The Origin Of Man Is The Subject Religion Essay

The Origin Of Man Is The Subject Religion Essay What is man?   asked David in his Psalms thousands of years ago.  It is striking that the relevance of this question has not decreased in the twentieth and twenty first centuries.  Whether a man is only an animal or, maybe, he is just a complex combination of chemical compounds, or, maybe, he is much more than all this, some great creation? The desire to know the history of mans origin is quite natural, as people have not always existed on the Earth.  That is why, the problem of Creation and understanding of human nature is central problem of people of all ages.  This question can be considered from different perspectives: from the standpoint of theology, religion, anthropology, philosophy and history. Views and ideas on the origins of humanity The origin of  man  is the subject of  speculation  since ancient times and  led to the emergence  of  various  myths in different people,  who believed that  the first humans  were created by gods from stones,  animals, etc.  The ancient  Greek thinkers  had different views on the origin of man:  some  believed that man  is eternal, second believed that he was born from marine  sediments.  With  the spread of  Christianity people  accepted the idea that  man was  created  and  inspired  by God. Many people believed  that a man  is  the most highly developed  animal,  the top of  the evolution of the animal  world, he  is mortal,  and  his  life  has no  higher  meaning.  Others believe  that  man  is not  the top,  but  only  a very  selfish  animal  who tends  to  pleasure and enjoyment. So, humans belong to the natural world, until the physical and chemical processes in their body depend on nature.   If we consider the philosophical approach, then we need first to say that in humans there is an element that is above the natural world.  There are different views on this, as, for example, Greek philosophers said this element was mind, and Aristotle proposed a definition of man as a rational animal.  (Stevenson 2004) But  most  important  is  the fact  of  human  consciousness that  elevates  him  above the natural world.  Ã‚  Human consciousness is ascension  of naturalism in the understanding of man, since he is not only a natural being, but also a spiritual being. (Wilson 2004) In the XVIII century, many thinkers (such as Lord Monboddo, Herder, Rousseau, Kant, etc.) suggested the evolution of man from the great apes in savages, and later in modern humans.  In a more clear way this idea was developed by Lamarck in the beginning of the XIX century in his Zoological Philosophy.   Later t theory  of development and evolution  in various  forms  has been  to explain  various scientists. Those who support this theory believe that man was not created by anyone, but occurred in the development of lower organisms.  For example, the French scientist Jean-Baptiste Lamarck said that some species of monkeys, under unfavorable conditions of existence, were to descend from the trees and acquired the habit of walking on two feet. Bipedalism led to strong changes of the body, and quadrumanous monkey turned into bipedal, who gradually settled around the Earth. Gradually in new species began to developed the consciousness (Bowler, 2003). The theory of evolution has become one of the most prevalent theories of human origins.  Ã‚  This theory was developed by Ch. Darwin, who introduced the history of development of the organic world of the Earth carried by the interaction of three main factors: variability, heredity and natural selection.  Evolutionary theory suggests that man evolved from apes, being changed under the influence of external factors and natural selection. The evolutionary theory of anthropogenesis is supported with a large number of facts paleontological, archaeological, biological, genetic, cultural, psychological, and others.  However, many of these proofs may be interpreted ambiguously, allowing opponents of evolutionary theory to challenge it. Biblical  Creation of  the world The Bible tells that a man was created in Gods will and in accordance with His plan (Gen.1: 26).  In the all-powerful Word of God was hidden a great creative force to create the world, and then a men.  When God created a man he said: Let Us make man in Our image, after Our likeness: and let them have dominion over the fish of the sea, and over the fowl of the air, and over the cattle, and over all the earth, and over every creeping thing that creepeth upon the earth. So God created man in His own image, in  The Image Of God  created He him; male and female created He them. (Genesis 1:26-27 KJV) A man was created in a special act, and, unlike the animals, in the image of God, that means a man is intelligent, free, creative and moral personality. Like God, man is gifted with the following qualities: Creativity (Genesis 2:20); The mind and the ability to cognition (Genesis 2 :19-20, Col.1: 9; Rim.12: 2;); Willy (Luk.23: 25; 2Petr.1: 21); The ability to choose and evaluate (Genesis 2: 17; 13:11); The ability to love (Genesis 2: 24). ( McFarland 2009) A man  is the image  and  likeness of  God, is  a spiritual being,  