The standard rhetoric about `empowered` employee being vital corporate assets rings increasingly hollow. Consider recent data from International Survey Research (ISR), a leading consultant whose employee opinion survey covers 450 companies in 18 countries. Some finding in its survey, such as the free –fall in feelings of employment security throughout Europe, are predictable enough. Nor is it surprising that stakeholders-type economics like Switzerland, Norway and the Netherlands tend to have the the most contented workforces. The UK`S ignominious position- second only to Hungary at the bottom of the league for employee satisfaction- will no doubt be dismissed as British workers enjoying a moan. And the fact that UK management is judged less favourably by employee than managers are rated elsewhere will prompt a similar response. Yet when ISR`s work is looked at over a period of years, it is easily brushed aside. Take the progressive year-on-year collapse in the morale of the UK workforce since 1990. The trend is odd because it defies the logic of the economic cycle. Recovery has brought deterioration, not improvement. Also odd is the workforce’s view of management, at the depths of the recession earlier in the decade, UK employee, though generally dissatisfied, were still taking quite a favourable view of the managers compared with the rest of the Europe. Today, despite a marked increased in the rate of UK earning growth, disillusionment appears total. The clue with the ISR survey published at the end of 1995.This revealed that workers attitudes had suffered `the most prepitate decline` of any European country over the previous 10 years. Motivation and commitment to the company were lower than in the strife-torn days of the mid-1970s. The timing is significant because this was the first survey after the notorious British Gas Annual General Meeting at which the investment institute sanctioned a much increased pay-package for Mr.Cedric Brown-this when profits were substantially below their five years earlier, customer service was deteriorating and employee were being shed in larger numbers. The message is clear enough. Far from being a little local difficulty in the privatised utilities, the `fat cat` pay saga had a much wider demoralising impact which is still being felt. It does not follow that British workers are about to the picket lines en masse. As long as insecurity is endemic, and the main legislative reforms of the past 18 years remain intact, the union will not resume their former mantle. Nor does the government of Mr Tony Blair, a personal friend of BA chief Executive , Mr Bob Ayling, appear keen to take an active role in the dispute at BA. There is also a wide spread view that employee satisfactions a key performance indicator. Yet survey feels dimishing loyalty. In effect a contract which views the employee as assets and a cost has an innate tension. If it operate operates against the back ground of ever widening pay differentials between shop floor and board, or runs into the BA style of management, it may become untenable. There is a growing recognition among economist that trust is a valuable commodity. At national level- as in the stakeholder’s economics metioned earlier- it can enhance growth. When it exists between the various stakeholders in a business it reduces transaction costs and enhances competitive advantage. If British business wants to achieve the highest standards of quality in internationally tradable products and services on a sustainable basis, it badly needs to absorb this lesson. Source-Financial times, 12 July 1997. Critically Analysing the meaning of Work, Motivation and Commitment Work organizations can be understood not only as environments in which people produce work, but also â€Å"places where work produces people†. Hence, any discussion of what people want or need out of work (particularly paid employment) cannot be isolated from the context of that work environment. The experience of working in a particular organization can itself produce wants and needs in the worker. Unfortunately, the personality and the motivation theories described everywhere are based on much simpler models of human behaviour. These tend to view the person as possessing a certain set of psychological characteristics which are brought into work each day. The idea that these change through interaction with others in the organization is rarely touched on. Another aspect of the two-pronged approach to the analysis of Invidual`s behaviour by organizational psychological is a tendency to restrict the subject matter to more less quantifiable elements of behaviour and to those aspects of behaviour which are predictable and controllable from a managerial point of view. Ref: J martin Corbett Baritz,1960 and Hollway , 1991 and indeed, Thompson and McHugh (1990) argue that â€Å"the true paradigm of the organizational psychologist is that of ensuring `effective resource use`: supplying advice, recourses and training which are aimed at assisting organization in efficiency managing the conflict and resistance which is a predictable consequence of hierarchically organised production.