The Use of Banduras Social Learning Theory in Schools free essay sample

One of the focal occupants of Albert Bandura’s Social Learning Theory, which is likewise called Social Cognitive Theory, is that â€Å"aggression in youngsters is impacted by the fortification of relatives, the media, and the environment† (Bandura, 1975, pp. 206-208). Evans (1989) proposed that the reason for Bandura’s hypotheses originated from work finished by analysts Miller and Dollard (1941) who recommended that human advancement is effectively affected by â€Å"response consequences† (Evans, 1989, p. 4), however paying little heed to the force for Bandura’s work, he is generally known for his work in regards to animosity in youngsters. This paper will concentrate on why the standards of Bandura’s Social Learning Theory will profit pioneers in school conditions as they address conduct issues from a human advancement point of view One of the most acclaimed tests Bandura is credited with is the Bobo doll test. This trial looks at Bandura’s hypothesis that animosity has three aspectsâ€how the hostility creates, what incites the conduct and what components discover that an individual would depend on forceful conduct in a comparative circumstance later on. We will compose a custom exposition test on The Use of Banduras Social Learning Theory in Schools or then again any comparative point explicitly for you Don't WasteYour Time Recruit WRITER Just 13.90/page While leading this analysis, Bandura had a gathering of kids watch a video where an on-screen character is assaulting a plastic comedian. The forceful conduct indicated incorporates the entertainer punching the doll, hitting it with articles and heaving it around the room (Bandura, 1976). Next, these kids were put in a room that had comparable toys appeared in the video, yet they were not permitted to contact the toys. Therefore, the kids got annoyed with this limitation and after a period of time, the scientists found that 88% of the kids showed the equivalent forceful conduct saw on the video. Is additionally upsetting that eight months after the fact a resonating 40% of a similar gathering of youngsters showed forceful practices that were like their past direct (Isom, 1998). The Social Learning Theory proposes that people learn through immediate and vicarious fortification. Bandura proposed the develop of self-viability as a ground-breaking middle person affecting which learned practices we really endeavor and proceed. In this way, from a human formative point of view, the self-adequacy trademark can help understudies in grasping the connection between current conduct and future outcomes (Evans, 1989). Bandura likewise noticed that there were four unmistakable procedures that impact a child’s conduct †consideration, maintenance, engine generation and inspiration. During the consideration stage, a youngster will watch practices directed around them and if this consideration is exhaustive enough, the kid will assimilate the responses and purposes behind the forceful conduct demonstrated. Bandura accepted that the subsequent stage, maintenance, is likewise essentially significant on the grounds that it is this re-sanctioning that makes the conduct be moved to the drawn out memory of the kid. Obviously, regardless of whether the youngster has retained the activities, they despite everything need to have the physical credits important to imitate an activity they have seen, yet there is minimal physical smoothness expected to hit or punch something (Isom, 1998). The last period of this procedure is the inspiration for the conduct. In Bandura’s try the youngsters watched a grown-up adulated for acting severely, and this is sufficient, under Bandura’s hypothesis, to solidify those activities into a repeatable reaction by the kid at a later stage. Bandura accepts this hypothesis additionally bolsters the ascent in the quantity of forceful teenagers in horror regions (Isom, 1998). It is this relationship between's seen practices and saw results that could demonstrate the most significant to pioneers endeavoring to tackle issues in a school situation. On the off chance that Bandura’s hypothesis is precise, at that point it is consistent to expect that a control of the information procedures could likewise be valid, in that the youngsters in Bandura’s explore just showed forceful conduct after they saw the positive results the conduct caused for the on-screen character in the video. Thusly, an expansion of the familiar proverb beneficial things happen to great individuals may be used with positive outcomes among the more forceful kids in the homeroom. This hypothesis will definitely help pioneers in taking care of conduct issues from a human advancement point of view. In spite of the fact that there is no proof that Bandura directed follow up examines that deliberate the degree of hostility appeared in kids in the wake of viewing a grown-up chided or rebuffed for their fierce activities, it is conceivable to expect that it is the affirmation part of the conduct that may be progressively powerful on youngsters rather than the forceful conduct in confinement. Indeed, even since early on, a kid may show a type of conduct that may be creative, yet it is the response the kid gets from that example of conduct that sets the model of conduct as a reaction to specific activities. Accordingly, if school pioneers use Bandura’s hypothesis in the scholarly condition, we can reduce forceful practices and sustain positive and useful people. References Bandura, A. (1975). Social learning and character advancement: NJ: Holt, Rinehart Winston, Inc. Bandura, A. , Ribes-Inesta, E. (1976). Examination of misconduct and hostility. NJ: Lawrence Eribaum Associates, Inc. Evans, R. I. (1989). Albert Bandura: The man and his thoughts, NY: Praeger. Isom, M. D. (1998, November 30). The social learning hypothesis. Recovered March 3, 2005, from http://www. criminology. fsu. edu/crimtheory/bandura. htm. Mill operator Dollard. (1941). Social learning and impersonation. New Haven: Yale University Press.