rising  over  the natural  and  social  world,  and  able  to transform it and  dominate  over  it. In Genesis 2 we can  learn more about how  man and  woman were created  : And The Lord God formed man of the dust of the ground, and breathed into his nostrils the breath of life; and man became a living soul And The Lord God said, It is not good that the man should be alone; I will make him an help meet for him And The Lord God caused a deep sleep to fall upon Adam, and he slept: and He took one of his ribs, and closed up the flesh instead thereof; And the rib, which The Lord God had taken from man, made he a woman, and brought her unto the man. And Adam said, This is now bone of my bones, and flesh of my flesh: she shall be called Woman, because she was taken out of Man. (Genesis 2:7,18,21-23) That is,  the biblical  interpretation of  creation of man  is the most  common  that is primarily  due to  the important  role of  religion  in  peoples lives. Biblical  Creation  is very  important for  people, as it  defines the  essence of  man:  Man  is not  just  a body, and  he  was created  in  the image  of  God and for eternal  communion with  God.  This means  that  people are  moral  and  spiritual  creatures with  the ability  to trust,  to choose  to love, etc.  Creation  is the basis  for  our  worship  to God and  His  worship:  Let them praise the  name of the  Lord,  for he commanded, and they were created  (Psalm  148:5).  Thus,  worship  is a gratitude  to the Creator. ( McFarland 2009) At the present  time,  we can  hear  that the question  of creation of humanity is asked rather  strictly: either the  idea of Creation or  the theory of evolution.  However,  such a  statement  seems  incorrect, since  many modern  scholars  note  that the  idea  of Creation  of humanity by God,  the Creator, does not deny  the scientific theories. The religious world does not contradict the scientific, that can be proved by the fact that many prominent world scientists were deeply religious people: for example, Copernicus, Isaac Newton, Mikhail Lomonosov, Pavlov, Albert Einstein.  That is, the science also does not deny the idea of the Creation of humanity by God. Conclusion Each of the ideas, assumptions and theories about the origin of humanity has a right to exist and has its supporters.  Yet, the biblical Creation of the world and man is the most important for people, regardless of their scientific views.  The idea of mans creation by God is the basis of religion and faith of millions of people, the basis of their ideology and view on all the existence of humanity.

The First Red Scare :: American History

Many historians have examined the post-war Red Scare in 1919-1920, but few have explored the continued influence of the anti-red hysteria throughout the 1920s. This second Red Scare was generally more specific in its victimization, targeting mainly the women's peace movement. This opposition to pacifists grew from a post-war conservatism led by right-wing groups. The documents in this study address the question: What groups attacked the Women's International League for Peace and Freedom, and how did League members respond to the attacks? After World War I many Americans supported a policy of military preparedness, which they hoped would protect the country from any future attack. The National Defense Act of 1920, which originally specified a peacetime army of 280,000 men and a National Guard of 454,000 men, reflected this sentiment.[1] The Women's International League for Peace and Freedom (WILPF) opposed this act. They believed that government policy and spending should be directed towards international arbitration and the promotion of world peace. Their internationalist perspective became the grounds on which nationalist groups denounced the peace movement as an un-American conspiracy of communists, radicals, and socialists. Secretary of War John W. Weeks was the first public figure to initiate the campaign of slander against the women's peace organizations when he began speaking tours around the United States to counteract the WILPF opposition to the National Defense Act. He encouraged other military men to follow his example and many did, including the director of the Chemical Warfare Service, Brigadier General Amos H. Fries. (For more on the Chemical Warfare service and peace activism see another project on this website, Why Did the Women's International League for Peace and Freedom Campaign against Chemical Warfare, 1915-1930?) In response, WILPF began a policy of sending letters to their accusers, refuting each slanderous claim one by one. Document 2 in this project refutes Fries's claim that WILPF members took an oath against any involvement in war. The Woman Patriot took up the "slacker oath" issue in its pages. Other conservative writers like Fred R. Marvin and R. M. Whitney wrote articles for the magazine that falsely claimed connections between the peace movement and the communist movement, ranking individual members on a color code of radicalism.[2] However, these attacks were not viewed as significantly damaging until the famous Spider-web chart appeared in Henry Ford’s newspaper, The Dearborn Independent, in 1924.

