Film Genre Essay Example for Free

Film Genre Essay â€Å"Words have no power to impress the mind without the exquisite horror of their reality†. Popular fascination with shock, horror and psychological thriller genre has been situated at an ultimate high, with school students wanting to learn about these popular genres. From watching videos and reading books from these exquisite genres, students receive various in site from the different eras and how those particular eras were controlled. Throughout the range of poetic genres each author has their own way of express feelings, protruding language techniques and helps show and feels emotions. Authors who illustrate genres in a particular way should be a part of the English curriculum, for the way they display the particular genres and help students understand the nature of fear, guilt and human conscience. Particular language techniques are used in shock, horror and psychological thriller genres. The language techniques have changed intensely over the years and this is due to how lifestyles are controlled and how woman and men portray themselves to each other. The differences between sentences from today society and society from years ago have changed dramatically. A sentence from ‘Macbeth,† Wherefore was that cry†. Today’s society â€Å"what was that noise or where did that noise come from†. Another quote from Edgar Allan Poe shows that the sentence structure were simple but complex and had intended to mean so much through such little words, â€Å"We loved with a love that was more than love.† Sentence from Authors who lived in different eras are interesting to study because we received a brilliant in site to how the language techniques were portrayed to being simple but complex. With the evidence provided, it is easy to see that Authors from different eras have much better language techniques. From directors, narrators, author and actor, in their plays, movies and shows a high variety on universal themes are shown. A universal theme is human emotions that the audience can relate to throughout the play, movie or show. A universal theme is themes were the actor or character is feeling sad, happy, angry or betrayed. Universal themes are defiantly very important for a student to learn about, and understand these different terms. These themes are used to interact with the audience and make the audience involved and when using universal themes in a scene it helps the audience interact  with that particular scene and helps the audience feel apart. Thirdly, students in today’s society are more engaging in English themes that they are wanting to learn about or what they enjoy learning about. With shock, Horror and the Psychological thriller genre at high demands and statistics say that these 3 genres are the most demanded genres in the world. With Shock, horror and psychological thriller genre being taught in schools, will most likely make school students engage in the Lesson more because they want to actually learn and be involved in the lesson. The final criterion is the difference in shock, horror and psychological thriller genre to now and 100 years ago has changed dramatically. These genres a long time ago were about simple fighting, simple killing, blood and guts. And in this century these genres mean people playing sick mind games and torturing, ghosts, demons, spirits, haunted houses, more in depth gory scenes and lots more. It is very important for students to learn about the difference in these genres and to compare them together they have changed a lot. School students today learn a lot from shock, horror and psychological thriller genre. The students learn a lot from particular language techniques, universal themes and how these particular genres have changed and evolved over time. If the Queensland censorship board considers banning these genres, they are taking a lot away about history that students need to learn about and are essential to the English learning curriculum.

We were kids… :: Personal Narrative Essay Example

We were kids†¦    High school. A safe abode free from the anger and hatred that wells from the streets of every city we've ever known. This place where smiles trickle in the half glow of routine. This place where, almost assured of treason's guilt one hides their anguish in desperate, fearful anticipation of secret forays with whispered confessions.    We were kids when we came. I was a kid when I came. I had tasted some small trickle of life and became certain of some things myself. I clung to an identity afraid I might be seen as a child who didn't know. I wasn't ready to listen and still I'm not. Not to those who do not cherish diversity. Not to those who post the same agenda on every face but for a different Ivy League university. Not to those who with their power, their judgement squeeze from me, my desires and dreams. Not to those who stifle my screams of pain and rage in the belief that world peace can only achieved through some king of frozen grinned, sweaty rolled up, button down cotton shirt diplomacy instead of a whole lot of healing. Do you hear me in this silence: You gotta know what needs to be healed so, cry out, CRY OUT! . . . Someone did that once, this guy who hated more and was angry more than anyone I'd ever met (even more angry than my older brother), it was last year and he only went nuts for just that one nig ht and besides he was really drunk. It took a few days for the bewildered rumours to hit me and the guy was my roommate, the bravest guy I've ever met.    We were kids when we came and as kids we grow up, we fall down, we make mistakes, we even make believe. As kids moving into the intricate intrigue of sick societies with a multitude of roads, paths, back alleyways and even underground shopping concourses we sometimes get confused, lost and uncertain. Decisions loom and our futures are relegated to the dull glint of role models whose paths we may hope to follow. But what once worked, what once we valued, may now have fallen from our esteem. Relevancy is ever changing and roads deteriorate in crumbling empires, traffic flows change and as we wait to cross the road we find cars more reluctant to stop and fewer and fewer people ready to join us at the sidewalk's edge. We were kids†¦ :: Personal Narrative Essay Example We were kids†¦    High school. A safe abode free from the anger and hatred that wells from the streets of every city we've ever known. This place where smiles trickle in the half glow of routine. This place where, almost assured of treason's guilt one hides their anguish in desperate, fearful anticipation of secret forays with whispered confessions.    We were kids when we came. I was a kid when I came. I had tasted some small trickle of life and became certain of some things myself. I clung to an identity afraid I might be seen as a child who didn't know. I wasn't ready to listen and still I'm not. Not to those who do not cherish diversity. Not to those who post the same agenda on every face but for a different Ivy League university. Not to those who with their power, their judgement squeeze from me, my desires and dreams. Not to those who stifle my screams of pain and rage in the belief that world peace can only achieved through some king of frozen grinned, sweaty rolled up, button down cotton shirt diplomacy instead of a whole lot of healing. Do you hear me in this silence: You gotta know what needs to be healed so, cry out, CRY OUT! . . . Someone did that once, this guy who hated more and was angry more than anyone I'd ever met (even more angry than my older brother), it was last year and he only went nuts for just that one nig ht and besides he was really drunk. It took a few days for the bewildered rumours to hit me and the guy was my roommate, the bravest guy I've ever met.    We were kids when we came and as kids we grow up, we fall down, we make mistakes, we even make believe. As kids moving into the intricate intrigue of sick societies with a multitude of roads, paths, back alleyways and even underground shopping concourses we sometimes get confused, lost and uncertain. Decisions loom and our futures are relegated to the dull glint of role models whose paths we may hope to follow. But what once worked, what once we valued, may now have fallen from our esteem. Relevancy is ever changing and roads deteriorate in crumbling empires, traffic flows change and as we wait to cross the road we find cars more reluctant to stop and fewer and fewer people ready to join us at the sidewalk's edge.

