A significance test (hypothesis test) is a formal procedure for comparing observed data with a hypothesis whose truth is to be assessed.
– from The Basic Practice of Statistics by Moore (2006).
After stating the hypothesis, we need to choose a level of significance. This image shows to complete the significance test you will need to play the game a 100 times and record the results.
Hypothesis
Test Statistic
The Christianity Religion
Adiesa Burgess
Dr. Mixon
PSYC-401
11 November 2022
The Christianity Religion
Christianity is the largest religion in the world. It involves a large number of people globally who adhere to it. The religion has a number of customs and tenets that have to do with dying, bereavement, rites of grieving, burial and cremation. One of the most active areas of inquiry worldwide has been attempting to comprehend how different religions view death. This subject is significant since everyone must undergo death at some point in their lives. Students that are studying religion and culture will find this information useful. Additionally, this information will be extremely helpful to anyone who is interested in Christianity or, more specifically, death.
Christians consider that a person’s physical existence begins at birth and ends at death. They have a steadfast conviction that there is only one journey through this world, and it ends in death. Christians believe that each person only experiences death once during their lifetime and that it can happen to anyone at any time. Anyone can die, regardless of their age or gender; in other words, whether you’re young or old, male or female, you must pass away. They hold the view that God, their heavenly and spiritual father, decides who lives and who dies as well as planning everyone’s death (Vail III & Soenke 2018). They refer to death as God’s will, which they are obligated to accept despite their heart desires. They believe there is life after death. They hold the view that after passing away, the souls of the deceased begin a new existence.
Undoubtedly, one of the most frequently discussed subjects in literature is death. Themes like pain and grief, love, perseverance, illness, and immortality are frequently depicted in combination with death and are hence closely tied to it. Death typically has themes of pain and grief, particularly when it affects persons who were close to the departed. Mourning stems from suffering and grief (Vail III & Soenke 2018). Mourning is the sentiment of sadness for another person’s passing. Christians believe that after a death, the bereaved person’s immediate family should get together and grieve with them. They view it as something that has an impact on society as a whole. They pray for God to comfort the family members during the period of grieving. They also give God, who they believe is in charge of the departed, the soul of the individual who has passed away.
Once an individual has passed away a ceremony is carried out to celebrate the life of the deceased person, a funeral ceremony. Some of the ceremonies are held publicly or privately depending on the choice of the family members. During the ceremony, they share about the person’s life and bury their body. After the funeral ceremony, the body is either buried or cremated. Burring involves covering the body underground while cremation involves burning the body into ashes. Death is a stage of life which Christians highly honor.
References
Vail III, K. E., & Soenke, M. (2018). The impact of mortality awareness on meaning in life among Christians and atheists. Religion, Brain & Behavior, 8(1), 44-56.
Dr. Mixon
PSYC-401
21 October 2022
Bucket List
After viewing the film the Bucket List, create your own bucket list, describing ten things you would want to accomplish if you knew you only had 6 months to live. Write about why you have chosen these 10 items? Are any of them more important to you? If these are things you want to accomplish before you die, what steps could you take in your life now to achieve some of these dreams?
The paper should be two pages, 12pt Times New Roman font, and double space.
The Bucket List Official Trailer #1 – (2007) HD
Things that can be included:
What is a bucket list
-The bucket list is defined as ” a list of things that one has not done before, but wants to do before dying”. It allows us to reflect on what matters most to us, our personal values, and identify important life milestones and experiences that we want to have.
Why are bucket list created
Why do they call it a bucket list?
– from kick the bucket (“to die”) + list, hence a “list of things to do before you die”.
How do you start a bucket list?
1. – Start with the easy stuff. All of us have a list of places we’ve wanted to visit for ages. Begin your list with these.
2. Think about the things you wanted to do when you were a kid. Often we have to go waaaaaay back to remember what was exciting. It doesn’t matter if your list includes ‘be a princess’, ‘drive a spaceship’ or ‘go to Middle Earth’ as these can translate to ‘visit luxury resort’, ‘go on a space simulator’ and ‘go to New Zealand’ (or Birmingham if you want to be literal about it).
3. Add some predictable stuff. Yeah, everyone puts ‘swim with dolphins’. You know why? Because dolphins are AWESOME.
4. Add some weird stuff. If you want to help Peruvians make jewellery, take elephants for a bath, or go to kung fu school, you do it. (Those are real options offered by our partners by the way). If you haven’t got any ideas, you can look at all the career breaks on our site here.