Issues of Group in Iium

[pic] English for Academic Writting LE 4000 Dr. Faridah Abdul Malik Section 50 A Study on IIUM Students on the Issues of Group Workings Saiful Bahri ABSTRACT Under organizational behavior comes group behavior, how individual behave when working in group. This paper examines the posible errors that can be found in tasks done in group. The result showed that some of the errors are done on purpose due to laziness of IIUM students. Although, these students are aware of what causes the problems and what they should avoid to have a free-problem group work but they still manage to do them, either intentionally or unintentionally. Therefore, in reminding them, some ground rules and peer assessment should be adapted in each group. Keywords: free-rider, teamwork, miscommunication, and time management. INTRODUCTION Organizational behavior is the study of individuals and the behaviors they have within an organization and in a workplace setting. It is an interdisciplinary field that includes sociology, psychology, communication and management (Organizational Behavior Introduction, Catherwood Library). Group behavior is a part of the organizational behavior in which it falls under the interdiciplinary field of sociolagy, how individual work in small r large groups. Group behaviour differs from  mass actions  which refers to people behaving similarly on a more global scale while group behaviour refers usually to people in one place and having a coordinated behaviors. The members in a group should each be interdependence (depends on other member’s output as well), have social interaction (there should eithe r be verbal or non-verbal communication), have a perception of a group ( agreeing that they are a part of a group) and mush have common in purpose (to achieve the same goal). Working in groups have their advantages, one of them being, having a collective set of ideas. Having many people working on the same work allows the work to get not only your input but also from others in the group. This increases the quality, reliability and validity of the work. Although, problems may arise as well, as individuals have their own behaviors and may not be compatible with other people, and that then will effect the quality of your group work’s output. The purpose of this research paper is to investigate the possible errors that can be found in tasks done in groups. In details, the objectives that i want to reach is: 1. to understand how miscommunications can happen in a group among the IIUM students, . to determine whether IIUM students work together when given a group assignment, 3. to understand how time becomes a big constraint when working in groups among the IIUM students. Some terms that may be found in this paper are free-riders, teamwork, miscommunication, and time management. †¢ Free-rider A person that is in a group but not doing any work but still get rewards and benefits from the work done. †¢ Teamwork The collective work that members in a group put in to accomplish the assignment (task/job) that is given to their group. Each one of them gives contribution and work together in harmony in doint the work. Miscommunication When the members are not interacting among each other in doing the work, each are working separately, not knowing the growth of their work and not refereing to one another when one has reached a dead end with their work. †¢ Time management The way that a person manages or allocate their time in doing specific things in terms of whether they are on-time or not. LITERATURE REVIEW Working in groups are complicated because one has to adapt to all behaviors of the group members and if one cannot adapt, problems will start to rise. Some students are used to working alone all the time, therefore they will have difficulties in working in group. They will have to listen to other’s ideas, accept them, know how to interact and so much more. Like what Whatley (2009) said, without experience in group working, it will be hard for students to overcome the problems of working in group in which it will show in the quality output of your group’s work. Although, these students may not have the experience, their group members whom might have some (experience), may teach them or can lead the group knowing what and how to do it. This is the best part of working in groups, the students get to learn from one another. Leaning on one another in the group allows issues to be solved that arises from group work, the students should together come up with some basic rules that each should agree on and follow. If problems are left unsolved or undealt with, it may either grow bigger causing more and more problem but if lucky it would just go away. In either way, the members will be affected as they will feel some tension going around and might not perform as well as they could have. It is possible to go through the motion of a team project exercise and still not learn fundamental lessons about the essence of working in teams, ranging from communication skill to the ability to motivate others (Wolfe, Student Attitudes toward Team Projects). In the study of Dunne and Rawlins (2000), Hansen (2006) and Prichard, Stratford, & Bizo (2006) taken by Whatley (2009), it is known that a team project in higher level of education can provide a safe environment for learning about group working, with the help of guidance as a base for them to work on. Ford & Morice (2003), suggests that a micro management strategy should be opted in