Writing a Conclusion in an Essay

Writing a Conclusion in an EssaySometimes the subject matter of a college essay is so much that writing a conclusion in an essay can prove a challenge. It can be a tough subject to think about, because it requires so much thought and effort.A conclusion in an essay can be a helpful way to finish the essay off properly. A conclusion should not be necessary to finish the piece. Many times a conclusion is used to end the work, or when one is having trouble finishing the whole piece for whatever reason.Writing a conclusion in a college essay is not difficult, but it does require some extra time and thought. Once you have decided that a conclusion is necessary to end the essay, you need to think about how you will write the conclusion. The following are some tips that you can use to help write a conclusion in an essay.Make your point. The subject of the essay is the focus of the piece. Use that to make your conclusion more forceful. Think about the story that you are telling, what you are trying to tell, and how you are trying to reach the reader with your essay. Using these techniques can help you make your conclusion more effective.Do not rush your conclusion. You want to make sure that you are done with the subject of the essay before you add the conclusion. To do this, take a break for a while, get up and move around a bit. Go back to your desk, do some writing and then finish up the essay. Just try to take as much time as possible to move your thoughts on the topic of the essay forward before you finish the entire thing.Try to come up with a final point that ties into the subject of the essay. If you are trying to make your conclusion in an essay work to your advantage, then you want to tie the two parts together as best as possible. Think about where you are in the piece, and how you are trying to bring it to a close. Think about the emotions and conclusions that you are trying to accomplish.Finish your conclusion in a way that is effective. One thing to remem ber is that you don't want to rush your conclusion. Your goal is to make sure that your conclusion works for you and not make it work against you. If you rush it, then you might end up with a conclusion that is not as powerful or effective as you had hoped.Remember, when you are writing a conclusion in an essay, you should give yourself plenty of time to complete the piece. This is one of the most important aspects of writing a conclusion in an essay. By taking your time and making sure that you are well prepared, you can end your essay effectively.

Biography of Psychologist Robert Sternberg

Biography of Psychologist Robert Sternberg June 13, 2019 AnonMoos / Wikimedia Commons / Public domain More in Psychology History and Biographies Psychotherapy Basics Student Resources Theories Phobias Emotions Sleep and Dreaming Robert Jeffrey Sternberg is an American psychologist known for his theories on love, intelligence, and creativity. He was born in New Jersey on December 9, 1949. Sternbergs interest in psychology began early in life. After suffering from test anxiety and doing poorly on an exam, he realized that the test was not an accurate measure of his actual knowledge and abilities. When he retook the same test in a different room with a group of younger students, he found that he felt more confident and was scored much higher as a result. The next year, Sternberg developed his very first intelligence test, which he named the Sternberg Test of Mental Ability (STOMA). His later academic experiences further demonstrated that standard tests were often poor measures of mental abilities. He actually performed so poorly in his Introductory Psychology class that his professor advised him to pursue a different major. Undeterred, Sternberg went on to graduate from Yale with a bachelors in psychology in 1972 and earned his Ph.D. from Stanford in 1975. Career After earning his degree, Sternberg returned to Yale as a professor of psychology. He later became the Dean of the School of Arts and Sciences at Tufts University. He was a professor of psychology at Oklahoma State University, and later president and professor of psychology and education at the University of Wyoming. He is currently professor of human development in the College of Human Ecology at Cornell University. Sternberg is perhaps best known for his research on