5. Think about the overall experience you want. For example, it’s not just ‘visiting India’ – it’s experiencing the majesty of the Taj Mahal, meeting people from another culture, inhaling the exotic smells, eating some awesome food and learning what the deal with the cows is.
6. Decide what’s super important and move that to the top of your list. You won’t be able to do everything (unless you’re loaded and have plenty of time – or your list is really short) so you need to prioritise. It doesn’t have to be specific like ‘walk the Inca Trail’ – it could be more vague like ‘learn a new sport’.
7. Ask friends for their suggestions. Family too. You can ask them what they would like to do, as well as what they’ve done and really enjoyed. But remember that this is your bucket list – you’re asking for input, not a prescription.
8. Try to have a bit of variety. You might want to have a learning thing, a special place to visit, an extreme sport, a chance to give something back, a thing to see – you get the idea. It’ll give you the sense that you’re a well-rounded person.
9. It’s OK to get inspiration from odd places. You think we only get inspired from reading sensible books and watching documentaries? Nope. Inspiration can come from anywhere – if it hits you in your special place, that means it’s worth adding to your list.
10. Don’t feel you have to write it down. You can store your bucket list in your head. No, you won’t remember everything, but it means you can mentally add, remove and reorder things at will. It also doesn’t have to feel like a list, more of a melting pot of mental images, ideas, smells and desires – which is more stimulating than a Word document any day!
My bucket list
Watch the 15-minute TED talk about stress with Kelly McGonigal. Note that she mentions having changed how she thought about stress based on new scientific evidence; this is what scientists do—update their understanding of a phenomenon based on new evidence. Address the following questions in your initial post: (1) What kinds of problems can it cause if we fail to update our understanding based on new, peer-reviewed scientific evidence? Does this apply to life in general, or just the sciences? (2) Does considering the positive aspects of stress hold true for all situations? What if you were stuck in a demoralizing work environment or are an abused spouse?
Psychology 2e SENIOR CONTRIBUTING AUTHORS ROSE M. SPIELMAN, FORMERLY OF QUINNIPIAC UNIVERSITY WILLIAM J. JENKINS, MERCER UNIVERSITY MARILYN D. LOVETT, SPELMAN COLLEGE
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Table of Contents Preface . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1 Chapter 1: Introduction to Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
1.1 What Is Psychology? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 1.2 History of Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 1.3 Contemporary Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 1.4 Careers in Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Chapter 2: Psychological Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 37 2.1 Why Is Research Important? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38 2.2 Approaches to Research . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44 2.3 Analyzing Findings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52 2.4 Ethics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Chapter 3: Biopsychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75 3.1 Human Genetics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76 3.2 Cells of the Nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83 3.3 Parts of the Nervous System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89 3.4 The Brain and Spinal Cord . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92 3.5 The Endocrine System . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Chapter 4: States of Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115 4.1 What Is Consciousness? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116 4.2 Sleep and Why We Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122 4.3 Stages of Sleep . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124 4.4 Sleep Problems and Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129 4.5 Substance Use and Abuse . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134 4.6 Other States of Consciousness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143
Chapter 5: Sensation and Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155 5.1 Sensation versus Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 156 5.2 Waves and Wavelengths . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 160 5.3 Vision . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163 5.4 Hearing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171 5.5 The Other Senses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 175 5.6 Gestalt Principles of Perception . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 179
Chapter 6: Learning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 191 6.1 What Is Learning? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 192 6.2 Classical Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 193 6.3 Operant Conditioning . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 203 6.4 Observational Learning (Modeling) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 214
Chapter 7: Thinking and Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 225 7.1 What Is Cognition? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 226 7.2 Language . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 230 7.3 Problem Solving . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 234 7.4 What Are Intelligence and Creativity? . . . . . . . . . . . . . . . . . . . . . . . . . . 241 7.5 Measures of Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 245 7.6 The Source of Intelligence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 252
Chapter 8: Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 263 8.1 How Memory Functions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 264 8.2 Parts of the Brain Involved with Memory . . . . . . . . . . . . . . . . . . . . . . . . . 272 8.3 Problems with Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 276 8.4 Ways to Enhance Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286
Chapter 9: Lifespan Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 295 9.1 What Is Lifespan Development? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 296
9.2 Lifespan Theories . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 300 9.3 Stages of Development . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 310 9.4 Death and Dying . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 331