group assignments that would teach the students about how to act in when in group so that they can prepare themselves for when they enter the workforce. From Chang (1999), in the study, it was found that most students participated well and put effort in the group because they will be assessed by their fellow group members. Therefore, in the ground rules, assessment should be included, too, as Chang (1999) study showed how it motivates the student to perform. Running on ground rules, communication should be highlighted and stressed on it’s importance when working in group. In cases of free-riders or not distributing equal work among the group members, they should voice out and let other members know how you feel about it and how unfair it is for that to happen. They need to communicate amongst themselves and take part in doing the work. Whether the communications are done in all direction, horizontally or vertically, what is important is that it should be clearly communicated and spoken in language and terms that is able to be understood. Not only should communication be put in the ground rule but also the importance of time management. Therefore, as Whatley (2009) said, to ensure trust in the group, they (the group members) should agree on some ground rules and follow them. From Whatley (2009) again, she had mentioned that in gaining consensus among all the group members, a group must have some face-to-face meeting as well as having selecting some ground rules in order to have a clear and ambiguous communication in the group. â€Å"Conflict involves negotiation, whether it resulted in a Win-Lose or a Win-Win outcome. Naturally a Win-Win outcome is preferred. † (Chang, 1999) Free-rider is a serious problem in group work. Students who do not contribute effort and input will effect the other members emotionally, though, most times they do not show. It is very unfortunate that the student still have the decency of wanting their name to be included on submited work. It is all too possible to for students to let others do the heavy lifting of a team project, and yet reap the benefits of the eventual outcome (Wolfe, Student Attitudes toward Team Projects). It is possible for high levels of individual accomplishment to go unrewarded, or even punished, as a result of the factors beyong their control (Wolfe, Student Attitudes toward Team Projects). Yes, tonnes and tonnes of problems may arise from group work, but it offers some beneficial rewards also. For example, one get to share it’s ideas among the othe groupmates and in turn gets some ideas or feedbacks back from their groupmates. Futhermore, doing work in group eases the workload one has to do if is working alone. In groups, tasks are divided among all members and each are given own responsibilies in the group. From Ford & Morice (2003) findings, they found that even though students frequently encounter problems working in group but they would still prefer to work in group rather than individually. This shows that, eventhough they had problems but having the knowledge and ideas being shared in groups are more important that it can scratch out the negative side of group work to them. After conducting a statistical analysis on the test scores, it was found that students who participated in collaborative learning had performed significantly better on the critical- thinking test than students who studied individually (Gokhale, 1995). RESEARCH METHODOLGY This section discusses the methodology of the research. The main purpose of the research is to investigate to investigate the possible errors that can be found in tasks done in groups. To evaluate and assess the student of IIUM, 20 students were selected randomly. Data for the research were collected through questionnaire. This research uses only the quantitative research methodology. The instrument used to collect the data was questionnaire. A set of questionnaire containing 18 questions are divided into 4 sections was newly developed. Different question types, such as, ranking, yes-no, and open-ended were used in the questionnaire. The different sections of the questionnaire were: i) Background , ii) Communication , iii) Team work iv) Time management. The respondents of the study were the undergraduate students of IIUM from different kulliyyahs. On 3rd December 2011, a total of 20 questionnaires were distributed to IIUM students at different kulliyyahs and all questionnaire was returned. Of these number, 11 were male and the rest, 9, were female. No approval was needed in handing out the questionnaires in IIUM. During the actual study, questionnaire were distributed at various locations on campus, such as Economics Cafe’, KENMS, mahallah, HS kulliyyah and etc. Data were entered into the computer and analyzed using excel. Results were presented through frequency counts and other descriptive statistics. FINDINGS From the data collected, 11 of the respondents were male and nine of them were female, in which there were five of them who were 20 years old, two were 21 years old, seven respondents were 22 years old, two respondents were 23 years old and four of them were 24 years old. Most of the respondents are Malaysian, totaling to seven of them and the rest were Singaporean (four), Kyrgyz (three), Vietnamese (three), Indonesian (two) and Siamese (one). Most of the respondents were from Kulliyyah of Economics (six), one were from Kulliyyah of IRK, one from Architecture, one from Law, another one from Education, four being from HS, two were engineering students and the remaining four were from Kulliyyah of ICT. In which four of the respondents were first year students, another four were in their second year, seven being a third year student and five were in the fourth year of studying in IIUM. Figure 1: Student’s thought on group works [pic] Figure 1 shows the percentage of rankings on what students of IIUM think about group works, whether they like it or they prefer to work individually. As seen in the figure above, only 10% did not like working in groups whereas 25% said it was less preferred. 