intelligence, love, cognitive styles and creativity. His triarchic theory of intelligence focuses on what he refers to as successful intelligence which is composed of three elements: analytical intelligence (or problem-solving abilities), creative intelligence (using prior knowledge and skills to deal with new situations) and practical intelligence (the ability to adapt to a changing world). Successfully intelligent people discern their strengths and weaknesses, and then figure out how to capitalize on their strengths, and to compensate for or remediate their weaknesses, Sternberg writes. Successfully intelligent individuals succeed in part because they achieve a functional balance among a triarchy of abilities… Moreover, all of these abilities can be further developed. Sternberg is also known for his research on love. His triangular theory of love identifies commitment, passion, and intimacy as the three main components of love. When these three elements are combined in various ways, they result in different types of love. For example, passionate love is composed of passion and intimacy, while compassionate love is a mix of intimacy and commitment. Contributions to Psychology Sternberg served as the President of the American Psychological Association in 2003 and has won numerous awards including the Distinguished Scholar Award from the National Association for Gifted Children in 1985, the James McKeen Cattell Award from the American Psychological Society in 1999 and the E.L. Thorndike Award for Achievement in Educational Psychology from the APA in 2003. He also has written more than 1,600 articles, book chapters and books have been awarded 13 honorary doctorates. He was listed by the APA as one of the top 100 psychologists of the 20th century and is a fellow of the American Academy of Arts and Sciences and the National Academy of Education. In addition to his research, teaching and university work, Sternberg is also a prolific writer. The following selected works represent just a small sampling of his work: Sternberg, R. J. (1985). Beyond IQ: A Triarchic Theory of Human Intelligence. New York: Cambridge University Press. Sternberg, R. J. (1996). Successful Intelligence. New York: Simon Schuster. (Paperback edition: New York: Dutton, 1997). Sternberg, R. J., Spear-Swerling, L. (1996). Teaching for Thinking. Washington, DC: American Psychological Association. Sternberg, R. J. (1997). Thinking Styles. New York: Cambridge University Press. Sternberg, R. J. (1999). The Theory of Successful Intelligence. Review of General Psychology, 3, 292-316 Sternberg, R. J., Grigorenko, E. L. (2000). Teaching for Successful Intelligence. Arlington Heights, IL: Skylight Training and Publishing Inc. Sternberg, R. J. (2007). Wisdom, Intelligence, and Creativity Synthesized. New York: Cambridge University Press. Robert Sternberg. Human Intelligence.

A Guide to German Toasts

The origin of the English word toast—in the sense of drink a toast to someone—has several explanations. According to most sources, a drinking toast (a word also used in German) is related to roasted bread, aka toast. Websters says the word is derived from the use of toasted spiced bread to flavor the wine [during a toast], and the notion that the person honored also added flavor. Other sources claim that the word is derived from the 18th century English custom of covering a glass of hot spiced wine with a slice of toast as it was passed around the table. Each person lifted the toast, took a sip of wine, said a few words, and passed the glass on. When the glass reached the person being toasted, the honoree got to eat the toast. Prost!Ein Toast! The German equivalents of Cheers! or Bottoms up! are Prost! or Zum Wohl! But longer, more formal toasts (Trinksprà ¼che, (kurze) Tischreden) are common on special occasions such as marriage, retirement, or a birthday. A birthday toast almost always includes Alles Gute zum Geburtstag! (or nowadays even an English Happy Birthday!), but a real birthday toast would expand on that with more good wishes, such as this humorous jab: Hoffentlich hast du soviel Spaß an deinem Geburtstag, dass du ihn von nun an jà ¤hrlich feierst! Alles Gute zum Geburtstag! (I hope you have so much fun on your birthday that youll celebrate it annually from now on! Happy birthday!) The Irish seem to be a bountiful and universal source of toasts