Chapter 10: Emotion and Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 341 10.1 Motivation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 342 10.2 Hunger and Eating . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 348 10.3 Sexual Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 354 10.4 Emotion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 362
Chapter 11: Personality . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 379 11.1 What Is Personality? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 380 11.2 Freud and the Psychodynamic Perspective . . . . . . . . . . . . . . . . . . . . . . . 383 11.3 Neo-Freudians: Adler, Erikson, Jung, and Horney . . . . . . . . . . . . . . . . . . . 389 11.4 Learning Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 395 11.5 Humanistic Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 399 11.6 Biological Approaches . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 400 11.7 Trait Theorists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 401 11.8 Cultural Understandings of Personality . . . . . . . . . . . . . . . . . . . . . . . . . 406 11.9 Personality Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 408
Chapter 12: Social Psychology . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 421 12.1 What Is Social Psychology? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 422 12.2 Self-presentation . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 428 12.3 Attitudes and Persuasion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 432 12.4 Conformity, Compliance, and Obedience . . . . . . . . . . . . . . . . . . . . . . . . 438 12.5 Prejudice and Discrimination . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 446 12.6 Aggression . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 452 12.7 Prosocial Behavior . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 455
Chapter 13: Industrial-Organizational Psychology . . . . . . . . . . . . . . . . . . . . . . . . . 471 13.1 What Is Industrial and Organizational Psychology? . . . . . . . . . . . . . . . . . . . 472 13.2 Industrial Psychology: Selecting and Evaluating Employees . . . . . . . . . . . . . . 481 13.3 Organizational Psychology: The Social Dimension of Work . . . . . . . . . . . . . . 493 13.4 Human Factors Psychology and Workplace Design . . . . . . . . . . . . . . . . . . 503
Chapter 14: Stress, Lifestyle, and Health . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 511 14.1 What Is Stress? . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 512 14.2 Stressors . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 522 14.3 Stress and Illness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 528 14.4 Regulation of Stress . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 541 14.5 The Pursuit of Happiness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 548
Chapter 15: Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 563 15.1 What Are Psychological Disorders? . . . . . . . . . . . . . . . . . . . . . . . . . . . 564 15.2 Diagnosing and Classifying Psychological Disorders . . . . . . . . . . . . . . . . . . 568 15.3 Perspectives on Psychological Disorders . . . . . . . . . . . . . . . . . . . . . . . . 571 15.4 Anxiety Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 575 15.5 Obsessive-Compulsive and Related Disorders . . . . . . . . . . . . . . . . . . . . . 581 15.6 Posttraumatic Stress Disorder . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 585 15.7 Mood Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 588 15.8 Schizophrenia . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 598 15.9 Dissociative Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 603 15.10 Disorders in Childhood . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 604 15.11 Personality Disorders . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 611
Chapter 16: Therapy and Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 629 16.1 Mental Health Treatment: Past and Present . . . . . . . . . . . . . . . . . . . . . . 630 16.2 Types of Treatment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 636
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16.3 Treatment Modalities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 648 16.4 Substance-Related and Addictive Disorders: A Special Case . . . . . . . . . . . . . 652 16.5 The Sociocultural Model and Therapy Utilization . . . . . . . . . . . . . . . . . . . . 655
Index . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 759
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Preface
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Preface 1
ABOUT PSYCHOLOGY 2E
César Ritz Colleges
Bachelor of Arts in Hospitality Business Management
Human Resource Strength perceived by employees
Student’s Name
Luowenwen 743553
Wint war war phoo(Wayne) 739348
Jiayi Lyu(Grace) 742336
Date
11/01/2022
Instructors Name
Dr. Evelina Gillard
Course Name
SOCIAL PSYCHOLOGY OF HOSPITALITY
Words:2554
Table of Contents Assessment 1 3 Article 1 3 Article 2 3 Article 3 4 Article 4 5 Article 5 6 Article 6 7 Summary of assessment 1 9 Assessment 2 10 Summary 17
Journal title: Individual perceptions of HR practices, HRM strength and appropriateness of care: A Meso, multilevel approach
Reference: Dello Russo, S., Mascia, D. and Morandi, F. (2016) “Individual perceptions of HR practices, HRM strength and appropriateness of care: A Meso, multilevel approach,” The International Journal of Human Resource Management, 29(2), pp. 286–310. Available at: https://doi.org/10.1080/09585192.2016.1165276
Overview:
This article aims to provide a multilevel analysis of the effects of individual employees’ perceptions of HR practices on the productivity of the work climate. Employee perception variability is also portrayed as the prerequisite for the excellence of an organization. The article elaborates that Human resource equips employees with skills and practical knowledge, which is imperative for gaining proactivity in their work. This article has also provided a piece of evidence that human resource management provides assurance of job security and diminishes the fear of facing the consequences of job loss. Conclusively, the objective of human resources, which is to promote the shared interest of the workers, is discussed in detail. This article is useful as it states that Human resource management imbibes a sense of responsibility and helps employees to fulfill organizational expectations. The article is scholarly and peer-reviewed, authored by and reviewed by field experts. It is also published in a credible international journal of human resource management. It is authentic and reliable research conducted in 44 departments of 27 different hospitals and includes 2821 participants. This work will reinforce the topic by proving its validity. It will help understand the processes of HR practices, their effectiveness, and important implications for HR managers regarding the involvement of people in HR tasks.