† Ref: Baritz, L (1960) Servants of power, Middletown: Wesleyan University Press Hollway, W (1991) Work Psychology and Organizational Behaviour, London: sage Thompson, P. and McHugh, D. (1990) Work organizations: A Critical Introduction. London: Macmillan Employee Commitment: on becoming a torturer What kind of person becomes a torturer? For many people it would seem obvious that only psychopaths and cranks would wish to pursue such a career. Yet, torture is currently practised by one government in three and these governments experience little or difficulty in recruting torturers. Are there really sufficient numbers of sadist ready, able and willing to take on such a job, or are there other factors which contribute to the creation of a torturer? There is no hard evidence that torturers are psychopaths or sadist. On the contrary, there is evidence that such people are usually screened out during the selection and recruitment process. Thus, to some extent at least, torturers are selected and recruited from ordinary people: â€Å"A deranged person who receives gratification primilary from feeling of power or from personally inflicting pain on other is usually too unreliable to be counted on by authorities to follow orders†. Ref: J. Martin Corbett Based on the studies of torturers employed by the State during 1967-74 military dictatorship of Greece, the psychologist Haritos-Fatoutos argues that three situational factor foster the creation of a torturer, namely: training, incremental participation and socialisation, and economic and symbolic reward. Training The first phase of training involves group bonding and isolation from the outside world. In case of the torture, this is achieved by placing recruits in remote training camps and putting them through numerous initiation rites. Haritos- Fatoutos describe how the use of euphemism by the trainers helped Greek recruits reinterpret their behaviour. For example, â€Å"tea party† referred to a â€Å"beating with fists and â€Å"tea party with toast† described a â€Å"beating with heavy wooden clubs†. The use of such euphemistic language is , of course, common practice in organizations to put a gloss on unpleasant reality- from the Nazi Party’s â€Å"Final Solution† , through the CIA’s `executive action`, to the `downsizing ` and ` rationalisation` of contemporary business organizations. Training also requires the recruit to develop a world view that divides people into torturable and non-torturable. Through a programme of seminars the recruits comes to believe that the act of tortures is a defence of â€Å"good â€Å"values against the â€Å"bad† values. Recruits are trained to be loyal not only to the state but to the organization, which is semi-secret and will protect them. Ref: Haritos- Fatoutos, M. (1988) The official tortures: A learning model of obedience to authority of violence. Journal of applied social psychology, 18, 1107-1120. Incremental Socialisation Such a moral shift, or disengagement, is made easier by the gradual introduction of the recruits to the brutal act of torture. A typical process of incremental socialisation and desensitisation goes through the following chronological sequences: Recruits act as guards while other carry out torture. Recruits carry food to the prisoners in there cells Recruits fully participate fully in torture. Hence the recruits are pulled inexorably into the torturing process. Having gone through the first two steps in the socialisation process recruits find it very difficult to protest about the use of full torture as there have been corrupted by tacit acceptance of earlier (less extreme) examples of torture. Rewards Once fully socialised, obedient torturers benefit in both symbolic and economic ways. Training fosters in-group bias. The finding of numerous social psychological studies suggested that participation in strenuous initiation rites makes group membership more desirable. Ref: Haritos- Fatoutos, M. (1988) The official tortures: A learning model of obedience to authority of violence. Journal of applied social psychology, 18, 1107-1120. There are some more aspects which really effect of employee performance. Inter-group relations Individual’s allegiances to, and identification with, various social groups can have an important influences on their attitudes and behaviour. The notion of employee commitment can over-generalise the nature of such allegiances and hence overlook the fact that you can be committed to your work, to your collegues, to your department, to your occupation or to the company you work for. But these commitments will vary and will often conflict with each other. There are many groups within even the smallest of organizations. It is not only the varying degrees of commitment each group commands amongst its members that can have a significant impact on organizational functioning. The relations between these groups and the relative power each commands can be more curial in shaping organizational behaviour. Hence, a psychological analysis alone is insufficient to understand fully the complexities of inter-group relations. Organizational design and design The variety of ways in which organizational are structured and managed and how they change over time, provides the basis of much organizational behaviour research. Also it is the domain of almost all so-called â€Å"Management Gurus†. For instance, Salaman (1983) observes that â€Å"organizations are structure of control†. Given that organizational structures include management and worker organization, control and reward systems, and job design, they clearly involve political issues, as well as decisions and strategic choices. Despite this, much of the conventional organizational behaviour literature on organizational structure and design concentrates, somewhat uncritically, on information flows, work structure, job design and cultures as entities designed and controlled by a management elite. Ref:-Salaman, G (1983) Class and the Corporation. London: Fontana. Technology and organization Scarborough and Corbett (1992) describes technology and organization as â€Å"far