25% ranked them to be neutral on the issue, while another 25% and 15% of the respondents saying it is preferable and most preferable to work in groups, consequtively. Figure 2: Student’s preferred communication method [pic] Table 1: Communication method ranking |5 |4 |3 |2 |1 | |Call |0 |0 |3 |8 |9 | |Text |0 |0 |2 |5 |13 | |Email/Chatroom |13 |4 |2 |1 |0 | |Meet |7 |7 |6 |0 |0 | | | | | | | | Although, from Figure 2 and Table 1, the respondents showed otherwise. In Figure 2, comparison between the ‘Most prefered’ and ‘Not prefered’ ranks on the communication method is shown just to have clearer view of those who prefered to work in group and those who do not. The data in the table shows the whole data gathered on about how they really communicate with their groupmates. Figure 3 below shows the percentage on the students’ opinion to why miscommunication happens among their group members, in which most of them said because of misunderstanding, that is misinterpreting what one another is saying. 0% of them said because of language barrier (having hard time to commute in mutual language), 20% said it is because there are lack of meetings and the remaining 15% ticked ‘Others’. Those who ticked ‘Others’ said that because they are not able to accept other’s ideas and views. Figure 3 [pic] Figure 4: Experience with free-riders [pic] Figure 4 is for the section on teamwork. In which this figure shows the number of respondents having experience to grouping with a free-rider. As shown, 11 of them said they have and the rest never had. Apart from that, 35% of the respondents said yes that al l their members assigned the tasks equally, 10% does not and the highest percentage (55%) said only in some of their groups gives equal work and their other group does not. Refering to the questionnaire, Question 13 is similar to question 12, this is to make sure that there is reliability in the respondents’ answers, and there is. Basically, for those who answered that ‘only some of their group give out equal tasks’ (55% being 11 in number) said they were given extra tasks. These datas charts can be refered to in the appendix as Figure 7 and 8. Figure 5: Reason for finishing work late [pic] For the time management section, 15 of the respondents said yes it does take a long time for them to finish only their part. Interpreting that into percentage, 75% said yes (can be refered to Figure 9 in the appendix). Figure 5 above are data from those 75% that answered yes to taking a long period to finish own part, those who answered yes only answer this question. Therefore, seven of them said they are busy with other assignments, five says because the assignment is complicated therefore they need longer time and another three said they are just lazy to do their part earlier. Figure 6: Reasons for late to meetings [pic] In Figure 6, not all 20 respondents are being analyzed on, only thos who answered yes in showing up on-time to group meetings are being analyzed, that is 60%, the other 40% does not come on-time. For a better picture, this data is graphed into Figure 10 in the appendix. Moving on, most of these respondents said they come late because they are busy with other things, four of them said they do not like to be on-time, another four said things always comes up during those times and five of them do nont normally check the time therefore it is either their luck that they came on-time or not. Apart from asking about the respondents coming on-time, from the collected data none of the respondents’ other groupmates comes early to all meetings, but 7 said their group came early to most meetings, ten said their members came early to some of the meetings and the remaining three said none of them ever came early. DISCUSSION Under the communication part, it can be seen that with 20% respondents saying lack of meetings leads to miscommunication and not almost but all respondents agreed that the best communication method would be meetings. With that, looking at what they answered for the rest of communication part’s question, knowingly that face-to-face meetings are crucial, most of them only communicate through emails and chatrooms leaving with only seven respondents who actually is walking the talk (doing the meetings). This is supported by Whatley (2009), she had mentioned that in gaining consensus among all the group members, a group must have some face-to-face meeting as well as having selecting some ground rules in order to have a clear and ambiguous communication in the group. Miscommunication happens when they meet less, have language barrier, misunderstand one another, and being unable to accept what others have to say. These seven respondents sees the importance of ‘teamwork’ in accomplishing group works, therefore, they have them. From the analysis, the IIUM students have the awareness on the importance of having quality communication but somehow they are lazy in