Play Area Critique Essay

The area of the pre-school room that I have chosen to critically evaluate is the dress up area. Our pre-school consists of 20 children aged 3-4 years old spread over two sessions, and comprises both boys and girls. In our pre-school we have two polish children, one boy and one girl, who speak both English and Polish, one Chinese girl and one Zimbabwean boy. The rest of the children are Irish. Our pre-school room is one large room in a general childcare facility, located at the rear of the building adjacent to the after-school room, and opens out onto the outdoor play area. The development of a learning environment which supports children‘s learning, socialization, interests and needs, is one of the foundation stones to quality early years curriculum and service. According to Aistear, taking time to develop a good indoor and outdoor learning environment will assist in the development of your curriculum and provide a welcoming and supportive learning atmosphere for the children. There are two roles for the adult in preparing this environment: organising it and resourcing it. In a pre-school room the space should be divided into interest areas i. e.  child-sized areas rather than in a single large group space. The supervisor should create well-defined areas of interest that encourage a variety of types of play and helps children see and experience the choices on offer. As you enter our room, the room the sinks and wash up area are to the left, as are the toilets. To the right is the table top area and arts & crafts corner. To the rear of the room, the book and reading corner is on the left hand side adjacent to the construction area, the dress up stand is along the back wall, and the home corner is a separate area on the right hand side. Our building is relatively new and the room is bright and airy, with most of the toys and equipment in a good state of repair. There is no obviously old or shabby area that needs attention. Primary Research In deciding which area of the room needed improvement, I needed to conduct some primary research. The areas of assessment and planning have become increasingly important in childcare. In order to support children’s learning and development, providers must support each individual child by providing appropriate opportunities, experiences, activities, interactions and materials within the daily service. Therefore, I decided to carry out an observation on the children playing, and an informal interview with the children. Observation and assessment processes can be used to identify the effectiveness of the setting, specific areas of the setting, specific activities and the practitioner. Through observing the children and/or the learning environment we can revise plans and, perhaps, changes to the environment, to improve provision. In carrying out my research I: †¢ observed the children when they were playing using a trail record observation sheet to determine the most and least popular areas of interest. †¢ observed how the space and organisation of the environment was supporting or hindering play †¢ interpreted what I saw and heard in the play †¢ used the assessment information gathered in planning for improving the play areas. The children were invited to participate and give their opinions on the room during the informal interview with the group. Indeed consulting with the children in relation to the development of the space and materials can be empowering for the children and give them a sense of ownership. The results of my research indicated to me that the book area and dress up areas were the least utilised areas of the room during free play time. The book area didn’t overly concern me, as we incorporate reading and storytelling into our curriculum during the day, but I was concerned to see the lack of interest in the dress up area. Home Corner/ Dress Up Area The dress up area should be a very active area in the preschool room where children engage in a lot of role play. When children put on dress-up clothes and pretend to be grown up, they are discovering more than how it feels to dress as an adult. â€Å"Pretend play† helps children to understand how other people think and feel. It gives children the opportunity to discover new experiences or new places they can see only in their imagination. This is called symbolic thinking and is indicative of Piagets pre-operational stage of development. Symbolic thinking is an important, complex skill necessary for many tasks in life, including language and communication, social skills, and even algebra and geometry. When we watch children playing in dress-up clothes, we notice they often use problem-solving skills they see adults use. Negotiation and shared responsibility become easier when children are pretending to be adults. They are gaining a sense of adult rules and expectations. Sometimes children may find the dress-up area a place to confront fears and work through stressful situations. By pretending to be a doctor or a monster, a child gains a sense of power over the unknown, or by acting out a traumatic event and talking about it, it becomes less scary to the child. Furthermore, engaging in dress up play can help further develop practical skills, as little fingers are learning to tie, zip, button and snap. Providing dress up supplies and dress up time allows young children to practice these skills without the pressures of time constraints. Preschoolers will be building fine motor skills and improving self-help while using their imaginations, enjoying creative play and having fun. Dress up play also encourages language skills as kids discuss amongst themselves what they are wearing, the colours and textures of the clothes, and the roles they are playing. Proposal of Recommendations From my observations, I saw that the children often bypassed the dress up stand on their way to other areas, or at times even forgot that it was there. When the children did stop and have a look, they usually pulled out one costume, put it on and ran off to play elsewhere. Our dress up area consists of a child sized clothes rail with 4 costumes 1 x fairy, 1 x princess, 1 x bob the builder, 1 x fireman, and two baskets with some doctor/nurse paraphernalia, a few scarves, a straw hat, a couple of  Halloween masks, fairy wings, a crown and a plastic gun. It became obvious to me from my observation and interview with the children that our assortment of dress up clothes was completely inadequate, both in quantity and in variety. Our costumes were limited to a number of fairytale or cartoon characters, with no reference to ordinary everyday practical contexts. I also realized that we were sadly lacking in accessories, to enable the children to adapt and change the outfits on a day to day basis, thus maintaining interest and