from containing or controlling the technology process, the formal boundaries and managerial hierarchies of organization may themselves restructure by it†. Similarly, sole resources to a unilateral deskilling process (at a societal level), in which technology developed under capitalism inevitably leads to the deskilling and control of labour, does little to convey the uncertainties and interaction of the technology process, nor account for the key role played by Invidual`s and groups: Indeed, on occasion the transformational power of technological knowledge may escape the intentions of the powerful and undermines, and not simply reproduce, existing social and economic structures. To better understand technology and organization I think its good to go through this case study. Ref: Scarborough, H. and Corbett, J.M. (1992) Technology and Organization: Power, Meaning and Design. London: Routledge. Case study: New technology and the Skolt Lapplanders Introduced in the early 1960s, the snowmobile was adopted by the Skolt Lapp people to replace reindeer sleds as a means of transportation. This technology brought easier access to trading posts, more sophisticated health care and a more varied diet and recreation. Yet, within a few years the introduction of this technology had made a profound impact on the Skolt Lapp community. The Skolt Lapp community, like many traditional communities, was organised around a patriarchal power structure, so that the old man held all the positions of status and authority. However, unlike the younger members of the community, these man lacked the muscular strength and dexterity to ride and maintain the heavy snowmobiles. Given that the new technology symbolised progress and the promise of economic prosperity to many Lapps, this result in a decline in the status of the elders relative to the younger, stronger men. Of even greater significance, and as the snowmobiles replaced the reindeer sled as the dominant means of transportation, this status shift was accompanied by the decline in the importance of the `elders` knowledge and wisdom concerning the care and use of reindeer herds. Such a shift was encouraged all the more by the rapid drops in calf births that resulted from the effects of the frightening noise of the snowmobiles` engines on pregnant reindeers. Indeed, within 3 years, a majority of the domesticated reindeers herd had returned to the wild. The impact of this should not be under-estimated as for generations; the reindeers had been of great symbolic and cultural significance of the Skolt Lapps. Most important of all, the Skolt Lapplanders quickly found themselves dependent on outside suppliers of imported petroleum and spare parts for the snowmobiles. Also, many of the physically ill Lapps became psychologically (and sometimes physically) dependent on the constant supply of non-introduction of the snowmobiles. Thus, an apparently neutral technology brought about significant (and largely irreversible) cultural changes to a community. Ref: Scarborough, H. and Corbett, J.M. (1992) Technology and Organization: Power, Meaning and Design. London: Routledge. Egan, G. (1993) Quarantine. London: Legend Books Organizational Culture Culture as a concept has had a long and checked history. It has been used by the lay person as a word to indicate sophistication, as when we say that someone is very â€Å"Cultured†. It has been used by anthropologists to refer to the customs and rituals that societies develop over the course of their history. In the last decade or so it has been used by some organizational researchers and managers to indicate the climate and practices that organizations develop around their handling of people or to refer to the espoused values and credo of an organization. A deeper understanding of cultural issues in groups and organizations is necessary to decipher what goes on in them but, even more important, to identify what may be the priority issues for leaders and leadership. Organizational cultures are created in part by leaders, and one of the most decisive functions of leadership is the creation, the management, and sometimes evens the destruction of culture. Ref:-Edgar H. Schein (1997) Organizational Culture and Leadership. John Wiley sons, Inc. A cross- cultural comparison of work values Numerous motivation theorist outline the importance of certain characteristics of work and the work environment in promoting job satisfication. But to what extend do the motivation theories of Maslow, Herzbed, Mc Clelland, Hackman and Oldham, etc. reflect what motivates a particular, possibly unique, sample of the working population, namely the average â€Å"American employee†. Can we really generalise such theories to the global working population? Mainstream organisational behaviour textbooks certainly imply as much. But if we cannot generalise from the US experience there are obvious implications for the human resources management policies of multi- national corporations and for international post-merger management. Ref: Maslow, A. (1971) The further reaches of human Nature. New York: Viking Press. Herzbed, P.G. (1976) Non- hierarchical organization vol-2. Harmondsworth: Penguin. In 1989, Don Elizur and colleagues was to collect data by questionnaire from samples of managers and employee from a variety of countries. The average sample size was 285. The author owns UK sample comprised 148 respondents. The age range and gender mix of the samples were similar. The questionnaire was designed to represent the major perspectives outlined by basic theories of motivation. 