An Exegetical Essay On John Chapter 1 Religion Essay

An Exegetical Essay On John Chapter 1 Religion Essay INTRODUCTION Unlike the synoptic Gospels, the Gospel of John does not begin with the historical Jesus, instead, the author exalts his eternal existences over his earthly entrance into the world. The eternal existence of Jesus is perceived by the use of Word (logos) in the prologue. Thus, the author begins his gospel with the words, In the beginning was the Wordà ¢Ã¢â€š ¬Ã‚ ¦ Johns Gospel stresses on the deity of Jesus, he strikes the reader straight with the Greek Word (Logos) as a replacement of Jesus until the end of the prologue. One could say that the understanding of this Gospel is centred on the Word (logos) as a key affirmation of the entire Gospel. The prologue affirms that Jesus used the eternal Word which has been translated from the Greek word (logos). In chapter (1:1-5) the author talked about the pre- existence, in (1:6-8) he elaborated on the witness of John the Baptist, in (1:9-13) he highlighted on the light coming to the worlds, in (1:14-18) he accounted on the incarnation of th e Word. This prologue is specially or specifically designed to prepare the way for the evidence of the doings of no ordinary person but Jesus Christ. This paper is an attempt to exegete the passage of (John 1:1-18). The Pre-existence Word (1:1-5) The commencement of this Gospel as stated, in the beginning was the word has something to do with (Genesis 1:1). John was trying to say that Jesus Christ was in the beginning and He was the Word which existed in the beginning before creation or before the world began and was fully God (John 1:1-3). Jesus is indeed the creator, sustainer of all belongings, our source of living and the establishment of eternal life. To understand this concept one must commence with the Father-Son relationship which is the central revelation of Johns Gospel and also the key to understand the sayings and deeds of Christ Jesus (17:5, 24). Extensively, this term (logos) which has a meaning in English as the Word was used in Greek literature or theologians and philosophers; among them were the Stoics who used the term to describe the principle of divine reason which caused the natural creature to grow.  [1]  Philo of Alexander was the mastermind of this idea in his writings and maintained it as an instr ument of the world creation. There are dissimilarities between the usage of the Word by John and Philo. In the mind of Philo, he by no means consider the Word as a person and he did not maintain its pre-existence, he denied the incarnation of the Word which is known as Jesus. But in Johns mind the Word was maintained and became flesh. This points to Jesus Christ who came to save humanity and dwell among them. One could say the fifth verse of this chapter shows the compassion of the author as a beloved disciple and an eyewitness of Jesus who is trying to communicate the good news to the Jews, Greek philosophers and all kinds of people from generation to generation in his writings. Here John declares that Jesus Christ is the true light, who shines in the darkness, but the darkness which can be translated as sinful man has not understood it. The better understandings of this verse rely on (verse10-11).  [2]   Witness of John the Baptist (1:6-8) At this point, the author diverted his thought form eternity towards historical. These verses point to the identity of no other person but John the Baptist who is not the light; however Johns job is to testify that Jesus is the coming light. This testimony of John appears strongly in public in (verse 15-34).  [3]  Johns idea is that, people might believe in Jesus alone and that He is the saviour. Light Coming to the World (1:9-13) In verses 9-13, Johns emphasis has changed from witness to Jesus as the true light that gives light to every man coming into the world. He is the fulfilment of all light foreshadowed and the one who called light into existence (Genesis 1:3).  [4]   Regarding the statement of John concerning the world did not recognise him here it means something further than created world? John is referring to people who opposed or do not believe in God or those who reject Christ as the true light. The Israelites were chosen by God to prepare the rest of the world for Christs coming but they rejected Him despite the prophecies recorded in the Old Testament.  [5]  In verses 12-13, the author elaborates on how some people received the Word. Johns centre of attention is based on the covenant people of God or believers who receive the power to be children of God. This implies to the children who are not born of natural or physical human descent. This is for those who receive Jesus Christ as their personal saviour; they are spiritually born again and have received a completely new life from God through faith. Incarnation of the Word (1:14-18) This last section of the prologue explains how the divine Word points how Jesus came into the world in a human form. Apostle Paul, one of the major characters in the New Testament writings understood this concept (Colossians 2:9). The word became flesh and made his dwelling among us (John1:14). The first century church debated on how the Word who was God could become human but thats not important to John because his main concern is to explain the price that Christ paid. The bible explains how Gods presence was in the midst of the children of