actually doing the things that would increase their communication’s quality. By having this meet-ups, all miscommunication can be overcome, even with language barrier, (if and only if the group members do not keep quiet about how they feel and what problems they ecounter with the group or task being assigned) when they have meet-ups and talk out their problems, and making sure each and every members understands the task they are being assigned. One of this paper’s research objective is to determine whether the IIUM students work together in their group, the obvious data that is graphed into Figure 8, shows that 55% of the respondents had been given extra tasks. From the datas gathered it can be seen that there are still those who free-rides on group assignment. Up to 11 respondents have had free-riders as their group member and all of the respondents said their group members would care if there was a free-rider in the group. Free-riders do not do any work, therefore when a free-rider exist in a group, tasks are not being allocated equally among all members as some of them have to do the task that was assigned to the free-rider. Proving this by the 55% of respondents saying yes that in some groups only that tasks were being distributed equally, other way of looking at it is that some does not distribute equally and another 10% said none of their group ever equally distribute them. Obviously, all members would not know that there is a free-rider until reaching to the compilation date, in which the free-rider do not have any work to send and would be giving excuses for it instead of doing it, and those members who care so much for the assignment would be doing the free-rider’s part of the work. Here are some statements to prove this. It is all too possible for students to let others do the heavy lifting of a team project, and yet reap the benefits of the eventual outcome (Wolfe, Student Attitudes toward Team Projects). It is possible for high levels of individual accomplishment to go unrewarded, or even punished, as a result of the factors beyond their control (Student Attitudes toward Team Projects). Looking at the time management aspect of the IIUM students, they are very undisciplined in finishing and submiting their part to other member, with a 75% of the respondents says they are usually late. Making their reasons to be because they are busy with other things, the assignment is complicated, and some even said they are just too lazy to get it done early. These students with this mentality (lazy to get assignment done early) are bad to be having in a group because they like to do things at the very last minute and with constraint in time, quality of work production would definitly not reach the standard. Although, in terms of being on-time at meetings, these respondents showed otherwise. Majority of them are on-time meaning that they do have time management under control. In some aspects the IIUM students are good with time management and in some they are bad. As proven by Chang (1999), in her study, she found that most students participated well and put effort in the group because they will be assessed by their fellow group members. In the peer assessment form, how each member manages their time in coming to meetings or submiting work on-time, should be included as this will motivate the students to manage their time better. CONCLUSION This study investigates the posible errors that are found in group work. It includes a bit on the importance of teamwork, how to overcome the issues and why the issues rise in the first place. The objectives of this study is to understand how miscommunications can happen in a group among the IIUM students, to determine whether IIUM students work together when given a group assignment, to understand how time becomes a big constraint when working in groups among the IIUM students. In overall, the findings shown that the IIUM students know the importance of group work, how to eliminate problems and so on so forth but they still do not do the things that will cut out problems. Like in time management, the respondents know that that should be one of the things to be disciplined on but still they do not submit or come on-time due to valid reasons or simply because they are lazy. All the communication, team work and time management are crucial issues that are linked to each other in a certain way. The IIUM students have to overcome the miscommunication problems because when working real jobs later, it is crucial to have a smooth flow of communication amongst all members, because work cannot be completed with quality without communication. Therefore, these students have to start training themselves from now so that it would not affect them later in working life. Without communication, there would be no team work. Without teamwork, tasks are harder to be accomplised bacause the reason they are being given to work in groups because it would create a better work outcome having variety of ideas coming from each members and that it would quicken up the complition time of the assignment because tasks are divided. Therefore, serious actions should be taken on free-riders because they create dissatisfaction among all the other members in which will lead to stress and tension among the members. Some ideas on how to iradicate some of the group work problems as were shown in Chang (1999), in which peer assessments were done on each group members, in which they have to be honest and truthful about each comment. As for the limitations that were encountered in finishing this research, in which there were not many, searching for articles and journals to do reviews on was a bit of a fuss. To find the ones that are compatible and having some point being similar to this research was difficult, although successfully, some was found. APPENDIX QUESTIONNAIRE The data to be collected will be used for academic purposes under the subject LE 4000, strictly. Background 1. Gender:( ) Male( ) Female 2. Age:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦. 