motivation. Furthermore, the location and display of the dress up clothes needed attention, to attract the children to this very important play area. Rather than the dress up area existing as a separate area, it should be incorporated into another relevant interest area such as the Home Corner, to help extend play between areas. I picked up on this concept from observing the children, when one child dressed up as a fireman and then went to the Home Corner to â€Å"put out a fire† in the kitchen. Of course it comes naturally to children when engaging in symbolic or pretend play to link areas such as dress up and home corner. In conducting some reading and research into how to effectively organize a dress up area, I learned that the area should be attractive and inviting to children, yet well organised in order for children to discover and explore various costumes, accessories and items of clothing. There also needed to be enough space to allow groups of children to play in the area at the same time. Materials and equipment should be kept visible to the children and easily reached. The supervisor should make sure that the shelving is low level and that dress up equipment is within easy reach of the children. Choosing see-through containers allows the children to see what is inside without taking it from the shelf, or using labels on the outside of the boxes would help the children greatly in choosing items and also at tidy up time, which is an important part of the High/Scope philosophy. In addition to these criticisms of our dress up area, I realised that we have not made any effort to bring cultural or ethnic diversity to our selection. In developing the home corner and dress up area, you should take the profile of the children attending your service into account. Our pre-school has 4 children of different ethnic backgrounds attending, and we as room leaders should endeavour to include their ethnic clothes, music, dance, food and customs into the room, as well as those of other ethnic groups also. Implementation of Recommendations I had an informal meeting with my pre-school colleagues and the centre manager to outline my observations, and proposal of recommendations for improving the dress up area. From this meeting we came up with the following plan of action: |Improvement Area |Action Required |Delegated to |Comments | |Location of dress up area|To be moved to, and incorporated into |Myself & |The layout will be changed one afternoon| | |the home corner |colleague |after playschool session | |Display |Additional rail needed |My colleague |My colleague was to purchase items after| | |Two coat racks to be fitted on wall | |funds made available by manager, and | | |Baskets to be swopped for clear storage| |arrange for assembly with caretaker | | |boxes | | | | |Two additional boxes req. | | | | |Full length mirror req. | | | |Variety |Additional costumes req. |My colleague |Funds to be made available by manager | | |Additional everyday clothing items req. |Myself |for purchase of costumes. Other items to| | |Ethnic clothing req. |Myself |be sourced by myself via request for | | |Variety of accessories req. |Myself |parental contributions and charity | | | | |shops/ jumble sales | |Curriculum |Dress up time to be strategically |Myself & |We will do this through drama, music and| | |incorporated into curriculum |colleague |dance activity. | Therefore to follow through on our plan of action, our centre manager made â‚ ¬100 available for the purchase of necessary items and additional costumes. My colleague went to Home base and purchased the coat racks, child clothes hangars, storage boxes and mirror, and then purchased a child sized clothes rail in Smyth’s as well as some new additional dress up items. These items included a policeman’s costume, nurse’s costumes and some additional props. Dress up clothes should ideally comprise a wide variety of clothes which reflect the occupations of family members, local customs and people in the community, and should not be limited to superheroes or stereotyped dress up clothes. We re-arranged the home corner incorporating the dress up area on a Thursday afternoon, and my colleague had the caretaker fit the coat racks on the wall beside the clothes rails and the mirror. I sent home a letter with the children requesting donations for our dress up corner including a variety of accessories, and I also included the request in our pre-school newsletter. I also asked all the staff in the childcare facility for same. I made sure to specify that all donations should be clean, in a good state of repair and non hazardous for children. I included a list of suggested items which would be greatly appreciated. The response was overwhelming and we took in approximately 5 black refuse sacks of items for use in the area. I went through all the items and took out what I felt was appropriate. These items were washed and sanitized, and double checked by my colleague and centre manager for any safety hazards. I took the remainder of the dress up items given to us, and donated them to our nearest Barnardos charity shop on behalf of the pre-school. This list of items I requested was as follows: |Phones |Old Hair Dryers – Cords Removed |Sunglasses | |Small suitcases |Hats |Large fabric pieces | |Purses & Wallets |Aprons |Belts | |Baby items such as bottles, dodies, babygro’s, |Ties |Feather boas | |blankets etc. | | | |Empty toiletries i. e. shampoo bottles, facecream jars|Scarves |Jackets or shirts with buttons, zippers and | |etc. |Capes & Shawls |snaps | |Sponge Curlers |Tool belts |Crowns | |Handbags |Uniform items |Shoes with laces | |Small dresses |Football kit |Wands | |Leg warmers |Gloves | | We managed to procure most of the items requested via donations, and the families of the foreign national children very kindly donated some items of clothing and accessories from their cultures. For example the mother of the Chinese girl very kindly gave us a piece of Chinese silk fabric and a Chinese fan, whilst the Zimbabwean family gave us an ethnically printed tunic and a small turban style printed hat. We carefully displayed all our dress up items so as to make it interesting for the children to try different combinations, and make it easy for them to find things. Dress up clothes were put on hangars on the rails, hats and belts and aprons etc. were hung on the coat racks, whilst scarves and other accessories were stored in clearly labeled storage boxes and baskets at the base of the rails. A special basket was filled with props such as wands, microscopes, toy swords and other such items to bring fantasy to life. One very important new addition to the dress up area was a full length mirror, which was fitted to the wall beside the rails. This is very important in maintaining interest in the dress up area, and