and good wishes. Germans have borrowed many Irish sayings  like the well-known May the road rise to meet you... Although German-speakers often use it in English, there are German translations. This is one German version (author unknown) that  comes closer than most: Mà ¶ge dir dein Weg leicht werdenMà ¶ge dir der Wind immer von hinten kommenMà ¶ge dir die Sonne warm ins Gesicht scheinenMà ¶ge dir ein sanfter Regen auf die Felder fallenund bis wir uns wiedersehenmà ¶ge Gott dich in seiner Hand halten. Germans also like to send shorter greetings via  text to each other on their Handys (mobile phones). There are many Web sites in German with sample text messages that can also be used for toasts. Heres a typical example: Die allerbesten Geburtstagswà ¼nsche send/wà ¼nsch ich dir,sie kommen vom Herzen, sie kommen von mir. Selected Toasts and Good Wishesin German and English Heres how you say Id like to propose a toast to (name)!:Ich mà ¶chte  einen  Toast  auf  (Namen)  ausbringen! Allgemein(General) Genieße das Leben stà ¤ndig!Du bist là ¤nger  tot als  lebendig!Constantly enjoy life!Youre longer dead than alive! Hundert Jahre sollst du leben und dich freuen,und dann noch ein extra Jahr—zum Bereuen.Darauf  erhebe  ich  mein  Glas: Prost!May you live to be a hundred years,With one extra year to repent.To  that  I raise my glass: Cheers! (Irish) Mà ¶gest du  alle  Tage  deines  Lebens  leben!—Zum Wohl!May you live all the days of your life!—Cheers! (Irish) Erst  mach dein Sachdann  trink und  lach!First  take care of business,then drink and laugh! Solange man nà ¼chtern ist,gefà ¤llt das Schlechte.Wie man  getrunken  hat,weiss  man das Rechte.—J.W. GoetheWhen one is sober,the bad can appeal.When one has taken a drink,One knows whats real.—J.W. Goethe Das Leben ist  bezaubernd, man  muss es  nur  durch  die  richtige  Brille  sehen.Life ist wonderful, you just need to see it through the right glasses. Mà ¶ge dir dein Weg leicht werdenMà ¶ge dir der Wind immer von hinten kommenMà ¶ge dir die Sonne warm ins Gesicht scheinenMà ¶ge dir ein sanfter Regen auf die Felder fallenund bis wir uns wiedersehenmà ¶ge Gott dich in seiner Hand halten.May the road rise to meet you.May the wind be always at your back.May the sun shine warm upon your face.And rains fall soft upon your fields.And until we meet again,May God hold you in the hollow of His hand. Geburtstag (Birthday) Du merkst, dass du à ¤lter wirst, wenn die Kerzen mehr kosten als der Kuchen!You know youre getting older when the candles cost more than the cake! Mit dem Alter ist es wie mit dem Wein, es muss ein guter Jahrgang sein!With age its the same as with wine: it has to be a good year! Man sieht mit Grauen ringsherumdie Leute werden alt und dumm.Nur du und ich—auch noch als Greisebleiben jung und werden weise.One sees with shock all aroundthe people getting old and dumb.Only you and I—even as oldstersstay young and become wise. Die allerbesten Geburtstagswà ¼nsche send ich dir,sie kommen vom Herzen, sie kommen von mir.All the best birthday wishes I send to theeThey come from the heart, they come from me. Hochzeit (Wedding) Jeder hà ¶rt die Musik anders—aber der gemeinsame Tanz ist wunderbar.Everyone hears the music differently—but the dance together is wonderful. Die Ehe ist die wichtigste Entdeckungsreise, die der Mensch unternehmen kann.Marriage is the most important voyage of discovery a person can embark upon. Jeder sieht ein Stà ¼ckchen Welt, gemeinsam sehen wir die ganze.Each of us sees a part of the world; together we see all of it. Ruhestand (Retirement) So wà ¼nsch ich dir von ganzem Herzen,tà ¤glich Glà ¼ck und keine Schmerzen,viel Ruhe und Gemà ¼tlichkeit,denn du als Rentner—hast nun Zeit!Thus I wish you from the bottom of my heartdaily happiness and no pain,much peace and cozy comfort,because  you as a retiree—now have the time! Mit der Zeit brauchst du nicht sparen, kannst sogar ins Ausland fahren. Ist das Ziel auch noch so weit, Du bist Rentnegerman—du hast Zeit!You dont have to worry about saving time,You can even travel abroad.If the destination is far away,Youre a retiree—you have the time! Abschied/Trauer(Farewell/Mourning) Dem Leben sind Grenzen gesetzt,die Liebe ist grenzenlos.Life has limits, butlove has no bounds. Der Tod ist ihm zum Schlaf geworden,aus dem er zu neuem Leben erwacht.Death has become his sleepfrom which he awakes to new life.