Journal title: HRM system strength and HRM target achievement-toward a broader understanding of HRM processes
Reference: Hauff, S., Alewell, D. and Katrin Hansen, N. (2016) “HRM system strength and HRM target achievement-toward a broader understanding of HRM processes,” Human Resource Management, 56(5), pp. 715–729. Available at: https://doi.org/10.1002/hrm.21798
Overview:
The author’s purpose is to analyze the HRM system strengths to bridge the gap for professional achievements and provide evidence regarding the need for Human Resource Management for success in businesses. The first target of the article was employee attitude, which is imperative for organizational development. The other target of this article was the effectiveness and availability of human resources. Moreover, three main components, including distinctiveness, consistency, and consensus, are categorized, which determine the HRM system’s strength. The HRM system’s strength can be measured through visibility, clarity, acceptance, consistency, effectiveness, and intensity. Conclusively, it is a successful attempt to highlight the HRM system strengths and its connection with HRM target achievements. This article is useful as it helps in understanding that the HRM system is necessary for the target achievement and the fulfillment of the employer’s demands. This research is credible as innumerable citations have been made and reliable researchers have taken part in the research. The authors have collected almost 1000 German findings and concluded that the success of HRM targets depends on the HRM system’s strength. It provides newer insights on the topic, which is beneficial to the research.
Journal title: Collectivism-oriented human resource management on team creativity: effects of interpersonal harmony and human resource management strength
Reference: Youqing Fan, Guanglei Zhang & Yu Zhang (2021) Collectivismoriented human resource management on team creativity: effects of interpersonal harmony and human resource management strength, The International Journal of Human Resource Management, 32:18, 3805-3832, DOI: 10.1080/09585192.2019.1640765
Overview:
This essay investigates how strong human resource management and positive interpersonal dynamics affect collective innovation in the workplace. Strong human resource management and interpersonal harmony mediate the positive influence of collectivism-oriented HRM on team creativity. Organizations should prioritize human resource policies that encourage group thinking and innovation. To be more precise, the authors advocate for human resource management with a collectivist focus. I think this is a wise suggestion that could spark more innovative thinking inside the group. So I think the article fits the topic “Human Resource Strength perceived by employees” since it addresses the impact that collectivism-oriented HRM has on the innovative capacity of teams. This article was created by researching 177 research teams in China, so the article is professional and credible. The age of the article’s publication makes the information in this article all converge to recent developments. And both the writing and the results of the study are really impressive. The article’s evidence that HRM with a collectivist focus can boost team creativity makes it appropriate for discussion of the topic at hand.
Journal title: The strength of human resource practices and transformational leadership: impact on organizational performance
Reference: Pereira, C. M., & Gomes, J. F. (2012). The strength of human resource practices and transformational leadership: impact on organisational performance. The International Journal of Human Resource Management, 23(20), 4301-4318.
Overview:
This study aims to explore the relationships between excellent HR, strong leadership, a supportive workplace culture, and great performance. Surveys were utilized to gather data from a company that operates in the industrial sector. An HRM system’s “Strength” refers to its capacity to transmit signals with a high level of uniqueness, homogeneity, and agreement. Therefore, HR systems affect how employees perceive and respond to elements of their workplaces. Additionally, research demonstrates that the relationship between HR competence and productivity is modulated by the organizational climate. The author presents a very compelling argument that leadership and HR authorities are two elements of the workplace environment that influence and mold employees’ attitudes. The paper uses a questionnaire survey methodology and gathers 323 questionnaires, making it thorough and professional. The essay is diversified in that it looks at how culture, environment, and other elements are impacted by human resources. Therefore, this article fits the theme of “Employee-Perceived Human Resource Strength”.