helps the children to observe and assess their choices. Furthermore, allowing kids to self-verify the results of their work is very Montessori. The overall result is that we now have a first class area which the children love. The time spent in the dress up area and home corner area in general has increased hugely, and the children have great fun trying different combinations of costumes. [pic] [pic] Bibliography Harding, Jackie Meldon Smith, Liz â€Å"How To Make Observations & Assessments† 2nd Edition Hodder & Stoughton UK Hayes, Noirin â€Å"Early Childhood An Introductory Text† 1999 Gill & MacMillan Dublin Madigan, Imelda â€Å"Defining, Assessing and Supporting Quality in Early Childhood Care and Education: The High/Scope Ireland Model http://www. cecde. ie/english/pdf/Questions%20of%20Quality/Madigan. pdf Miller, Patricia H â€Å"Theories of Developmental Psychology† 2002 Worth Publishers US. Sylva, Kathy Lunt, Ingrid â€Å"Child Development: A First Course† 1982 Blackwell Publishing UK Aistear – National Council for Curriculum and Assessment www. ncca. ie www. education. com http://www. ehow. com/how_10055611_set-up-fancy-preschool-classroom. html#ixzz29Hs4JKT9 http://www. kildarechildcare. ie/wp-content/uploads/Guide-to-Play-The-Learning-Environment. pdf http://education. scholastic. co. uk/resources/144269 http://www. sagepub. com/upm-data/9656_022816Ch5. pdf

Pronouncing the Spanish C and Z

The letter c in Spanish has three sounds that are very different from each other—and one of those sounds, which is also the z sound, varies by region. Fortunately, the distinction as to which sound is used follows a rule similar to the one for determining the pronunciation of c in English. The Three Pronunciations of C The sound of the c depends on the letter that follows, according to these guidelines. When the c is followed by h, the two letters together form the ch sound, which is similar to the ch sound in English in words such as church and cheap. It is never pronounced like the ch in architecture (the Spanish equivalent is arquitectura). When the c is followed by any other consonant or by the vowel  o, or u, it has sound of the English k but is slightly less explosive. Note that the English c has approximately the same sound when followed by the same letters. Thus the Spanish word casa (house) is pronounced as CAH-sah, and clase (class) is pronounced as CLAH-seh. The third sound is the one that varies by region. For most Spanish speakers, including nearly all in Latin America, the c is pronounced as the English s when it comes before an e or i. The same is true in English. So cielo (sky) is pronounced as SYEH-loh for most Spanish speakers, and cena (dinner) is pronounced as SEH-nah. However, in most of Spain, especially outside the areas where Catalan is also spoken, the c before e or i is pronounced as the th in thin—but not the th in that. In most of Spain, then, cielo is pronounced as THYEH-low and cena as THEH-nah. To avoid confusion between the two th sounds, linguists sometimes represent the unvoiced th with ÃŽ ¸, the Greek letter theta. So the pronunciations of the two words might be represented as ÃŽ ¸YEH-loh and ÃŽ ¸EH-nah. Contrary to common belief, the third sound of c in Spain is not a lisp. It is simply the way the letter is pronounced. Pronouncing Z The third c sound represents the z sound as well. The z sound doesnt vary with the letters that follow. Note that the z sound doesnt have the buzz that it does in English. So while you may be tempted to prononce zumbar (to hum) as zoom-BAHR, its correct pronunciation is either soom-BAHR or thoom-BAHR, depending on whether youre in Spain or Latin America. In the Spanish word pizza (which also means pizza as it does in English), the double z is generally pronounced in imitation of Italian, giving the word a pronunciation similar to what it has in English. Spelling With C and Z With few exceptions, the z isnt followed by an e or i in Spanish. Instead, the letter c is used before those letters instead. Thus the Spanish equivalent of zero is cero, for zinc its cinc, and for zebra its cebra. Among the few exceptions are words of foreign origin such as zigzaguear (to zigzag) and zepelà ­n (zeppelin). When a noun or adjective ends in z and is made plural, the z changes to c. Thus the plural of the Spanish word faz (face) is faces, and the plural of pez (fish) is peces. More examples include: Una actriz feliz, dos actrices felices one happy actress, two happy actressesUna nariz, tres narices one nose, three nosesLa luz, las luces the light, the lightsEl juez voraz, los juezes voraces the greedy judge, the greedy judges The c and z can also change in conjugated verb forms. The z changes to c if it is followed by an e, so one of the forms of empezar (to begin) is empecà ©. Also, the c changes to qu when followed by an e or i, so the forms of tocar (to touch or play) include toquà © and toquemos. Some other examples of verb  conjugations affected by these spelling rules include: Comenzar, comencà ©, que comiences, que comiencen to begin, I began, that you begin, that they beginTrozar, trocà ©, que troces, que troccen to break, I break, that you break, that they breakCocer, que yo cueza. que cozamos to cook, that I cook, that we cook

The Woman Warrior- Silence (Theme) - 788 Words

Theme: Silence (finding one’s own personal voice) Kingston gives a voice to many of the voiceless women in the book, resulting in them discovering their identities as individuals. The theme of finding one’s own personal voice is a major theme in Kingston’s memoir. She makes various references to the physical and emotional struggle throughout the text by seeing the silence of the women in her family and Chinese culture. By adding her experience as a Chinese-American woman she tries to discover her voice. For Kingston, silence basically equals to a lack of voice, which she associates with the loss of identity as a woman. In No Name Woman, you can see that Kingston fears that if she stays silent and doesn’t find her own voice, she would†¦show more content†¦Kingston does this by almost making us look at her in a negative way. Moon Orchid comes across timid and almost incapable to do simple tasks. She couldn’t fit into America- and she doesn’t even try. In conclusion, Kingston’s different voices in the book culminated to show the dominance of her voice against all the others and to show her identity, which she finally gets. When Kingston gives a final look to her past, she tells the story of the poet Ts ai Yen to represent the possibilities of the two cultures that have surrounded her, her entire life coming together. Kingston sees them both as women warriors symbolically fighting to link the cultural gap between America and China. This last story helps Kingston find her true voice andShow MoreRelatedThe Woman Warrior, Maxine Hong Kingston1722 Words   |  7 PagesIn The Woman Warrior, Maxine Hong Kingston crafts a fictitious memoir of her girlhood among ghosts. The book’s classification as a memoir incited significant debate, and the authenticity of her representation of Chinese American culture was contested by Asian American scholars and authors. The Woman Warrior is ingenuitive in its manipulation of the autobiogr aphical genre. 