Improving Self Belief And Self Development Essay - 761 Words

Training is generally said to be a tried and tested method of shaping a person’s lack of accomplishment into a purposeful and desired end .According to Megginson (2012),â€Å"The coach encourages people to reach their full potential by encouraging self-belief and self-development. Self-belief gives people the drive to achieve their potential. Self-development gives them the means.†From this definition it can be seen that even though a coach may not have perfect knowledge of the subject in hand, he encourages the coachee to deeper thought and reflection by enabling the skills of the coachee towards appropriate questioning and listening .Training is usually provided by a professional co-worker or a colleague where job related skills, goal setting behavior skills are ascribed to . Lack of training leads to low productivity and demonization in workers. Workers are not able to deal with workplace performances and hence end up as average performers. Hence in order that workers get on hand skills training is a must. Lack of training leads to : a.bad goal setting exercise results: Goal setting is one of the most important aspects of personal development .every employee including the organization needs to know what the ultimate goal of a coaching program should be. The goals setting technique should be realistic in that it should enable all employees from different functional domains to enroll into the coaching program with the aim being skill and career development. TheShow MoreRelatedTowards An Understanding Of Self Esteem And Eating Disorders1404 Words   |  6 PagesTowards an Understanding of Self-Esteem and Eating Disorders By Melissa H. 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Psychological Contracts Free Essays

Introduction Psychological contracts can be defined as the informal and unwritten agreement between organisations and employees (Conway et al, 2005). An improvement in the general level of education and literacy rates has resulted in a shift from informal to formal contracts (Cullinane Dundon, 2006). The term psychological contract can be used to describe a combination of mutual beliefs and informal obligations that exist between an employee and an employer. We will write a custom essay sample on Psychological Contracts or any similar topic only for you Order Now It is quite different to written contracts that are more formal and acceptable in the court of law for the fact that they are printed on paper and can be reviewed by third parties. A growth in the volume of commercial activities made it difficult for early organisations to come up with tailor made contracts for each individual employee (Coyle?Shapiro Shore, 2007). This led to the proliferation of trade unions which sought to protect the interests of employees. Meanwhile the concept of psychological contract owes its origin to the human resource management (HRM) field and it has become an important concept in the practice of human resource management. This is because although employees sign contracts today, both the employer and employees have expectations outside the formal contracts which govern their relationships. For instance, when an employee loses a close one, many employers will make an effort to attend the funeral or even offer a cheque to support the individual to meet the funeral costs especially for deceased immediate family members. This gesture is not included in the formal contracts. Although there has been a major shift from psychological to formal contracts, psychological contracts continue to exist in HRM today. Psychological contracts change over time considering the fact that the needs and expectations of employees and their organisations also change over time (Conway et al, 2005). When an employee starts working after graduating from the university, his or her expectations are different. When the employee has worked for more than two years, their expectations become different and needs change. More elderly employees are concerned about retirement planning after their career. The younger employees who are still single would pay less attention to retirement issues and focus on themselves. Many young married women prefer jobs that will make it possible for them to take care of their kids. This is because they consider their career and family needs before accepting a job offer. In this respect, the psychological contract continues to evolve from one generation of employees to another, as each generation has a different priority (Wellin, 2007). In a like manner, organisational expectations fro m employees differ over time. When an organisation begins, it has different expectations from its employees. For the most part, many young organisations are eager about growth. They expect the employees to put in their very best to ensure that the organisation grows. However, as time goes by, the organisation’s needs begin to change. After having achieved growth, the organisation becomes concerned about consolidating its market position. During these changing times, the organisation’s expectations also evolve. Although psychological contracts are not legally binding, and are not included on paper, they continue to exist today and help to moderate the relationship between employers and employees (Truss et al, 2006). Psychological contracts are deeply rooted in organisational culture and beliefs (Cullinane Dundon, 2006). Once an organisation develops its culture, employees quickly identify the informal expectations of the organisation. On the other hand, employee associ ations such as trade unions and other labour movements also pass on information on employee expectations. Sometimes, this is manifested through