Israel in the tabernacle (Exodus 40:34-38), although that was on temporal basis. John also has a similar view in a sense that the Word became flesh or Jesus became like mortal human being and made his dwelling among us likewise Gods presence to the children of Israel in the tabernacle. According to Kruse, the reference to glory is also an allusion to Gods presence in the tabernacle. Moses was instructed by God to build a tabernacle and after fini shing Moses couldnt enter the Tent of meeting because it was covered by the cloud and the glory of the Lord filled the tabernacle (Exodus 40:34-35). And that same way Gods glory is been manifested in the Word made flesh. John was an eye witness to Christs earthly life and ministry and he saw His glory. He firstly saw the glory of the One and Only who came from the Father. Further more, he saw Christ as the one who comes from the Father and the fact that he is the source of grace and truth.  [6]  The evangelists intention is for people to see Christs ministry us a manifestation of Gods grace and an exposure of his truth. Christ makes it possible for people to know God better than before, for the reason that God became visible and tangible in Christ. And he is the perfect manifestation of God in human form. Moses accentuated the law of God and His justice, but Christ emphasized His mercy, forgiveness, faithfulness and love. Moses was known as law giver, however Christ is known as the fulfilment of the law (Matthew 5:17).  [7]   This last verse of the prologue is a reminder of the first verse. There was no other better means for people to know God unless the Word point to Jesus Christ the One and Only Son of the living God. Regarding the statement John made that no one has ever seen God it has something to do with the OT in a sense that Moses did not have the chance to see God face to face, although prophet Isaiah said my eyes have seen the King, the Lord Almighty (Isaiah 6:5), none of the prophets were able to see Gods essential nature. He may be seen in anthropomorphism, but Christ Jesus made it possible to His inner essence or nature. Through Jesus Christ Gods nature and will is been revealed. The more a person gets closer to Christ, the better he or she understands the will of God. In Christ people saw the clear picture of God and even touched Him.  [8]   Conclusion The major concern of John in his prologue is to portray Jesus as an eternal being who has existed from the beginning with God. Furthermore, the prologue describes the incarnation of Christ, by coming in human form so as to identify with humanity and to save them from sin. John shows us the complete deity, the divinity and the fullness of God in Christ Jesus. Christ makes it possible for people to know God better than before, for the reason that God became visible and tangible in Christ. And he is the perfect manifestation of God in human form. Moses accentuated the law of God and His justice, but Christ emphasized His mercy, forgiveness, faithfulness and love. John wrote this gospel so that we might believe that Jesus Christ is the Son of God and by believing we may have eternal life (John 20:31).

Educating Essex Essay

Dear editor, I am writing to you because I find it impossible to understand why ‘Educating Essex’ represents teenagers in this such way to society today, it only makes an impression of them, that â€Å"all Britain’s teenagers are goby, impolite, spoilt and lacking enough self-discipline to interact with anyone. † This supports stereotypes of modern reckless teens, when in reality â€Å"the majority of Britain’s teenagers are interesting, polite and simply brilliant young people quietly going about the business of creating a bright future for themselves. On ‘Educating Essex’ I have witnessed many negative things that show teenagers in a bad way, such as students walking across a table, pupils on mobile phones, swearing at each other and teachers, cyber-bullying, teenage pregnancy and young girls caked with make-up, even the introduction is very negative towards teenagers. This shows that all teenagers don’t behave in school and do not care about their education and future, but majority of students are not like that, most of them are fun-loving, active and mature for their age. I think the reason for their behaviour are the cameras, as most of them want to show off and think it’s a good idea to play up to them. ‘Educating Essex’ has only focused on the students that badly behave and cause the trouble all the time, but they haven’t showed the good side of teenagers, where they work hard in class, and behave because they are working to achieve the equivalent of five or more GCSE’s at grade A* to C. The programme only creates a fake image of a typical teenager, but certainly they do not act like that, and I know that because I am a student myself, and I’ve never seen this kind of behaviour in my school. I think that the Daily Mail article only focuses on the teachers in ‘Educating Essex’ and mostly points out the bad things teachers say and do. Also how they carry out the lesson, it shows how immature they are when they burst into a class and disturb the lesson just to sing happy birthday. Another teacher is shown; as the students are leaving his class he tells them â€Å"Clear off, scumbags†. In a different scene it shows when Mr Goddard hides behind his door as Mr Drew enters the room, he reaches out his arm around the door to