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Maxine Hong Kingston in her memoir The Woman Warrior explores language and the use of language to express what Kingston finds as severalRead MoreRacism and Ethnicity Issues in Morrison, O ´Connor, and Kingston ´s Novels1754 Words   |  8 PagesThe central problem in Flannery O’Connor’s story, â€Å"Everything That Rises Must Converge†, Maxine Hong Kingston’s â€Å"The Woman Warrior†, and Toni Morrison’s â€Å"Recitatif†, revolve on the issue of race. Morrison and O’Connor focus on the theme of race specifically between blacks and whites in America. It could be said that Kingston’s â€Å"The Woman Warrior† concentrates on the racial differen ce between Asian and Caucasian but race is not made to be a big issue in this novel, since almost all of the charactersRead MoreUse of Imagery in Othello1555 Words   |  7 Pagesand Othellos’ true love overcoming such stereotypes and we are told this through imagery of fair warriors and that alike them. The wages of deceit is also shown through imagery of spiders and webs, uniforms and other images. Also, the power of jealousy is very well defined by imagery in the story. The green-eyed monster, handkerchief, and cuckolding imagery are very prominent in the defining this theme. The devilish character of Iago is depicted very well though different types of imagery. His sadisticRead MoreVictorian Period2321 Words   |  10 Pagesforests as ancient as the hills. Generally a very pleasant place, until he mentions a strange chasm on the side of a hill, surrounded by cedar trees. This chasm is a â€Å"savage† place, â€Å"as holy and enchanted† as any place that was ever â€Å"haunted by a woman wailing for her Demon Lover† (Coleridge 670). Within this haunted cavern, there are all kinds of turmoil– to illustrate; Coleridge compares this to if the Earth itself were heavily panting for breath. From this savage place in the hill, a geyser

Binge Drinking And The Minimum Legal Drinking Age

Karzhova Marina Erin Beaver English Composition II 5 November 2014 Binge Drinking and the Minimum Legal Drinking Age In the year 1984, President Ronald Reagan enacted a law that increased the minimum drinking Age all U.S states to 21 years. As a result, it is believed that the mortality rates due to road accidents reduced from 5,000 in the 80’s to 2, 000 in 2005 (Dean-Mooney). However, the issue of binge drinking remains unsolved with learning institutions having to deal with it every semester. In response to this, 134 college presidents formed the Amethyst Initiative, which is, a proposal allowing persons aged between 18 and 20 to consume alcoholic drinks Conversely, the Mothers against Drunk Driving (MADD), which pushed for the enactment of the law in 1984 believes that the Amethyst Initiative is misplaced. The push for a lower drinking age is a battle between the parental community and the student fraternity. For the drinking age too be lowered the Amethyst Initiative must compile concrete research and facts to support its findings. Nonetheless, historical data shows that increase in the minimum legal drinking age results in a decrease in the amount of deaths. As argued by Barry, Stellefson and Woosley, â€Å"the MLDA clearly reduces alcohol consumption and its associated harms† (8). In light of this, one can argue that the minimum drinking age should remain at 21 as lowering it may cause fatal consequences. The factors can be broadly classified as internal, such asShow MoreRelated The Drinking Age Should NOT Be Lowered Essay1006 Words   |  5 Pageslowering the minimum legal drinking age. Choose Responsibility, a group founded by John McCardell, proposes that upon completion of a 40 hour course to educate young people about alcohol, 18, 19, and 20 year old people should be licensed to drink. The Amethyst Initiative, part of Choose Responsibility, is a petition to Congress to rethink the minimum legal drinking age. Several college leaders have signed this petition in the belief that lowering the minimum legal drinking age will reduce binge drinkingRead MoreBinge Drinking vs the Drinking Age Essays829 Words   |  4 Pages2013 Binge Drinking VS the Drinking Age Presidents of college campuses around the nation face issues of underage drinking and binge drinking on a regular basis and realizes that it is a danger and a problem. â€Å"Alcohol consumption is the third leading cause of death in the U.S., a major contributing factor to unintentional injuries, the leading cause of death for youths and young adults, and accounts for an estimated 75,000 or more deaths in the United States annually† (Wechsler 2010). Binge drinkingRead More Lowering the Legal Minimum Drinking Age Essay1622 Words   |  7 Pagesunderage drinking has become a major problem, especially on college campuses. But, underage drinking is not purely the root of all accidents related to alcohol. The real problem lies within the unsafe underage drinking habits amongst youth. There are ways that these alcohol-related accidents can be avoided. Several organizations have been created that are targeting a change in the legal drinking age laws. One key way to lower the risk of unsafe drinking is to lower the minimum legal drinking age fromRead MoreThe Legal Drinking Age Should Be Abolished1634 Words   |  7 Pagestheir own legal drinking age. In 1984 the National Minimum Drinking Age act was passed and raised the drinking age in the United States to twenty-one. This law caused uproar in states that had declared the minimum drinking age to be eighteen. Alcohol consumption is a major factor in cultural and social matters and the National Minimum Drinking Age has affected everybody. This law is unjust because of many reasons. One of the most prominent reasons is that it is an ex-post facto law. The legal drinkingRead MoreIs it Right to Lower the Drinking Age?1070 Words   |  4 Pagesissue. My question is, â€Å"Why should we lower the legal drinking age†? Current proposals to lower the minimum legal drinking age to 18 would have some benefits like increasing revenue for bars and liquor stores. However the risks surpass the benefits. Many peop le think that if you’re 18 you’re portrayed as an adult, you’re old enough to serve your country, vote, and make your own decisions. In some cases this could be true, but lowering the drinking age would be way too risky for themselves and othersRead MoreBinge