24 items were selected and respondents were asked to indicate for each item the extent to which it is important. (using response categories ranging from â€Å"very unimportant† to â€Å"very important†). The items included the following. Job interest, to do work which is interesting to you. Achievements in work. Advancement, opportunities for promotion Self-esteem, that you are valued as a person Use of ability and knowledge in your work Job security, permanent job Autonomy, independence in work. Supervisor, a fair and considerate boss. Pay, the amount of money you receive Co-workers, fellow workers who are pleasant and agreeable. This selection of items is listed in tables. They also indicate the survey results from the US, the UK, Germany, the Netherlands, Taiwan, Korea, Hungary and China. The major similarities and difference between these work population samples can be more clearly comprehended by considering the rank order of the item based on the managerial distributions as represented in table. So we see, for example, that interesting work was considered to be the most important work values by respondents from the US, Germany, and the Netherlands. Yet the same items were considered to be much less important from the point of the Hungarian and Chinese respondents. Also, interesting cross-cultural disparities are in evidence for the last three items; good boss, good pay and friendly co-workers. Table: Rank ordering of work values for a sample of eight countries USA UK Germany Netherland Taiwan Korea Hungary China Interesting work 1 2 1 1 2 3 6 5 Achievements 2 6 7 2 1 1 2 1 Advancements 3 7 10 5 4 7 10 6 Self-esteem 4 5 9 9 3 9 7 3 Use abilities 5 4 6 6 8 4 5 2 Autonomy 6 9 5 4 7 10 9 4 Job security 7 8 4 8 5 2 8 10 Good boss 8 10 3 7 6 6 1 7 Good pay 9 3 8 10 10 8 4 9 Co-workers 10 1 2 3 9 5 3 8 Ref:- Elizur , D.,Borg, I., Hunt, R. and Beck, I. K. (1989) The structure of work values: A cross-cultural comparasion.`journal of Organizational Behaviour, 12,21-30 Conclusion It is a truism to claim that people are an organisational resource -indeed, for some organisations, they are the key resource, without which the organisation would be unable to deliver any meaningful product or service to its customers. Like any resource, however, people may be used wastefully: they may be employed at well below their potential, performing tasks which do not stretch their capabilities and which are ultimately alienating in their psychological impact on the employees involved. Alternatively, people may be managed and led in ways which inspire them to be highly motivated and to demonstrate long-term commitment to both their roles and the organisation which employs them. When this is achieved, the performance of its people becomes a major differentiator for the organisation and a source of long-term competitive strength. Identity Regulation as a Form of Organizational Control Identity Regulation as a Form of Organizational Control Introduction I have decided to opted â€Å"Identity regulation in organisations is a form of control that needs to be acknowledged in order to encourage the emancipation of workers†. But before starting my assignment i would like to go through that what Organization is and what’s the real truth behind Organizational Behaviour. Organizations are inescapable features of modern social experience for all human beings. From the remotest village high in the Himalayan foothills to life in a lager metropolis, organizations impact on all aspect of human experience. Now we come to that what organizational behaviour actually is:- Organizational behaviour provides one of the mainstream approaches to the study of management and organizations. Its main sphere of interest is anything relevant to the design, management and effectiveness of an organization, together with the dynamic and interactive relationships that exist within them. Hawthorne studies This theory was directed by Elton Mayo during the late 1920s and early 1930s. These studies first highlighted the complexity of human behaviour in an organizational setting. This on turn led to recognition of the importance of the social context within which work occurred and of the ways in which groups become a significant influence on individual behaviour. Ref: organizational behaviour and management john martin third edition The Meaning of Organizational Behaviour Organizational behaviour is one of the most complex and perhaps least understood academic elements of modern general management, but since it concerns the behaviour of people within organizations it is also one of the most central, its concern with invidual and group patterns of behaviour makes it an essential element in dealing with the complex behaviour issues thrown up in the modern business world. Ref: (Financial times Mastering management series) First we are going to start with the Management as an integrating activity;- Management as an integrating activity Management is the cornerstone of organizational effectiveness, and is concerned with arrangement for the carrying out of organizational processes and the execution of work. According to Drucker, it is the management that enables the organization to contribute a needed result to society, the economy and the invidual. Ref:-management and organizational behaviour 5th edition â€Å"The fact is that management ultimately depend on an understanding of human nature.I suggets it goes much further than that. In the first place, good management depends upon the acceptance of certain basic values. It cannot be achieved without honesty and integrity, or without consideration for the interests of others. Secondly, it is the understanding of human