Journal title: Mind the intended-implemented gap: Understanding employees’ perceptions of HRM
Reference: Piening, E.P., Baluch, A.M. and Ridder, H.-G. (2014) “Mind the intended-implemented gap: Understanding employees’ perceptions of HRM,” Human Resource Management, 53(4), pp. 545–567.Available at: https://doi.org/10.1002/hrm.21605
Overview:
There are a number of reasons why I think these changes would increase the degree to which HRM is as it was intended to be, actually is, and is seen by those involved. To begin, businesses may guarantee that HR policies and procedures are in line with their aims by ensuring that all decision-makers share the same understanding of the outcomes they expect from HR policies and procedures. Additionally, businesses can guarantee efficient HR practice implementation by investing in training for managers. Third, firms can boost employee engagement with HR practices by cultivating an environment that welcomes and rewards employee participation in HR activities. Finally, firms can lessen the likelihood that workers would view HR procedures as unfair or unproductive by ensuring that workers have realistic expectations of HRM. Understanding the HRM-performance connection requires an appreciation of how employees feel about HRM, which is something the paper addresses. The article claims that the gap between what an organization plans to do and what it really does in terms of human resources is crucial to comprehending how its employees feel about human resource management. The content in this academic study is current and comes from reputable sources ,I personally believe this paper to be relevant because it contains current information from dependable sources and concepts, as well as clear data that serves as evidence.
Journal title: HR–line‐connecting HRM system
Reference: Kim, S., Su, Z. X., & Wright, P. M. (2018). The “HR–line‐connecting HRM system” and its effects on employee turnover. Human Resource Management, 57(5), 1219-1231.
Overview:
This article takes a comprehensive look at the interaction that Human Resource experts have with line supervisors and how that relationship influences the regulations that pertain to Human Resource Management. The research that was done on the topic and published in the relevant literature highlights how a healthy interaction between the two groups can foster a favorable climate in the business and assist employee productivity. This research serves to support another perspective of the primary roles that each group plays in relation to the other, as well as the impacts on staffing and staff retention metrics. The research also presents a Human Resources management system with the purpose of assisting a firm in achieving its expansion objectives and enhancing its internal staffing practices. The article makes extensive use of visual aids in order to adequately evaluate the Human Resources system that is presented as a novel approach that an organization may think about pursuing in order to promote a happy and thriving workplace. This article would be relevant to the topic “Human Resource Strength perceived by employee” with the support of the turnover data associated with the HRM.
| Article No. | Source | Useful | Not useful |
| 1 | Individual perceptions of HR practices, HRM strength and appropriateness of care: A Meso, multilevel approach | ||
| 2 | HRM system strength and HRM target achievement-toward a broader understanding of HRM processes | ||
| 3 | Collectivism-oriented human resource management on team creativity: effects of interpersonal harmony and human resource management strength | ||
| 4 | The strength of human resource practices and transformational leadership: impact on organizational performance | ||
| 5 | Mind the intended-implemented gap: Understanding employees’ perceptions of HRM | ||
| 6 | HR–line‐connecting HRM system |
The purpose of HRM procedures is to manage the workforce so that the organization may accomplish its goals and uphold its culture. A firm will only be as good as its workforce, hence HRM is essential to preserving or enhancing the viability of the organization. HR directors can also keep an eye on the labor market to keep their company competitive. This might entail ensuring equal pay and benefits, hosting events to avoid employee dissatisfaction, and altering job positions to suit the market.
HRM is important for workplaces for several reasons. First, Strategic Planning. With its understanding of the relationship between human capital and organizational performance, HR helps the business’s bottom line. Examining Advantages. Benefits experts can help businesses cut down on the expenses of firing, replacing, and terminating employees. They are also aware of the advantages offered to workers that are most likely to keep them. Reducing liability concerns. Management of human resources reduces a company’s exposure to risk and responsibility from claims of discriminatory hiring practices. They recognize, look into, and fix problems at work. Educating and Developing. Human resources training and development specialists coordinate new employee orientation, an important step in building a strong employer-employee relationship. Last, Employee Contentment. HRM helps organizations achieve high performance, morale, and satisfaction across the workforce by creating ways to strengthen the employer-employee relationship.
Building synergy between organizational units is another key goal of human resources management, which is why it is crucial for a business. Strong HRM could benefit firms in a number of ways, as this division deals with internal conflicts directly this is the department that acts as a lubricant for the departments. The standards upheld by this department are crucial for conflict management.
HRM strength has a significant impact on employee productivity. One of these impacts is that it gives more stability to the employees. Distinctiveness, consensus, and consensus are the marks of HRM strength. These attributes give employees a sense of stability, which validates their sense of job security. According to Maslow’s hierarchy of needs, security is very important for employees. This creates job satisfaction, which improves employee productivity.
Second, HRM strength impacts employee productivity by promoting good working conditions. HRM ensures consensus, which means that all employees, regardless of work level, are on the same page. This consensus leads to agreement on contentious issues such as pay and working hours, which helps to boost employee morale. This increases employee productivity.