Drinking On College Campuses1459 Words   |  6 Pages Paul October 28, 2014 Binge Drinking On College Campuses Over the past few years, there has been this big debate about whether the drinking age should be lowered to 18 or if it should stay at 21. Those in favor of lowering the drinking age to 18 argue that someone who is old enough to serve their country should be allowed to have a drink. Those who are in favor of keeping the minimum legal drinking age at 21 because of consequences regarding psychological developmentRead MoreThroughout History, The United States Has Taken On Several1288 Words   |  6 Pagesregarding the minimum legal drinking age that vary in age as well as in state and federal enforcement of the limit. To this day, there is quite a bit of controversy surrounding the subject because advocates of higher, lower, and limitless age regulations all provide decent arguments towards their suggested policies. Regardless of the policy, they all have the same aim: reduce alcohol addiction, binge drinking, drunk driving, and other alcohol related public health risks. The curren t minimum legal drinkingRead MoreUnderage Drinkers And The Drinking Age1237 Words   |  5 Pagesthey actually go out. Underage adults are binge drinking and doing drugs before they leave their house, then they are out on the road, in public places, and making irrational decisions. If only these adults didn’t feel the need to pre-game, and get as belligerent as the can before they go out, because once they do that’s the end of their drinking until they get back home. There is a way to reduce dangerous drinking, it would be to lower the drinking age to 18. Once lowered to 18, adults would noRead MoreThe Minimum Drinking Age Act1700 Words   |  7 Pagesthe National Minimum Drinking Age Act made all 50 states raise the legal drinking age to 21(Dejong). The debate is on whether the age should be lowered or not. Statistically, having the age at 21 has been very helpful in keeping the nation safe. If there is not an issue with age now, would it make sense to lower the age and create unnecessary problems? In this case, the negative effects outweigh the positive. Simply because there is no good in lowering the age. The legal drinking age has been setRead MoreThe Legal Drinking Age Of The United States Essay1500 Words   |  6 PagesThe legal drinking age in the United States was ruled to be 21 in 1984, setting the country apart from almost all other western nations. These past 30 years have contained as much problems regarding the consumption of alcohol as one of the country’s biggest failures ever, the 18th amendment, otherwise known as prohibition. Also, the legal drinking age in the United States can be considered violation of states liberties, as the national government, albeit with good intentions, has intervened and only

Literature Review Goal Setting - Click on Free Sample

Question: Describe about the Goal Setting? Answer: 1. Introduction Goal setting is an integral part of the organizational behavior that involves the development of strategies in order to motivate employees within the organization and help in attainment of long-term goals. Vigoda-Gadot and Angert (2007) suggested that appropriate goal setting is important in an organization because it provides focus, increases motivation, improves group cohesion and help in performance measurability. The literature review here focuses on the concepts and theoretical models related to goal setting within an organization. With the help of this document, the researcher ensures effectiveness and influence of goal setting within an organization to set the baseline of a plan and to take decisions effectively. With the help of secondary academic review the researcher will be able to obtain an in-depth knowledge on the topic. 2. Research questions How does goal setting models helps in enhancing the organizational performance? What are the major goal setting models followed by your organization? How effective do you think is the present goal-setting model in your organization? How do you think the goal setting techniques motivate employees? 3. Theories and concepts on goal setting 3.1 Locke and Lathams Goal setting theory According to Locke and Latham (2006) the concepts of Management by objectives (MBO) and goal setting theories became major fields of study within the segment of organizational behavior because goals and objectives are the key elements that creates a positive organizational climate, improves job motivation, provides social and emotional support and enhance overall performance levels. Reed (2012) suggested that goals are related with performance enhancement because they organize effort, directs attention and encourages determination and plan development. In determining the relationship between goals and performance levels two main concepts are important namely the concept of Goal difficulty and the concept of Goal specificity. Murphy (2013) suggested that ambitious goals can contribute to the motivational increase of the individuals and thus enhance the overall performance levels. Lunenburg (2011) opined that goals have an inescapable influence on the behavior of the employees and thus influence the long-term performance of the employees within an organization. The goal setting theory proposed by Locke and Latham in 1960 emphasized on the fact that clear and specific goals and effective feedback can essentially motivate employees. According to Locke and Latham (2006), there are five important principles of goal setting that can improve the success rates within an organization namely clarity, challenge, commitment, feedback and task complexity. This theory states that goal setting within an organization should be a dual process. The individual employees should set a personal goal whereas the management of the organization should also focus on setting a team goal in order to comprehensively attain both individual growth and organizational growth. Vigoda-Gadot and Angert (2007) suggested that the willingness of wok towards the attainment of the goal is the major source of motivation for the employees within an organization. However, Bazerman (2009) argued that in some circumstances there might be rise of conflict between the personal goals and organizational goals. Moreover, the theory states that the organizations should frame complex goals so that the attainment of the same may bring a sense of self-satisfaction within the employees and further motivate them to increase their productivity. However, Sinnema and Robinson (2012) commented that high complexity of goals might make the goals unattainable. Finally, it has been argued that goal setting may not necessarily improve the job satisfaction levels. Figure 1: Goal setting theory (Source: Locke and Latham , 2006, pp- 267) 3.2 Goal setting theory conditions The necessary conditions that make goals effective and enhance the performance levels by invoking motivation within the employees are namely Goal commitment, Goal specificity, Goal difficulty and feedback related to goals. The following segment discusses the conditions. 