3. Nationality:†¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. 4. Kulliyyah:( ) Economics ( ) IRK( ) HS( ) Architecture ( ) Engineering( ) ICT( ) Law( ) Education 5. Level of study:1/2/3/4 Communication For Q6 & Q7, rank them with these; 5 = most prefered, 4 = prefered, 3 = neutral, 2 = less prefered, 1 = not prefered 6. With you working in groups are:†¦Ã¢â‚¬ ¦. 7. Your communication method:( ) Call( ) Text( ) Email/Chatroom( ) Meet 8. Which do you think is the best communication method? (Among the methods given in Q8) †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦ 9. In your opinion, why miscommunication happen? ( ) Lack of meeting( ) Language barrier( ) misunderstanding( ) Others Specify others: †¦Ã¢â‚¬ ¦Ã¢â‚¬ ¦.. Team work 10. Have you had any free-rider as a groupmate? ( ) Yes( ) No 11. Does your other groupmates care that there is a free-rider/s in the group? ( ) Yes( ) No 12. Do you and your groups equally distribute the work? ( ) Yes( ) No( ) In some groups, yes 13. Have you ever been given extra task to do in the group? ) Yes( ) No Time management 14. Does it take a long time to finish your part of your group assignment? ( ) Yes( ) No 15. If you answered ‘Yes’ to Q15, why so: ( ) Busy with other assignment( ) Complicated assignment ( ) Too lazy to get it done early 16. Are you always on-time for your group me etings? ( ) Yes( ) No 17. If you answered ‘No’, why so: ( ) Don’t keep track of time( ) Busy with other things ( )Things always come up( ) Don’t like to come early 18. How many of your groupmates usually come on-time to group meetings? ( ) All( ) Most( ) Some( ) None Thank you for your time. Figure 7: Equal work distribution pic] Figure 8: Extra task given [pic] Figure 9: Needs long time to complete task [pic] Figure 10: On-time to meetings [pic] REFERENCES Whatley, J. (2009). Ground Rules in Team Projects: Findings from a Prototype System to Support Student. Journal of Information Technology Education, 8, 161-176. Ford, M. & Morice, J. (2003). How Fair are Group Assignments? A Survey of Students and Faculty and a Modest Proposal. Journal of Information Technology Education, 2, 367-378. Gokhale, A. A. (1995). Collaborative Learning Enhances Critical Thinking. Journal of Technology Education, 7(1). Chang, V. (1999). How can conflict within a group be manage d? In K. Martin, N. Stanley and N. Davison (Eds),  Teaching in the Disciplines/ Learning in Context, 59-66. Proceedings of the 8th Annual Teaching Learning Forum, The University of Western Australia, February 1999. Wolfe A. M. (n. d. ). Student Attitudes toward Team Projects. Organizational Behavior. http://www. ilr. cornell. edu/library/research/subjectguides/organizationalbehavior. html Group Behavior. Wikipedia. 10 November 2011. http://en. wikipedia. org/wiki/Group_behaviour Nishan Wimalachandra. Organizational Behavior. www. nishanw. org Jex, S. M. ,& Britt, T. W. (2008). Organizational Psychology: A Scientist-Practitioners Approach. Wiley; 2 Edition.

Identifying The Impact of Employee Participation for Transparency in the Hiring Free Essay Example, 1750 words

Literature could be used to support the assertion that employee participation makes hiring and promotion both effectively transparent and efficient. It also improves a company s strategic plan revolves around the human person who is hired and promoted to various positions (Ryan and Bernard, 2003). In the course of hiring and promoting, therefore, it is always important to have a unique way of ensuring that the right persons are put at the right places so that the right and most desiring results can be achieved. Meanwhile, Employee Participation is a process, which gets employees, who are always the major stakeholders in hiring and promotion included in the processes. Subsequently, it is possible to get the most vital information from the very people who are concerned. A scenario can be cited as the Social Security Administration (SSA), an agency that needs to hire a Service Representative (SR), involving existing employees of the SR unit in the process. What happens is that because the employees of the SR unit have had some working experience and negative past hiring history with the company, they will be the best stakeholder to know the kind of qualities that need to be possessed by an applicant who wants to take up such a sensitive and important position. We will write a custom essay sample on Identifying The Impact of Employee Participation for Transparency in the Hiring or any topic specifically for you Only $17.96 $11.86/page There are enough primary and secondary data available that touch on the use of employee participation in organizations and what the impact of this process is. In a personalized primary research undertaken by the researcher, it was discovered that 80% of respondents indicated that they had witnessed a number of tremendous benefits in practicing employee involvement in the field of hiring and promotion.