welcome his deputy with a two-fingered gesture, and Mr Drew’s respond is â€Å" You are such a ****er†. In episode two, there is a scene shown of a girl called Carmelita, who accuses the deputy of assaulting her. At first she tells him to â€Å"get lost† and â€Å"shut up†, but in the end she gets excluded when he tells him to â€Å"**** off†. The deputy is cleared after the headtecher watches the CCTVcameras footage. Also the article mentions that â€Å"this sort of behaviour by pupils shouldn’t be allowed and there is extremely childish behaviour by the teachers, who are setting a very bad example for the pupils as they are likely to see the programme† in results of this the teenagers are influenced by what they see on the TV, and think it’s right to behave in this practical way, another influence are the teachers, as they set an example for the students. One more significant reason for child’s behaviour are the parents, because of the way they are bough up, if they have problems at home they will release their anger in school, on students and teachers. But essentially that article did not mention any positive things about teenagers. There were few positive things that I’ve witnessed on ‘Educating Essex’ but not many as I expected to be. I think one of them was when, they showed the students reflecting on what they have done wrong and teachers, because it’s great to hear both sides of the story, also the relationship between the teachers and students which doesn’t happen very often. Additionally how the teachers refused to give up on challenging the pupils, so they have a chance to achieve. But I think the programme should’ve showed more of the satisfactory students who are interesting, polite and clearly brilliant young people trying to achieve, to have a better future. The ‘Observer’ article has also only highlighted the bad points about teenagers, much the same as the ‘Daily Mail’ article. But it makes the reader hate teens, as they call them â€Å"gobby, spaced- out, bizarre† this only shows how selfish they are, and do not care about others. Also they point out how they dress and refer to girls as â€Å"spoiled brats†, and in my opinion they are allowed to do what they want, because it’s their own choice to look like that. I think that the programme doesn’t give a real image of teenagers today because, in my opinion everyone is different, and also because it only concentrated on the bad behaved student where on the other hand there is more students that work really hard on everything, and also contribute in society.

Langston Hughes And Yusef Komunyakaa And My Black Face...

Langston Hughes and Yusef Komunyakaa, much like any two poets when compared, are very different. However, they composed two poems that are very similar. Langston Hughes’s poem, â€Å"Theme for English B†, and Yusef Komunyakaa’s, â€Å"Facing it†, can be compared in many different ways. The most outstanding similarity of the two poem’s, is the fact the speakers are outsiders and very much unlike everyone else in the poem because of their race. With the quotes â€Å"I am twenty-two, colored, born in Winston-Salem† (Hughes 7), and â€Å"My black face fades† (Komunyakaa 1), It is very clear both writers want their audience to know early on in the poems that each are speaking from an African-American perspective. In the early to the middle of the 1900’s when the poems were written, things were different for a person from African-American decent, in Hughes case it was college and in Komunyakaa’s case it was the Vietnam war. Bei ng of African-American decent is a minority that most people wouldn’t understand because of the history in their race. Both poets have endured experiences of oppression in the past that have effected their writing styles. Other similarities in the poems include the use of the same literary techniques such as narrative structure, symbols, metaphors, and tone to prove that the speakers are different and unlike the majority because of their past experiences in the past. Both poems use the speakers past to further capture their feelings and emotion towards each subject. Hughes and

Was the New Deal Succesful Essay - 582 Words

Henry Ford once said â€Å"Coming together is a beginning; keeping together is progress; working together is success†. The new deal depended on the whole nation working together to strive for relief, recovery, and reform. Whether or not the new deal was a success depends on what one believes the new deal was designed to achieve. To me, the new deal was implemented to aid in restoration of the economy of the United States, not to simply fix the economy. The new deal greatly repaired the economic condition of the United States caused by the great depression, however, it did not fully restore the economy to the peak point that it was at before the stock market crash on October 29, 1929. The new deal was a set of relief programs to provide out†¦show more content†¦The Agricultural Adjustment Act (AAA 1938) restricted agricultural production by paying farmers to reduce crop area. As a result of reducing the amount surplus crop produced, the value of crops would increase. The money for these bonuses was collected through taxes solely on companies which processed farm products. Now for the big question: was the new deal successful? Well once again, that depends on one’s definition of success. The new deal did was not 100% successful as it did not fully restore the economy to its maximum potential, but it did in fact greatly improve the economy and set it on the right course toward growth and greater improvement. With help from the new deal, America’s Gross National Product rose approximately 65% from 1933 to 1939 and the amount of consumer goods purchased rose approximately 70% from 1933 to 1939. Before the Wall Street stock market crash, America was at its economic peak and when the great depression struck, America was at its economic base. The new deal improved so many aspects of the economy which was been drastically damaged by the great depression. 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Obesity The Disease Of The 21st Century - 947 Words