3.2.1 Goal commitment Goal commitment in simple words denotes the acceptance of the goal by the individual. The acceptance of the goal is the initial step towards the motivation of the individuals. Rug and Wallace (2012) commented that if the goal is achievable and realistic then the rate of acceptance is high and with the advent of acceptance, the individual applies the required degree of determination and self-efficacy in order to complete the goal. However, Lawlor (2012) the rate of commitment may be hampered if the individual does not find the goal to be important. Hence, in order to successful make a goal achievable the organizations must exert the importance of the goal on the employees. The major factor that the organization needs to avoid in this context is the development of a casual attitude of the employees relating to the goals. For this Rug and Wallace (2012) suggested that the organizations should effectively provide all details about the goals, should establish a relation between the goal a nd the organizations ,mission and should also show the advantage that the individual may incur from the attainment of the goal. 3.2.2 Goal specificity The specificity of the goal is ascertained by its measurability. Bazerman (2009) suggested that highly specific goals affect the performance levels. Vague and abstract goals make it difficult for the employees to decide on the type of performance and quality of performance that the individuals should generate. The goals should thus be clear in terms of the specifications thereby assigning the actual tasks that the organization requires the employees to meet. The major focus of the management of the organization should be on the removal of the ambiguity from within the goals. For instance, the sale persons are given specific monthly targets that they have to achieve and the specification of incentive structures that they might get on achieving more than the monthly targets. According to Sinnema and Robinson (2012) the numerical targets makes the targets more realistic and highly motivates the employees to achieve the same. Further depending upon the skills of the employees the managem ent can enhance the goal challenges and specifications. 3.2.3 Goal difficulty According to Vigoda-Gadot and Angert (2007) to encourage high performance levels the organizations should formulate highly difficult goals. However Simes et al., (2012) argued that the difficulty level of the goal should depend upon the human skills present within the organization so that the level is achievable otherwise the goal difficulty can de motivate the employees and reduce their productivity. Ordez et al. (2009) suggests that the individuals have a tendency to act or respond dishonestly in case the goals become unattainable or difficult compared to their skills. Thus, it is essential for the organization to set the difficulty levels correctly in order to enhance the performance levels. For instance, Fords goal to gain market share in the international market forced the company to compromise on the quality standards of the new car Pinto that resulted in accidental deaths of around 53 consumers. Thus, the example shows that high standard settings are often detrimental to the s uccess of the employees and the organization. Ordez et al. (2009) added that difficulty level of the goals should remain within the power of the employees and the organization. In order to do so the organizations can conduct a SWOT analysis that will reveal the internal strengths and threats of the company in order to help them generate the necessary goal standards. A high goal not only jeopardizes motivation and commitment but also creates a non-congenial environment where the employees engage in corruption, dishonesty and hampers the quality of the organizational performance. Bennett (2009) concluded that the performance graph sharply declines with the increase in the level of goal difficulty. Figure 2: Relationship between performance level and goal difficulty (Source: Bennett 2009, pp- 98) 3.2.4 Goal feedback Feedback is an important element for performance evaluation. Simes et al. (2012) suggested that feedback is important also in case of goals in order to judge the effectiveness of the goal and the effectiveness of the commitment related to the goal completion. In the absence of feedbacks the employees remain unaware about their progress and it becomes difficult for them to ascertain the level of commitment that is further required for the job. Moreover, feedback process helps in identifying any loopholes within the goal and enables the individual to make necessary modifications. However, Murphy (2013) pointed that feedback should be constructive. The leaders and the goal makers should try to be specific while giving feedbacks. They should clearly mention the changes they require. Positive feedback also acts as a motivational factor for the enhancement of the performance levels. In this regard, Greenberg (2011) commented that feedback could be process oriented or outcome oriented. Thus by receiving the feedbacks the individuals will be aware that their work is being evaluated and this will minimize their chances if mistakes and act as amoral support for them. 3.3 SMART Goals In order to mend the problems of the goal setting theory the advent of SMART goals were made. Lawlor (2012) stated that development of SMART goals helps the organizations and employees to make the goals quantitative in nature, which helps easy attainment of the goals. The mangers adopt the following parameters while designing SMART goals. S = Specific goals M = Measurable goals A = Attainable goals R = Relevant goals T = Time bound goals Stringer and Shantapriyan (2012) opined that the specificity within the goals helps the employees and the managers to concretely define the task that is to be undertaken. The specificity of the goals gives the employees an opportunity to undergo the training process, which increases their individual productivity as well. Further, by making the goals measurable, the organizations are able to judge the feasibility of the goals. The achievability characteristic of a goal makes the goal viable and the organizations can design the desired resources in order to make the goal achievable. The relevancy of the goal motivates the employees to try and achieve the same. Finally, a time bound goal highlights the approximate time frame within which the organization plans to achieve the goal successfully. However, Reed (2012), pointed out in