And also HRM strength impacts employee productivity by promoting innovation in the organization. HRM strength seeks to be distinctive, pushing the organization to seek newer and more innovative ways to work. With the implementation of newer technology, employees are more productive as they can do more with less work. For example, the introduction of stronger computing technology can improve employee productivity.
The last point is HRM strength can improve employee productivity by providing career development and skill improvement opportunities. HRM strength advocates for the continual growth of human resources, which involves the provision of opportunities for growth. This helps to improve employee productivity as employees’ need for growth is addressed while the organization benefits from better quality results.
Employees have varying perspectives about HRM strengths. The views impact the employee’s behaviors, attitudes, capabilities, and motivations, impacting organizational performance. So first the ability of the HRM to handle different experiences and situations effectively determines its strengths. Employees believe that a strong and effective HRM should effectively address all critical situations and events satisfactorily. HRM strength is seen as the decider of the outcome by the employees, especially in situations where the employee’s conduct does not befit the organization. HRM strength is seen as the judge and decides the outcome in this situation.
Simultaneously, employees perceive HRM strength as the company’s strength. The HRM department holds a lot of power in an organization. They represent the organization’s ideals and priorities to the employee. This means that their actions are representative of the strength of the organization.
Lastly, employees perceive HRM strengths from a policy-making viewpoint. It touches on considerations about employees from central bodies and decision-makers. Strong HRM practices endorse and diffuse the part of HRM structures in the organization through its employees. The various HRM strengths signal employees what they are expected to do, get rewarded, or support.
This research focuses on how employees perceive the benefits of HRM. The management of internal workplace departments is called Human Resource Management (HRM). This unit is related to the company’s operational safety, reducing risks and unnecessary worries, and HR greatly contributes to improving employee satisfaction with the company. HR can establish company values for employees and allow employees to work with conviction. Also, build a culture at work and give instructions to empower people. To ensure effective internal unit coordination, the Human Resources department plays a key role. Prevent potential confrontation and handle it skillfully. A productive HR department will increase a business’s talent retention rate and reduce employee turnover.
As leaders fail to deal with employee conflict, this can lead to employee dissatisfaction, which can have an impact on company success and employee engagement. When employees no longer feel supported or given the opportunity to work hard, their performance motivation is hindered. This is where HR plays an important role. The human resources department is seen as a key component of the business. The level of productivity will be closely related to how motivated employees are in the HR department. HR needs to regularly solicit the opinions of employees and respect the ideas of employees. HR is always concerned about the psychological changes of employees, and they help the chaos by resolving conflicts and soothing the mentality of employees. As employee satisfaction increases, so does employee productivity, and employees will be more eager to contribute to the business. Human Resources is fully aware of the guidelines that apply to companies that employ employees. This vast area cannot be ignored. This expertise can reduce the opportunity cost associated with hiring and firing people. In conclusion, coordinating employee performance through HR will bring more advantages to the company and achieve long-term goals, and the company will also benefit from it.
Dello Russo, S., Mascia, D. and Morandi, F., 2018. Individual perceptions of HR practices, HRM strength and appropriateness of care: a meso, multilevel approach. The International Journal of Human Resource Management, 29(2), pp.286-310.
Hauff, S., Alewell, D. and Katrin Hansen, N., 2017. HRM system strength and HRM target achievement—toward a broader understanding of HRM processes. Human Resource Management, 56(5), pp.715-729.
Van Beurden, J., Van De Voorde, K., & Van Veldhoven, M. (2020). The employee perspective on HR practices: A systematic literature review, integration and outlook. The International Journal of Human Resource Management, 32(2), 359–393. https://doi.org/10.1080/09585192.2020.1759671
The Influence of Social Media on Mental Health
Martha Ramsey
Saint Leo University
Research Method: PSY 535
Instructor Andrea Goldstein
November 12, 2022
The Influence of Social Media on Mental Health
Introduction
Social media has become a major part of people’s lives in the modern world. Since its existence, it has been used for various purposes in everyday life. The initial purpose of social media was for easier and faster personal communication. However, it has gradually been incorporated into different fields, such as the business world, schools, and hospitals, as a communication and marketing tool, making it easier to reach more customers and potential clients within a short time. Nevertheless, social media has also had its downside, which can also be detrimental to the health and well-being of its users. Studies conducted recently have identified the development of mental health issues as one of the negative effects of social media. Increased use of social media has been shown to cause various mental health disorders such as stress and anxiety, depression, and bipolar disorder. This proposal will analyze an experimental study to identify the influence of social media on mental health. It will study selected participants, measures to address the variables of interest, and the data collection procedure (Bashir & Bhat, 2017).