strike actions and other activities that allow employers to understand the expectations of their employees. Changes in psychological contracts have continued to take place over the years. According to Rousseau (1995) three distinct eras can be identified in the evolution of psychological contracts. These three stages include the emerging phase, bureaucratic phase and the adhocracy phase (Rousseau, 1995). The emerging phase took place in the 18th Century in the beginning of the industrial revolution. It was characterised by a centralised workplace with powerful managers who exercised high levels of control over employees. Royal Doulton and Twinnings are two UK organisations that have survived the era till this present day. The bureaucratic phase began in the 1930s in top companies such as Ford. During this period, companies took care of loyal servants and were returned with lifetime employment (Rousseau, 1995). The psychological contract included loyalty and life time employment. The adhocracy phase, which emerged in the 1990s was led by successful IT businesses such as Apple and the other famous dotcom ventures. The era witnessed the proliferation of global organisations that emphasised the importance of the use of knowledge. These companies operate many different psychological contracts for various groups of employees. Comparison of Classic Modern Psychological Contracts Classic Psychological ContractModern Psychological Contract The organisation was perceived as ‘father’ to employee that was perceived as ‘child’Organisation and employees are both considered as ‘adults’ The organisation was the one that defined employees worth and valueEmployees have the capacity to define both their worth and their value The employers retained loyal workers whom it considered as goodNew employees flow in and out of the organisation with new innovative ideas Employees who obeyed all instructions were hired for lifeIt is unlikely for the Y generation to work for one organisation for life Employees grew mainly through promotion and upon recommendation from managersEmployees can grow through personal development Source: Niehoff, 2011 Considering the fact that the nature of psychological contracts is constantly changing, it is important for both employees and organisation to look for new ways of meeting the expectations of each other (Bunderson, 2000). The Y generation has its own set of expectations when it comes to psychological contracts. The new generation is more educated and spend much time online. For this reason, organisation must also take into account their needs and expectations in order to meet up with the psychological contract. One of the best ways through which companies can do this is by creating an online presence and promoting online interactions to promote the sharing of experiences amongst employees (Conway Briner, 2005). Younger employees prefer to read information online rather than read books that can take much of their time. As such, organisations need to take into account the needs of their employees irrespective of their generation so as to ensure that both sides fulfil their side of the psychological contract (Feldheim, 1999). Cisco’s new report dubbed Connected World Technology Report has demonstrated that the younger generation (18-29 age bracket) are more attached to their technology than previously thought (Niehoff, 2011). Many employers are sceptical about recruiting the younger generation because they are more attached to technology than every other thing (Niehoff, 2011). The study confirmed the often vague and baseless claims that associated the Y generation to mobile and cyber technology obsession. According to the study, one in three university students surveyed said Facebook and other technology they invested in were just as valuable as air, water and shelter. Over 26% of respondents said being able to work remotely from home should be a right, and not privilege. Up to 74% of the university students surveyed said they should be able to access their corporate network in the future from their home computers in the future (Niehoff, 2011). This demonstrates the level of attachment the younger generation places on technology and the virtual world. That notwithstanding, organisations should give the younger generation the opportunity to participate in building their businesses. The fact that they are young and energetic means that they have much to contribute to the growth of these organisations. Besides, online presence is necessary for promoting and marketing businesses these days. It is therefore left to employers to know when and how to hire young people in order to benefit from their capacity to contribute to their growth. In the 2010 survey, three out of five employees believed that the office was not necessary since employees can connect virtually and get work done from home (Niehoff, 2011). In conclusion, psychological contracts have been around for more than a number of centuries. And they are not expected to stop any time soon because organisations and employees will continue to develop non-verbal expectations from each other. Irrespective of the generation of employees that work in a company, management must continue to cater for the expectations of all its employees. This can take any form, such as promoting personal development of employees who have offered their services to the organisation over the years. When organisations hire employees, they outline the tasks which they expect these employees to perform. That notwithstanding, they expect the employees to do much more than what is written on paper. For instance, Apple does not expect its employees to go online and make comments that market Samsung smart phones. This is