foibles that we all share, such as jealousy, envy, status, prejudice, perception, temperament, motivation and talent which provides the greatest challenge to managers. Ref: HRH The Duke of Edinburgh, Institute of Management Patron. The psychological contract One significant aspects of the relationship between the invidual and the organization is the concept of the psychological contract. This is not a written document, but implies a series of mutual expectations and satisfaction of needs arising from the people-organization relationship. It involves a process of giving and receiving by the invidual and by the organization. The psychological contract covers a range of expectations of rights and privileges, duties and obligations, which donot form part of a formal agreement but still have an important influence on people behaviour. Invidual`s Expectations Provide safe and hygienic working conditions Make every reasonable effort to provide job security Attempt to provide challenging and satisfying jobs and reduce alienating aspects of work. Adopt equitable personnel policies and procedures. Treat member staff with respect. These expectations are notwithstanding any statutory requirement placed upon the organization. Instead they relate more to the idea of social responsibilities of management. The organization will also have implicit expectations of its member, for example:- To accept the ideology of the organization To work diligently in pursuit of organizational objectives Not to abuse goodwill shown by the management To uphold the image of the organization To show loyalty. The organization side of the psychological contract places emphasis on expectations, requirement and constraints which often differ from, and may be in conflict with ,an Invidual`s expectations. Ref:-Laurie j Mullins management and behaviour The case study below shows the true picture of the psychological contract and it s nature:- Case study: Disgruntled mice turn on fat cats Rhetoric about employee being vital corporate assets is sounding increasingly hollow writes John Plender. After years of downsizing, delaying and re-engineering, a punch-drunk British workforce hardly looks ready for a return to confrontational industrial relation. Yet the strike at British Airways, complete with management pressure and inter-union rivalry, raises question. Is this the first sign of a shift in power back to the workers as labour market condition tightens? And have managers become complacement in their attitudes to the workforce? The British Airways saga admittedly looks more of a throwback than a forward indicator. Most occupants of British boardrooms would vehemently reject charges of complacency or macho management. Yet there is evidence that business leaders are failing to carry employee with them as they continue to restructure. The standard rhetoric about `empowered` employee being vital corporate assets rings increasingly hollow. Consider recent data from International Survey Research (ISR), a leading consultant whose employee opinion survey covers 450 companies in 18 countries. Some finding in its survey, such as the free –fall in feelings of employment security throughout Europe, are predictable enough. Nor is it surprising that stakeholders-type economics like Switzerland, Norway and the Netherlands tend to have the the most contented workforces. The UK`S ignominious position- second only to Hungary at the bottom of the league for employee satisfaction- will no doubt be dismissed as British workers enjoying a moan. And the fact that UK management is judged less favourably by employee than managers are rated elsewhere will prompt a similar response. Yet when ISR`s work is looked at over a period of years, it is easily brushed aside. Take the progressive year-on-year collapse in the morale of the UK workforce since 1990. The trend is odd because it defies the logic of the economic cycle. Recovery has brought deterioration, not improvement. Also odd is the workforce’s view of management, at the depths of the recession earlier in the decade, UK employee, though generally dissatisfied, were still taking quite a favourable view of the managers compared with the rest of the Europe. Today, despite a marked increased in the rate of UK earning growth, disillusionment appears total. The clue with the ISR survey published at the end of 1995.This revealed that workers attitudes had suffered `the most prepitate decline` of any European country over the previous 10 years. Motivation and commitment to the company were lower than in the strife-torn days of the mid-1970s. The timing is significant because this was the first survey after the notorious British Gas Annual General Meeting at which the investment institute sanctioned a much increased pay-package for Mr.Cedric Brown-this when profits were substantially below their five years earlier, customer service was deteriorating and employee were being shed in larger numbers. The message is clear enough. Far from being a little local difficulty in the privatised utilities, the `fat cat` pay saga had a much wider demoralising impact which is still being felt. It does not follow that British workers are about to the picket lines en masse. As long as insecurity is endemic, and the main legislative reforms of the past 18 years remain intact, the union will not resume their former mantle. Nor does the government of Mr Tony Blair, a personal friend of BA chief Executive , Mr Bob Ayling, appear keen to take an active role in the dispute at BA. There is also a wide spread view that employee satisfactions a key performance indicator. Yet survey feels