Participants
Social media can affect any of its users. Therefore, there is no particular population that is only affected by the overuse of social media. However, various studies have shown that teenagers and young adults aged 12- 30 are more prone to developing mental health issues than older adults (Berryman, Ferguson & Negy, 2018). This can be attributed to the more screen time consumed by this set of individuals compared to people above this age bracket. Therefore, the participants in this experiment will include high school and college students since they face higher risks of developing mental health disorders.
According to different research studies and analyses, students who spend much time on social media are more likely to develop sleeping disorders, anxiety, depression, and low self-esteem due to peer pressure on social platforms. This experiment will study different variables and factors that influence students’ use of social media and how it leads to the development of mental health issues.
Measures
This experiment will study different variables and factors that lead to the development of mental health issues from too much use of social media by high school and college students. One of the most important factors to consider in the experiment will be the daily amount of time spent on social media by the average number of students. This will help to distinguish between the average time that can be deemed healthy and detrimental to a student’s mental health.
The experiment will also measure the commonly used social media platforms and their effect on students’ mental health. Various social platforms have been proven to have chances of accelerating mental discomfort, such as low self-esteem, which is one of the initial stages of developing mental health disorders. Platforms such as YouTube, Instagram, and Snapchat are some of the most used apps by students in that age bracket.
Data Collection Procedure
In this experiment, data and information will be collected efficiently to ensure the effectiveness of this experiment. Selected students will fill out questionnaires concerning their social media use, such as their feelings and attitudes before, during, and after using the social platforms. Answers collected from the questionnaires will be analyzed to identify the various triggers and underlying factors that make the students develop negative emotions, ultimately leading to mental issues. This will be the most crucial stage since it will discuss the effect of factors such as average time spent on social media, content consumed, and interactions they may face on social platforms.
References
Bashir, H., & Bhat, S. A. (2017). Effects of social media on mental health: A review. International Journal of Indian Psychology, 4(3), 125–131.
Berryman, C., Ferguson, C. J., & Negy, C. (2018). Social media use and mental health among young adults. Psychiatric quarterly, 89(2), 307–314.
Imagine you are a therapist who enjoys working with middle-aged adults. You decide to provide a support group for middle-aged adults who find themselves going through the stresses of caring for their own children and their own elderly parents at the same time – all while navigating their own journey through midlife. Develop an outline — with specific discussion questions and interventions that you would use as components of this group.?” For example: What discussion questions might you ask the group to talk about together? Are there any brief teachings you might like to share with them about aspects of midlife or aspects of being part of the “sandwich generation?” Are there some activities you might ask them to engage in during the support group time
Support Group for Midlife Adults in Sandwich Generation
CriteriaRatingsPts
This criterion is linked to a Learning OutcomeMeets Requirement
Thorough coverage of potential interventions based upon typical midlife adult issues
This criterion is linked to a Learning OutcomeBelow Requirements
Topics covered moderately well; could have included several additional applicable issues
This criterion is linked to a Learning OutcomeNeeds Significant Improvement
Assignment poorly one; Appearance of not much thought given to the topicThis criterion is linked to a Learning OutcomeNo Credit
Assignment not turned in within the approved timeframe.
The Assignment: Negative Sentences Turned Positive and Positive Teachable Moments:
____________________________________________________
Please take the following ten negative sentences and rewrite them to make them much more positive. They are a great collection of sentences I found in a textbook.
The author stated that these are sentences you should never say to your children. I want the same message or a similar message said in a positive, encouraging way. You will need to find a positive way to respond to the child. That means: no negative words, no threats, no “I” (poor me) statements about yourself, no criticism, no bringing up old fights. Absolutely no mention of other siblings in the family, for that creates resentment.
You are welcome, and seriously encouraged to get help with this assignment. That means, asking for advice from friends, spouses, siblings, parents, grandparents, relatives, co-workers, anyone! Teens are especially good at recognizing negative words and ideas; enlist their help! This is a group project. This looks easy, but it is not. I will be grading them very stringently.
Points:
This assignment is worth 10 points or ten per cent of your grade in the course.
Some hints: Again! This assignment looks easy, but it is NOT! Please ask help from your children, from teens, from relatives, co-workers, etc. If you receive a grade below 7.5, you will be able to do over again the sentences that lost points.
Important: Please collect advice from everyone on these. Teens often to the best job of identifying negativity, and so do children. Good luck!
________________________________________
Here are the Negative Sentences:
You are to compose and turn in the completely rewritten, positive versions of these. If you think the sentence is just terrible, you should change the content enough to make it a sentence that is positive and encouraging.