Obesity is known as the disease of the 21st century. The occurrence of obesity is increasing globally, with nearly half a billion of the world s population now considered to be overweight or obese. There are many factors in today’s society that contribute to this growing epidemic including media, technology and demographics. With the media having more influence over our daily habits now more than ever, it is extremely easy to slip into a lifestyle that will lead to weight related health issues. By examining the ways the media influences our daily lives, one can see that the media began as a bad influence for our unhealthy lifestyles and, that changes are being made to improve this impact. Prevention should be the primary objective, but it is also vital to develop strategies to treat those already affected with obesity and the media is the most effective tool we have. It is increasingly clear that the media plays an important role in the source of this obesity epidemic. Today, we are constantly distracted by advertisements for unhealthy foods, new gadgets, movies, television shows and, other things that can divert us from living a healthy lifestyle. Media use has increased drastically since the 1990s and it is said that; â€Å"today’s children, ages 8 to 18, consume multiple types of media (often simultaneously) and spend more time (44.5 hours per week) in front of computer, television, and game screens than any other activity in their livesShow MoreRelatedChildhood Obesity Essay976 Words   |  4 PagesCenters for Disease Control and Prevention (CDC), the prevalence of childhood obesity has more than tripled in the past thirty years. As well as having an impact on health, studies have cited a relationship between obesity and poor school performance as well as a child’s readiness for learning and education. 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Team Dynamics for Managers Free Essays

string(554) " know or use regularly\? | | | | | | | | |How do your techniques influence group decisions\? | | | | | | | | | |What other problem solving techniques could you use when making group decisions\? | | | | | | | | | |What can you do to develop or improve your problem solving techniques\? | | | | | | | | | | | | | |Resources: Three Resources: \(1\) textbook, \(2\) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and \(3\) one other resource or another | | | | |article from UOPX’s Online Library\." |[pic] |Course Design Guide | | |College of Social Sciences | | |PSY/430 Version 5 | | |Team Dynamics for Managers | Copyright  © 2010, 2009, 2008, 2005, 2004, 2003, 2001 by University of Phoenix. All rights reserved. Course Description This course provides an exploration into how managers and employees work in groups for the completion of organizational objectives. We will write a custom essay sample on Team Dynamics for Managers or any similar topic only for you Order Now Emphasis is placed on the growing dependency on self-directed work teams in the workplace. This course equips student with the ability to manage work teams, work in teams successfully, and to obtain results via team dynamics. In addition, impacts upon customer satisfaction are explored. Policies Faculty and students/learners will be held responsible for understanding and adhering to all policies contained within the following two documents: †¢ University policies: You must be logged into the student website to view this document. †¢ Instructor policies: This document is posted in the Course Materials forum. University policies are subject to change. Be sure to read the policies at the beginning of each class. Policies may be slightly different depending on the modality in which you attend class. If you have recently changed modalities, read the policies governing your current class modality. Course Materials Engleberg, I. N. Wynn, D. R. (2010). Working in groups. (5th ed. ). [University of Phoenix Custom Edition e-text] Boston, MA: Pearson/Allyn Bacon. Retrieved from University of Phoenix, PSY/430—Team Dynamics for Managers Course website.. All electronic materials are available on the student website. |Week One: Effective Communication in Diverse Groups | | |Details |Due |Points | |Objectives |Explain the relationship between group member diversity and communication style. | | | |Determine effective use of verbal and nonverbal interaction in groups. | | | | |Describe the importance of listening and effective listening techniques. | | | | |Determine appropriate methods of group facilitation. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read Ch. of Working in Groups. | | | |Readings |Read Ch. 3 of Working in Groups. | | | |Readings |Read Ch. 4 of Working in Groups. | | | |Readings |Read Ch. 7 of Working in Groups. | | | |Readings |Read Ch. 8 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | |Selection of Teammates |By Thursday, please let me know in your Individual forum if you could work with people |By Thursday of | | | |outside your time-zone. |Week One | | | | | | | | |On Friday, I will post a note in the Main forum with the names of the people in each team. | | |P articipation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |first week. | | |Article Review |Complete and Submit article review to thread in Main forum for it. |By Sunday of the |3 | | | |first week. | | |Search through the Electronic Resource Reading list consisting of articles from UOPX’s Online| | | | |Library. | | | | | | | | | |Share with your teammates which article you plan to review so that each member reviews a | | | | |different article. | | | | | | | | |Coordinate with teammates so that everyone in your team summarizes a different article. | | | | | | | | | |Submit two aragraphs and a quotation to the Main forum in reply to the post I will be | | | | |posting. | | | | |In the first paragraph, provide a short summary of the article. (100 to 150 words) Add an APA| | | | |citation. | | | |In the second paragraph, relate the information to your work, social, and/or home life. (100 | | | | |to 150 words) | | | | |For the quotation from the article, explain why you think it is an important quote. 50 to 75| | | | |words) Add an APA citation. | | | | |Provide an APA formatted reference. | | | |Individual |Review the Working in Groups videos located on your student website. Choose three of the four|By Monday, the |8 | |Group Communication Video |videos to watch. last day of the | | |Cases | |first week, | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Write a 200- to 300-word response to each video clip by answering the following questions. | | | | | | | | |Choose one video that you will use to discuss the relationship between group member diversity| | | | |and communication style. What diversity existed in the group? How did this affect the group | | | | |members’ communication styles? Was diversity a hindrance to communication? Determine two | | | | |communication methods that could have been used to better facilitate the group. | | | | | | | | | |Choose another video and describe the verbal and nonverbal interaction among the members of | | | | |the group. What were these interactions communicating? Were they helping or hindering the | | | | |group process? Come up with two communication methods that could have been used to better | | | | |facilitate the group. | | | | | | | | | |Watch the third video and determine the listening techniques used by members of the group. | | | |Describe the importance of listening in group communication and relate it to this scenario. | | | | |Were the listening techniques used in this situation effective? If not, which effective | | | | |techniques should have been used to better facilitate the group process? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. You read "Team Dynamics for Managers" in category "Essay examples" | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, levels with subheadings, citations, and references. | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week One Individual Participation (2) Discussion Questions (2) Article Review (3) Group Communication Video Cases (8) Individual Total: 15 |Week Two: Cohesion and Decision-Making | | |Details |Due |Points | |Objectives | | | | | |Evaluate individual strengths that apply to the group process. | | | |Apply conflict management techniques to group conflicts. | | | | |Identify problem-solving techniques that facilitate group decision-making. | | | |Readings |Read Ch. 9 of Working in Groups. | | | |Readings |Read Ch. 10 of Working in Groups. | | | |Readings |Read Ch. 1 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of the |2 | | | |second week | | |Individual |See description in Week One. By Friday of the |3 | |Article Review | |second week | | |Individual |This two-part assignment enables you to reflect on your individual strengths and | | | |Roug h Draft |problem-solving skills as they apply to the group process and decision-making. |5 | | | | | | |Individual Strengths and |Review the grading form and use the sample paper provided for this assignment in the Course | | | |Problem-Solving Techniques |Materials forum. | | |paper | | | | | |Prepare a 1,050- to 1,750-word paper formatted according to APA guidelines. The paper must be| | | | |organized according to the following categories: | | | | | | | | | | | | | | |Part 1: Individual Strengths and the Group Process | | | | | | | | | |Describe a group setting or scenario in which you have worked or of which you are | | | | |currently a part. | | | | | | | | | |What are the strengths and skills that you have brought to this group setting? How have they | | | | |benefited the group? | | | | | | | | |Are there any drawbacks your strengths and skills have brought to the group? Describe how | | | | |they have affected the group. | | | | | | | | | |How have other group members’ strengths and skills affected the group process? | | | | | | | | |What are some skills you could improve to foster a more effective group environment? How can | | | | |you improve these skills? | | | | | | | | | |Part 2: Problem Solving Techniques and Group Decision Making | | | | | | | | | |What problem solving techniques do you know or use regularly? | | | | | | | | |How do your techniques influence group decisions? | | | | | | | | | |What other problem solving techniques could you use when making group decisions? | | | | | | | | | |What can you do to develop or improve your problem solving techniques? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |On the last day of the second week, submit a working draft of the Job Redesign and Workplace | | | | |Rewards Assessment to the three reviewing services in the Center for Writing Excellence (CWE)| | | | |for evaluation: (1) Write Point, (2) Tutor Review, and (3) Plagiarism Checker. | | | | | | | | |On the last day of the second week, provide proof of your submission by taking a Screen-Shot | | | | |of the My Papers page showing the submission to three reviewing services. | | | | | | | | | |Submit the Screen-Shot to your Individual forum. | | | | | | | | | |In the subject line, type the words, â€Å"Screen-Shot. | | | | | | | | | | | | | | |On the third day of the third week (Thursday), download all three reviews. | | | | | | | | | |Write Point and Plagiarism Checker take 15 minutes to an hour to complete. | | | | | | | | | |Tutor Review takes two to three days to complete. | | | | |By the last day of| | | |Write Point and Tutor Review are Word documents that are easily saved. |the second week | | | | | | | | |The Turnitin report is saved by clicking on the icon, which looks like a piece of paper with | | | | |a downward arrow. It is on the far right of the page. | | | | |By the last d ay of| | | |Submit them to your Individual forum. |the second week | | | | | | | | |In the subject line, type the words, â€Å"Copies of the Results of the Three Reviewing Services† |By the third day | | | | |of the third week. | |Learning Team |For the Charter, in the first section, complete with the necessary information from each of |By Saturday of the|5 | |Charter and Timeline |the members. In the remaining sections ((1) Team Ground Rules and Guidelines, (2) |second week | | | |Expectations for Time Management and Involvement, (3) Ensuring Fair and Even Contribution and| | | | |Collaboration, and (4) Special Considerations. ) complete each as a collaborative effort | | | | |rather than simply submissions from each member. | | | | | | | | |Do not say member A thinks one of the Ground Rules and Guidelines should be that everyone | | | | |posts every day in the learning team forum. Then, member B thinks everyone should post every | | | | |other day, while, member C thinks ev ery three days is fine. In other words, collaborate as a | | | | |team to make one list for each of the following sections: In this way, I will know that | | | | |everyone agrees with each other. Additionally, be sure to answer all  questions in relation to| | | | |each section. | | | | | | | | |For the timeline, use the one in the Course Materials forum. Be sure to  include what each | | | | |member is to do each week to satisfy the successful completion of the project and how the | | | | |team will know that it has been completed. Include dates as to when each step is to be | | | | |finished. | | | | | | | | |Collaboratively complete both the charter and timeline. | | | | |Submit to Assignment Section. | | | Week Two Individual Participation (2) Discussion Questions (2) Article Review (3) Rough Draft: Individual Strengths and Problem-Solving Techniques Paper (5) Learning Team Charter and Timeline (5) Individual Total: 12 Learning Team Total: 5 Week Three: Group Member Roles an d Responsibilities | | |Details |Due |Points | |Objectives | | | | | |Identify group member roles and responsibilities. | | | | | | | | | |Identify the qualities of an effective group leader. | | | | | | | | |Explain methods of managing difficult group members. | | | |Readings |Read Ch. 5 of Working in Groups. | | | |Readings |Read Ch. 12 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. By Friday of |2 | | | |the third week | | |Individual |See the details in the first week. |By Friday of |3 | |Article Review | |the third week | | |Individual |Use the results of the three reviewing services to correct any grammar, punctuation, and APA |By the last day|14 | |Final Draft |mechanical errors. |of the third | | | | |week | | |Individual Strengths and |Submit to the Assignments Section. | | |Problem-Solving Techniques | | | | |Paper | | | | |Learning Team |Each team member identifies a conflict that he or she has recently encountered while working |By the last day|10 | |Conflict Resolution |in a group. |of the third | | | | |week | | | |These groups could be work groups or school learning teams. | | | | | | | | |As a team, discuss the conflicts and choose one to focus for the team assignment. | | | | | | | | | | | | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | | | | | |Prepare a 700- to 1,050-word paper in which the team describes the group conflict scenario | | | | |and propose a possible solution. | | | | | | | | | |The focus of the paper should not be on the conflict and possible solution, but on the | | | | |process, the group followed in coming to a solution. In the paper, be sure to address the | | | | |following questions: | | | | | | | | | |Describe the past situation of the conflict, the reasons for the conflict, and the proposed | | | | |solution. | | | | | | | | | |How did individuals in the group use their personal strengths to devise a solution to the | | | | |conflict? | | | | | | | | |What conflict management techniques were used to solve the problem? | | | | | | | | | |How did the group arrive at a decision? | | | | | | | | | |What other conflict management techniques could the group have applied to solve the problem? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and referenc es. | | | | | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Three Individual Participation (2) Discussion Questions (2) Article Review (3) Final Draft: Individual Strengths and Problem-Solving Techniques Paper (14) Learning Team Conflict Resolution (10) Individual Total: 21 Learning Team Total: 10 Week Four: Implementing Group Motivation Strategies and Rewards | | |Details |Due |Points | |Objectives | | | | | |Determine appropriate group incentives for reaching goals. | | | | | | | | | |Design rewards based on effective group dynamics and desired results. | | |Readings |Read Ch. 6 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Discussion Questions |Respond to weekly discussion questions. |By Friday of |2 | | | |the fourth week| | |Individual |See the details in the first week. By Friday of |3 | |Article Review | |the fourth week| | |Individual |Complete the â€Å"Group Motivation Inventory† at the end of Ch. 6 of the textbook. Determine your|By the last day|10 | |Group Motivation Inventory |score and post it to your Individual forum and your Learning Team forum. |of the fourth | | |Paper | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | |Then write a 1,400- to 1,800-word paper, formatted consistent with APA guidelines, that | | | | |includes the following information: | | | | | | | | | | | | | | |Scoring and Interpretation of Group Motivation Inventory | | | | | | | | | |Were the group expectations unclear or unreasonable? What did you like about the | | | | |expectations, and what did you dislike? | | | | | | | | |Did some members make it difficult for others to participate? Why was working with them | | | | |difficult? | | | | | | | | | |Are some members doing most of the interesting work, while others do routine assignments? In | | | | |the future, what can you do to make sure the interesting work is shared? | | | | | | | | |Were some members ignored? What could you have done to help people not feel this way? | | | | | | | | | |Personal Interpretations | | | | | | | | | |Describe what you learned about yourself in this exercise. | | | | | | | | |How does this knowledge affect the way you interact in groups? | | | | | | | | | |What will you do differently in future groups as a result of this exercise? | | | | | | | | | |Based on your results, what may you do to be more motivated? | | | | | | | | |What incentives would help you be more motivated when working in a group? | | | | | | | | | |What considerations would you have to make for incentives when group members’ motivations are| | | | |different? | | | | | | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource. | | | | | | | | | |Format your paper according to APA standards. | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | | |Submit to the Assignment Section. | | | Week Four Individual Participation (2) Discussion Questions (2) Article Review (3) Group Motivation Inventory Paper (10) Individual Total: 17 Week Five: Group Presentation Tools | | |Details |Due |Points | |Objectives | | | | | |Identify advantages and disadvantages of using presentation aids in group presentations. | | | |Readings |Read Ch. 13 of Working in Groups. | | | |Readings |Read Ch. 14 of Working in Groups. | | | |Readings |Read this week’s Electronic Reserve Readings. | | | |Participation |Participate in class discussion. | |2 | |Article Review |See the details in the first week. |By Friday of |3 | | | the fifth week | | |Learning Team |Write a 2,150- to 2,500-word paper, formatted consistent with APA guidelines, that includes |By the last day|10 | |Group Incentives and |the following information: |of the fifth | | |Problem-Solving Techniques | |week | | | |Review the grading form and use the sample paper provided for this assignment in the Course | | | | |Materials forum. | | | | | | | | | |Incentives | | | | | | | | | |Each member is to compile his or her team results from the â€Å"Group Motivation Inventory† in a | | | | |brief, informal summary. | | | | | | | | |Each member is to discuss the team incentives each team member identified in his or her | | | | |individual assignment. | | | | | | | | | |As a team, explain how each member’s incentives will help this team achieve desired results. | | | | | | | | | |As a team, design two incentives created specifically for this team’s dynamics. | | | | | | | | | | | | | | Problem-Solving Techniques | | | | | | | | | |Name two problem-solving techniques this team used in the last five weeks? What were the | | | | |reasons for using them? | | | | | | | | |Which problem-solving techniques were helpful, and which ones were not beneficial? | | | | | | | | | |What other problem solving techniques could this team have used during the past five weeks | | | | |when making group decisions? | | | | | | | | |Resources: Three Resources: (1) textbook, (2) one article from the Electronic Reserve | | | | |Readings or another article in UOPX’s Online Library, and (3) one other resource or another | | | | |article from UOPX’s Online Library. | | | | |Format your paper according to APA