dimishing loyalty. In effect a contract which views the employee as assets and a cost has an innate tension. If it operate operates against the back ground of ever widening pay differentials between shop floor and board, or runs into the BA style of management, it may become untenable. There is a growing recognition among economist that trust is a valuable commodity. At national level- as in the stakeholder’s economics metioned earlier- it can enhance growth. When it exists between the various stakeholders in a business it reduces transaction costs and enhances competitive advantage. If British business wants to achieve the highest standards of quality in internationally tradable products and services on a sustainable basis, it badly needs to absorb this lesson. Source-Financial times, 12 July 1997. Critically Analysing the meaning of Work, Motivation and Commitment Work organizations can be understood not only as environments in which people produce work, but also â€Å"places where work produces people†. Hence, any discussion of what people want or need out of work (particularly paid employment) cannot be isolated from the context of that work environment. The experience of working in a particular organization can itself produce wants and needs in the worker. Unfortunately, the personality and the motivation theories described everywhere are based on much simpler models of human behaviour. These tend to view the person as possessing a certain set of psychological characteristics which are brought into work each day. The idea that these change through interaction with others in the organization is rarely touched on. Another aspect of the two-pronged approach to the analysis of Invidual`s behaviour by organizational psychological is a tendency to restrict the subject matter to more less quantifiable elements of behaviour and to those aspects of behaviour which are predictable and controllable from a managerial point of view. Ref: J martin Corbett Baritz,1960 and Hollway , 1991 and indeed, Thompson and McHugh (1990) argue that â€Å"the true paradigm of the organizational psychologist is that of ensuring `effective resource use`: supplying advice, recourses and training which are aimed at assisting organization in efficiency managing the conflict and resistance which is a predictable consequence of hierarchically organised production.† Ref: Baritz, L (1960) Servants of power, Middletown: Wesleyan University Press Hollway, W (1991) Work Psychology and Organizational Behaviour, London: sage Thompson, P. and McHugh, D. (1990) Work organizations: A Critical Introduction. London: Macmillan Employee Commitment: on becoming a torturer What kind of person becomes a torturer? For many people it would seem obvious that only psychopaths and cranks would wish to pursue such a career. Yet, torture is currently practised by one government in three and these governments experience little or difficulty in recruting torturers. Are there really sufficient numbers of sadist ready, able and willing to take on such a job, or are there other factors which contribute to the creation of a torturer? There is no hard evidence that torturers are psychopaths or sadist. On the contrary, there is evidence that such people are usually screened out during the selection and recruitment process. Thus, to some extent at least, torturers are selected and recruited from ordinary people: â€Å"A deranged person who receives gratification primilary from feeling of power or from personally inflicting pain on other is usually too unreliable to be counted on by authorities to follow orders†. Ref: J. Martin Corbett Based on the studies of torturers employed by the State during 1967-74 military dictatorship of Greece, the psychologist Haritos-Fatoutos argues that three situational factor foster the creation of a torturer, namely: training, incremental participation and socialisation, and economic and symbolic reward. Training The first phase of training involves group bonding and isolation from the outside world. In case of the torture, this is achieved by placing recruits in remote training camps and putting them through numerous initiation rites. Haritos- Fatoutos describe how the use of euphemism by the trainers helped Greek recruits reinterpret their behaviour. For example, â€Å"tea party† referred to a â€Å"beating with fists and â€Å"tea party with toast† described a â€Å"beating with heavy wooden clubs†. The use of such euphemistic language is , of course, common practice in organizations to put a gloss on unpleasant reality- from the Nazi Party’s â€Å"Final Solution† , through the CIA’s `executive action`, to the `downsizing ` and ` rationalisation` of contemporary business organizations. Training also requires the recruit to develop a world view that divides people into torturable and non-torturable. Through a programme of seminars the recruits comes to believe that the act of tortures is a defence of â€Å"good â€Å"values against the â€Å"bad† values. Recruits are trained to be loyal not only to the state but to the organization, which is semi-secret and will protect them. Ref: Haritos- Fatoutos, M. (1988) The official tortures: A learning model of obedience to authority of violence. Journal of applied social psychology, 18, 1107-1120. Incremental Socialisation Such a moral shift, or disengagement, is made easier by the gradual introduction of the recruits to the brutal act of torture. A typical process of incremental socialisation and desensitisation goes through the following chronological sequences: Recruits act as guards while other carry out torture. Recruits carry food to the