article that even SMART goals are not always effective for the organization. It is easy for the organizations to set ambitious goals however; the attainment of the same may divert the organization from other functional areas. For instance, a specific goal concerning the attainment of high market share in a particular target market may make the organization easy target in that market. Reed (2012) further commented that the high attainable goals as set by the SMART goal concept required high degree of skills and training in order to make the goals attainable. However, the organizations are more focused on the setting of the SMART goals without any focus on the skills requirement of the employees thus making the goals unattainable. Figure 3: SMART goals (Source: Stringer and Shantapriyan, 2012, pp-192) 3.4 GROW model The major role of an organizational leader is to effectively coach the employees to perform to their best abilities. The GROW model of goal setting is a simple and widely used tool for simple organizational structures in order to coach the employees in order to attain the goals. The following table shows the questions farmed at every stage of the GROW model. G - Goal What does the organization hope to achieve? R - Reality What is the current position of the organization? O Options / obstacles What are the different alternatives and problems available to the organization? W - Will What are the plan concerning the goals and obstacles? Reed (2012) commented that this model takes into account the views of the SMART goals in stage one and further designs the organizational activities that will help in attainment of the SMART goals. The organizations by establishing the reality can account for the present condition of the organization as well as the employees. This helps the management leaders to effectively judge whether the essential skills and trainings are present within the employees, whether the organization has required financial and technical resource in order to successfully attain the SMART goals. Strongman (2013) further added that assessment of the obstacle and options helps the organizations to analyze the external environment before engaging in goal attainment actions. The use of SWOT, PESTLE and Porters 5 force gives the organizations the opportunity to analyze the potential threats and opportunities in the path of the desired goals. The recognition of the barriers will help the organization to make str ategies for avoidance and recognition of opportunities will give the organization to build a strong competitive advantage over the other players within the industry. However Grant (2011), argued that GROW model may be ineffective in case of one-to-one interaction between an employee and a leader. The leader in this case may focus rigidly on the principles of the model rather than paying appropriate attention to the ability, skills and mind frame of the employee. Thus excessive use of the principles of GROW within the organizational leadership context may give rise to a strict and inflexible organizational structure. Moreover Urbany and Davis (2010) added that the leaders using the GROW model for the purpose of coaching generally tends to avoid laying the foundations among the employees and try to generate fast achievement of the goals. Figure 4: GROW model (Source: Grant, 2011, pp- 120) 4. Conclusion While conducting researches by going through the case studies on setting goal, three models have been undertaken by the different organizations for performance improvement by setting appropriate and attainable organizational goals. The chapter helps the researcher to gain insight knowledge on the different positive and negative aspects of goal setting actions. Thus from the overall analysis it can be concluded that the organizations can use the elements of the different models of goal setting effectively but also not rely rigidly on the principles without paying any attention to the resource availability and human skills. Rigidity of the models may result in setting of ambitious and difficult goals, which may sound good from the organizational prospective but, may hinder the ethical considerations and reduce the performance levels of the individuals within the organization. Reference list Alblas, G. and Wijsman, E. (2011).Organisational behaviour. Groningen [etc.]: Noordhoff Publishers. Bazerman, M. (2009). When Goal Setting Goes Bad.Working Knowledge. Harvard Business School. Bennett, D. (2009). Ready, aim... fail. Why setting goals can backfire.The Boston Globe,C1 Grant, A. M. (2011). Is it time to REGROW the GROW model? Issues related to teaching coaching session structures.The Coaching Psychologist,7(2), 118-126. Greenberg, J. (2011). Behavior in organizations (10th ed.). Upper Saddle River, NJ: Prentice Hal Lawlor, K. B. (2012). Smart Goals: How the Application of Smart Goals can Contribute to Achievement of Student Learning Outcomes.Developments in Business Simulation and Experiential Learning,39. Locke, E. A., and Latham, G. P. (2006). New directions in goal-setting theory.Current directions in psychological science,15(5), 265-268. Lunenburg, F. (2011). Goal-Setting Theory of Motivation.INTERNATIONAL JOURNAL OF MANAGEMENT, BUSINESS, AND ADMINISTRATION, 15(1), p.5. Mullins, L. (2011).Essentials of organisational behaviour. Harlow, England: Financial Times Prentice Hall/Pearson. Murphy, B. (2013). Organisational Behaviour for Social Work.Practice, 25(2), pp.143-145. Ordez,L.,Schweitzer,M.,Galinsky,A.,andBazerman,M.(2009).Goals gone wild: The systematic side effects of over-prescribing goal setting.HBS Working Paper, 09-083 Reed, A. (2012).TechWell | Are SMART Goals Smart Enough?. [online] TechWell. Available at: https://www.techwell.com/2012/09/are-smart-goals-smart-enough [Accessed 24 Mar. 2015]. Rug, H. and Wallace, M. (2012).Goal Sharing. Scottsdale: WorldatWork Press. Simes, P., Vasconcelos-Raposo, J., Silva, A. and Fernandes, H. (2012). Effects of a Process-Oriented Goal Setting Model on Swimmer's Performance.Journal of Human Kinetics, 32(-1). Sinnema, C. and Robinson, V. (2012). Goal Setting in Principal Evaluation: Goal Quality and Predictors of Achievement.Leadership and Policy in Schools, 11(2), pp.135-167. Stringer, C. and Shantapriyan, P. (2012).Setting performance targets. [New York, N.Y.] (222 East 46th Street, New York, NY 10017): Business Expert Press. Strongman, L. (2013). The Psychology of Social Undermining in Organisational Behaviour.The Australian and New Zealand Journal of Organisational Psychology, 6. Urbany, J. and Davis, J. (2010).Grow by focusing on what matters. New York, N.Y.: Business Expert Press. Vigoda-Gadot, E., and Angert, L. (2007). Goal setting theory, job feedback, and OCB: Lessons from a longitudinal study.Basic and applied social psychology,29(2), 119-128.