1. “Look at the dirty footprints you put on my clean kitchen floor. You never consider how hard I work.”
2. “You are the sloppiest person. Just look at your room!”
3. “If you don’t start doing your share around here, I’m going to cut your allowance.”
4. “Take the garbage out this minute and no back talk, young man.”
5. “Now, do you think that was a nice thing to say about your friend? You should learn to treat your friends the way you want to be treated.”
6. “Don’t step off the sidewalk. You’ll get hit by a car.”
7. “Why are you doing this to me, hard as I work?”
8. “Why can’t you try as hard in school as your sister does?”
9. “You knew you had to get up early, but you were so smart and stayed up until midnight.”
10. “If you continue in the same manner, you’ll never amount to anything.”
_________________________________________
Instructions
Use the APA Paper Template to complete the following:
· Write a 3–5 content-page paper that describes a real-world problem from the chosen scenario with support from theory and research.
· Use one of the following scenarios and supporting resources from Week 6’s Prepare: Choose Your Scenario activity as the basis for this assignment:
. Scenario 1: Mars Mission.
. Scenario 2: Office Decor.
. Scenario 3: Youth Sports.
. Scenario 4: Anti-marijuana Campaign.
· Use in-text citations in the paper and create title and reference pages.
· Use the following Capella University Library resources to conduct research:
. How to Use Databases A-Z .
. Finding Articles: Psychology Research Guide (BS) .
. Databases A-Z: Psychology: Articles .
Use the following headings to organize your paper:
Title page:
· Follow the template instructions.
Overview:
· Apply a foundational psychological theory to address the problem in the selected scenario.
. Summarize the identified problem in the selected scenario.
Foundational Theory:
· Describe the theory or theories that apply to your scenario.
Research Method and Findings:
· Apply findings from scholarly research to the problem in your scenario.
· Describe the research methods outlined in your scholarly research articles.
Mental Health and Well-Being:
· Speculate how the problem could impact mental health and well-being through behavior changes.
References:
· Follow the template instructions.
Assignment Requirements
· Written communication: Writing should be free of errors that detract from the overall message.
· APA formatting: References and citations should be formatted according to current APA style and formatting.
· Paper length: 3–5 typed, double-spaced pages, not including the title page and references page.
· Resources: A minimum of three professional and scholarly sources: two or more of these should be scholarly (peer-reviewed journal articles); a professional source may be a textbook or other resource. Please avoid popular media sources.
· Font and font size: Times New Roman, 12 point.
· SafeAssign: Use the SafeAssign Draft option to check your writing and ensure that you have paraphrased, quoted, and cited your sources appropriately.
Unit 6 Assignment
Imagine that our country is under threat of an imminent nuclear attack. You must make the important decision of who to let into the nearest fall-out shelter. There are 12 people vying to get in, but you can choose only five. Your choices include:
· a 40-yr-old violinist who is a suspected narcotics pusher
· a 60-yr-old architect
· a 26-yr-old lawyer who will only go in if he can bring his wife
· the lawyer’s 24-yr-old wife who has just gotten out of a mental hospital
· a 70-yr-old rabbi
· a 34-yr-old retired prostitute who was so successful that she has been living on her annuities for five years
· a 12-yr-old girl with a below-average IQ
· a male high school student who needs a wheelchair to get around
· a 20-yr-old gang member
· a 23-yr-old female Catholic graduate student who speaks publicly on the virtues of chastity
· a 28-yr-old male physicist who will only come into the shelter if he can bring his gun
· a 19-yr- old college student who has just come out of the closet
Determine which five you will choose for the fallout shelter.
Once you have made your five selections, write up an explanation for your choices. Why did you pick those five? And why not the others? What thoughts and/or feelings did you have about this type of decision?
Think about the following social psychology concepts and/or other concepts from your unit readings:
· Attitudes and social influence (e.g., norms, systematic vs. heuristic persuasion)
· Attributions
· Group categorization
· Stereotypes
· Prejudice (positive and negative)
· Discrimination
· Survival: Frustration-aggression, reproductive selectivity, and/or evolution
· Correspondence bias
· Reciprocal altruism
· Cognitive dissonance
Which concept(s) was most relevant to your selections, and why? Define the concept(s) and explain how it applies.
Cite your readings using APA-formatted in-text citations, and include a reference page. Also, include at least one way that this assignment applies to your real-life and might cause you to change how you interact with other people in your life. Your paper should be at least 2 pages, double-spaced, with an APA-formatted reference page at the end.