prisoners in there cells Recruits fully participate fully in torture. Hence the recruits are pulled inexorably into the torturing process. Having gone through the first two steps in the socialisation process recruits find it very difficult to protest about the use of full torture as there have been corrupted by tacit acceptance of earlier (less extreme) examples of torture. Rewards Once fully socialised, obedient torturers benefit in both symbolic and economic ways. Training fosters in-group bias. The finding of numerous social psychological studies suggested that participation in strenuous initiation rites makes group membership more desirable. Ref: Haritos- Fatoutos, M. (1988) The official tortures: A learning model of obedience to authority of violence. Journal of applied social psychology, 18, 1107-1120. There are some more aspects which really effect of employee performance. Inter-group relations Individual’s allegiances to, and identification with, various social groups can have an important influences on their attitudes and behaviour. The notion of employee commitment can over-generalise the nature of such allegiances and hence overlook the fact that you can be committed to your work, to your collegues, to your department, to your occupation or to the company you work for. But these commitments will vary and will often conflict with each other. There are many groups within even the smallest of organizations. It is not only the varying degrees of commitment each group commands amongst its members that can have a significant impact on organizational functioning. The relations between these groups and the relative power each commands can be more curial in shaping organizational behaviour. Hence, a psychological analysis alone is insufficient to understand fully the complexities of inter-group relations. Organizational design and design The variety of ways in which organizational are structured and managed and how they change over time, provides the basis of much organizational behaviour research. Also it is the domain of almost all so-called â€Å"Management Gurus†. For instance, Salaman (1983) observes that â€Å"organizations are structure of control†. Given that organizational structures include management and worker organization, control and reward systems, and job design, they clearly involve political issues, as well as decisions and strategic choices. Despite this, much of the conventional organizational behaviour literature on organizational structure and design concentrates, somewhat uncritically, on information flows, work structure, job design and cultures as entities designed and controlled by a management elite. Ref:-Salaman, G (1983) Class and the Corporation. London: Fontana. Technology and organization Scarborough and Corbett (1992) describes technology and organization as â€Å"far from containing or controlling the technology process, the formal boundaries and managerial hierarchies of organization may themselves restructure by it†. Similarly, sole resources to a unilateral deskilling process (at a societal level), in which technology developed under capitalism inevitably leads to the deskilling and control of labour, does little to convey the uncertainties and interaction of the technology process, nor account for the key role played by Invidual`s and groups: Indeed, on occasion the transformational power of technological knowledge may escape the intentions of the powerful and undermines, and not simply reproduce, existing social and economic structures. To better understand technology and organization I think its good to go through this case study. Ref: Scarborough, H. and Corbett, J.M. (1992) Technology and Organization: Power, Meaning and Design. London: Routledge. Case study: New technology and the Skolt Lapplanders Introduced in the early 1960s, the snowmobile was adopted by the Skolt Lapp people to replace reindeer sleds as a means of transportation. This technology brought easier access to trading posts, more sophisticated health care and a more varied diet and recreation. Yet, within a few years the introduction of this technology had made a profound impact on the Skolt Lapp community. The Skolt Lapp community, like many traditional communities, was organised around a patriarchal power structure, so that the old man held all the positions of status and authority. However, unlike the younger members of the community, these man lacked the muscular strength and dexterity to ride and maintain the heavy snowmobiles. Given that the new technology symbolised progress and the promise of economic prosperity to many Lapps, this result in a decline in the status of the elders relative to the younger, stronger men. Of even greater significance, and as the snowmobiles replaced the reindeer sled as the dominant means of transportation, this status shift was accompanied by the decline in the importance of the `elders` knowledge and wisdom concerning the care and use of reindeer herds. Such a shift was encouraged all the more by the rapid drops in calf births that resulted from the effects of the frightening noise of the snowmobiles` engines on pregnant reindeers. Indeed, within 3 years, a majority of the domesticated reindeers herd had returned to the wild. The impact of this should not be under-estimated as for generations; the reindeers had been of great symbolic and cultural significance of the Skolt Lapps. Most important of all, the Skolt Lapplanders quickly found themselves dependent on outside suppliers of imported petroleum and spare parts for the snowmobiles. Also, many of the physically ill Lapps became psychologically (and