because they are competitors. Apple expects its employees to promote its services even in their social gatherings and amongst family members. Ho wever, this is not included in the formal employment contract. Reference Bunderson, S. (2000) â€Å"How work ideologies shape the psychological contracts of professional employees: doctors’ responses to perceived breach†, Journal of Organisational behaviour, Volume: 22, Page: 714-741 Conway, N. and Briner, R. (2005) Understanding psychological contracts at work: a critical evaluation of theory and research. Oxford: Oxford University Press. Conway, Neil Briner, Rob B. (2005) Understanding Psychological Contracts at Work: A Critical Evaluation of Theory and Research. Oxford, UK: Oxford University Press, (2005) Coyle?Shapiro, J. and Shore, L.M. (2007) The employee?organization relationship: where do we go from hereHuman Resource Management Review. Vol 17, No 2, June. pp166?179. Cullinane, N. and Dundon, T. (2006) The psychological contract: a critical review. International Journal of Management Reviews. Vol 8, No 2,pp113?129. Feldheim, M. (1999) Downsizing. Paper presented at the Southeastern Conference of Public Administration, St. Petersburg, FL, October 6–9 Lester, Scott W., Kickul, Jill (2001), â€Å"Psychological contracts in the 21st century: What employees value most and how well organizations are responding to these expectations†, HR. Human Resource Planning, Volume: 24, Issue: 1, Page: 10-21 Lester, Scott W., Turnley, William H., Bloodgood, James M., Bolino, Mark C. (2002), â€Å"Not seeing eye to eye: differences in supervisor and subordinate perceptions of and attributions for psychological contract breach†, Journal of Organizational Behaviour, Volume: 23, Page: 39-56 Niehoff, Brian P., Paul, Robert J. (2011), â€Å"The just workplace: Developing and maintaining effective psychological contracts†, Review of Business, Volume: 22, Issue: 1/2, Page: 5-8 Rousseau, D. M. (1995) Psychological Contracts in Organizations: Understanding Written and Unwritten Agreements. Thousand Oaks, CA: Sage Truss, C., Soane, E. and Edwards, C. 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Tagged A Short Film Essay Example For Students

Tagged A Short Film Essay Tagged is a short film about a group of three friends, Kate, Em and Raz. The leader of the group is Kate and she starts a rumour about her ex, Jack, and his new girlfriend, Chloe. They post a picture on a social media site of Chloe with her arm around another boy because Kate wants to get revenge for Chloe stealing her boyfriend. At school a few days later, everyone knows about the new scandal of Chloe supposedly cheating on Jack. Jack attacks the boy in the photo and the other boy knocks him to the ground. One thing leads to another and eventually the rumour spirals out of control. We will write a custom essay on Tagged A Short Film specifically for you for only $16.38 $13.9/page Order now Rumours that start out as revenge or a bit of fun quickly spread on social media. This film made me think about how rumours evolve as they jump from person to person. For example, the situation starts with an arm over a shoulder of two friends. When the photo is posted on the internet it soon becomes a sneaky relationship ?. Kate feeds the fire by adding this text along with the photo: Guess who? These star crossed lovers must keep their passion secret. But who knows what will happen after the bell rings? ? During the school day the rumour escalates. Girls in the bathroom gossip by saying, Chloes shagging Ben, ? and I heard he had his hand up her skirt. ? Rumours are often used to create fantasies or to involve oneself in something that has nothing to do with you. This can be seen throughout the film, as everyone wants to be part of this hot gossip. ? Rumours can be fun and exciting, but when peoples feelings get hurt and their reputation is ruined, that is when you know that it has gone too far. My experience of rumours is minimal as I go to a school where people are friendly, accepting and respectful of others. At my school, there is no tolerance for any form of bullying. The teachers and even the students stamp out any rumours or bad behaviour quickly. Another idea this film made me think about is what it takes for a person to stand up against bullying and rumours. Raz stands up against Kate and her lying because she does not want Jack to be hurt anymore, or get himself in to trouble again. Raz informs Jack it was Kate who posted the image on the blog and Jack in return sends around revealing photos of Kate as payback. When Kate confronts Raz, Raz says, You should have told Jack yourself, it wasnt fair. This is brave of Raz as Kate is her best friend and she does not want to lose her, but to protect others she has to be selfless and risk losing her friend. Em wants to take a stand but does not want to be the next target of Kate and goes with the flow to fit in. Although she agrees with Raz about taking the photos down, she backs off and does nothing. Standing up against bullying can be so hard, especially if your friend has more power than you do. People like Kate have the ability to quickly turn rumours around on others. Rumours can burst peoples confidence, ruin their day or their future. Some people think it is just a laugh. However, to those affected by the rumour, it is much more. Being a teenager at high school, I know very well how people like to start rumours. School can be boring at times, so rumours are often created to stir things up and make life more interesting. There are better ways to have fun than spreading rumours via the internet, with the intention of hurting others. Posted rumours are open for everyone to see and can haunt you for a long time after school.