sometimes physically) dependent on the constant supply of non-introduction of the snowmobiles. Thus, an apparently neutral technology brought about significant (and largely irreversible) cultural changes to a community. Ref: Scarborough, H. and Corbett, J.M. (1992) Technology and Organization: Power, Meaning and Design. London: Routledge. Egan, G. (1993) Quarantine. London: Legend Books Organizational Culture Culture as a concept has had a long and checked history. It has been used by the lay person as a word to indicate sophistication, as when we say that someone is very â€Å"Cultured†. It has been used by anthropologists to refer to the customs and rituals that societies develop over the course of their history. In the last decade or so it has been used by some organizational researchers and managers to indicate the climate and practices that organizations develop around their handling of people or to refer to the espoused values and credo of an organization. A deeper understanding of cultural issues in groups and organizations is necessary to decipher what goes on in them but, even more important, to identify what may be the priority issues for leaders and leadership. Organizational cultures are created in part by leaders, and one of the most decisive functions of leadership is the creation, the management, and sometimes evens the destruction of culture. Ref:-Edgar H. Schein (1997) Organizational Culture and Leadership. John Wiley sons, Inc. A cross- cultural comparison of work values Numerous motivation theorist outline the importance of certain characteristics of work and the work environment in promoting job satisfication. But to what extend do the motivation theories of Maslow, Herzbed, Mc Clelland, Hackman and Oldham, etc. reflect what motivates a particular, possibly unique, sample of the working population, namely the average â€Å"American employee†. Can we really generalise such theories to the global working population? Mainstream organisational behaviour textbooks certainly imply as much. But if we cannot generalise from the US experience there are obvious implications for the human resources management policies of multi- national corporations and for international post-merger management. Ref: Maslow, A. (1971) The further reaches of human Nature. New York: Viking Press. Herzbed, P.G. (1976) Non- hierarchical organization vol-2. Harmondsworth: Penguin. In 1989, Don Elizur and colleagues was to collect data by questionnaire from samples of managers and employee from a variety of countries. The average sample size was 285. The author owns UK sample comprised 148 respondents. The age range and gender mix of the samples were similar. The questionnaire was designed to represent the major perspectives outlined by basic theories of motivation. 24 items were selected and respondents were asked to indicate for each item the extent to which it is important. (using response categories ranging from â€Å"very unimportant† to â€Å"very important†). The items included the following. Job interest, to do work which is interesting to you. Achievements in work. Advancement, opportunities for promotion Self-esteem, that you are valued as a person Use of ability and knowledge in your work Job security, permanent job Autonomy, independence in work. Supervisor, a fair and considerate boss. Pay, the amount of money you receive Co-workers, fellow workers who are pleasant and agreeable. This selection of items is listed in tables. They also indicate the survey results from the US, the UK, Germany, the Netherlands, Taiwan, Korea, Hungary and China. The major similarities and difference between these work population samples can be more clearly comprehended by considering the rank order of the item based on the managerial distributions as represented in table. So we see, for example, that interesting work was considered to be the most important work values by respondents from the US, Germany, and the Netherlands. Yet the same items were considered to be much less important from the point of the Hungarian and Chinese respondents. Also, interesting cross-cultural disparities are in evidence for the last three items; good boss, good pay and friendly co-workers. Table: Rank ordering of work values for a sample of eight countries USA UK Germany Netherland Taiwan Korea Hungary China Interesting work 1 2 1 1 2 3 6 5 Achievements 2 6 7 2 1 1 2 1 Advancements 3 7 10 5 4 7 10 6 Self-esteem 4 5 9 9 3 9 7 3 Use abilities 5 4 6 6 8 4 5 2 Autonomy 6 9 5 4 7 10 9 4 Job security 7 8 4 8 5 2 8 10 Good boss 8 10 3 7 6 6 1 7 Good pay 9 3 8 10 10 8 4 9 Co-workers 10 1 2 3 9 5 3 8 Ref:- Elizur , D.,Borg, I., Hunt, R. and Beck, I. K. (1989) The structure of work values: A cross-cultural comparasion.`journal of Organizational Behaviour, 12,21-30 Conclusion It is a truism to claim that people are an organisational resource -indeed, for some organisations, they are the key resource, without which the organisation would be unable to deliver any meaningful product or service to its customers. Like any resource, however, people may be used wastefully: they may be employed at well below their potential, performing tasks which do not stretch their capabilities and which are ultimately alienating in their psychological impact on the employees involved. Alternatively, people may be managed and led in ways which inspire them to be highly motivated and to demonstrate long-term commitment to both their roles and the organisation which employs them. When this is achieved, the performance of its people becomes a major differentiator for the organisation and a source of long-term competitive strength.