standards. | | | | | | | | | |Include title-sheet, abstract, levels with subheadings, citations, and references. | | | | |Use sample paper and review grading form; both provided in Course Materials forum. | | | | | | | | |Submit to the Assignment Section. | | | |Learning Te am |Prepare a 10- to 12-slide Microsoft ® PowerPoint presentation with speaker notes, in which the|By the last day|5 | |Presentation Tools |team identifies advantages and disadvantages of using presentation aids in group |of the fifth | | | |presentations. Address the following in your presentation: |week | | | | | | | | |Describe four different presentation aids used in group presentations. | | | | | | | | | |Identify the advantages of your selected aids when used in group presentations. | | | | | | | | |Identify the disadvantages of your selected aids when used in group presentations. | | | | | | | | | |Resources: Two Resources: (1) textbook, and (2) one other resource. | | | | |Format the presentation according to APA standards. | | | | | | | | |Include title-sheet, citations, and references. | | | | |Include an introduction and a conclusion. | | | | |Include speaker’s notes. | | | | | | | | | |Submit to the Assignment Section. | | | Week Five Individual Participation (2) Article Review (3) Learning Team Group Incentives and Problem-Solving Techniques (10) Presentation Tools (5) Individual Total: 5 Learning Team Total: 15 Individual Grand Total: 70 Learning Team Grand Total: 30 Copyright University of Phoenix ® is a registered trademark of Apollo Group, Inc. in the United States and/or other countries. Microsoft ®, Windows ®, and Windows NT ® are registered trademarks of Microsoft Corporation in the United States and/or other countries. All other company and product names are trademarks or registered trademarks of their respective companies. Use of these marks is not intended to imply endorsement, sponsorship, or affiliation. Edited in accordance with University of Phoenix ® editorial standards and practices. How to cite Team Dynamics for Managers, Essay examples

Introduction of Management Survival Curve Analysis

Question: Describe about the Introduction of Management for Survival Curve Analysis. Answer: Introduction According to Aalsma et al. (2015), the ability to do work effectively within a team is highly reliable on the personality traits of the person. A person might be in a teamwork, or the leader of a particular group, the personality traits of that person would judge the success of their work. Major traits like leadership, motivational support, compatibility, compromising behaviour, nature of the person, conflict personalities and tolerance to change are important in analysing the ability of the person. This report aims at analysing my personality traits by conducting nine tests namely Myers Briggs profile, Costa and McCrae big 5 personality traits, ,McClelland needs analysis, Thomas-Kilmann conflict mode instrument, leadership test, understanding groups and teams, human resource management, tolerance to change and organizational and structural design. Section 1 In order to build a successful team there must be a clear elevating goal, structural plan of progress, right number of team members with the right mix, commitment of the members, collaborative climate , well maintained standards of excellence and a principled leader. All these factors could help in creating one of the Ideal team for work (Kodatt et al. 2014). In order to critically evaluate my personality traits, nine personality tests have been conducted In this report. The following nine tests are as follows : Myers Briggs Profile Costa And McCrae Big 5 Personality Traits McClelland Needs Analysis Thomas-Kilmann Conflict Mode Instrument Leadership Test Understanding Groups and Teams Human Resource Management Tolerance to Change Organizational and Structural Design These above mentioned nine tests has been conducted on myself. The results of the tests give a clear review of critical analysing the personality traits of the respective person. In Myers Briggs personality test, there are four sets of trait that are contradictory in nature. It would describe my character of either being extraverted or introverted, sensing or intuition, thinking or feeling and judging or perceiving. Depending upon the combination of the following traits, sixteen possible combinations are found. Among the sixteen combinations, the result for my test was ENFJ. This means that the person Is 41% extravert, 44% Intuitive, 12% feeling , and 41% judging. According to Costa and McCrae Big 5 Personality traits, five traits of a person are taken into consideration that are based on analysing a list of questions. The five traits are extraversion, agreeableness, conscientiousness, emotional stability and openness to experience (Funder 2015). After conducting this test, the result that I got, was that, I am moderate on the level of extraversion, high on agreeableness, conscientiousness, moderate over emotional stability and low towards the openness to exp erience. According to Thomas-Kilmann Conflict Mode Instrument, the most dominant trait that I hold is that of a collaborating owl ,whereas, the second best dominant feature of mine is that of an accommodating teddy bear . According to McClelland motivational needs analysis, the four traits that a person must possess as a quality of motivation within oneself are achievement, affiliation, autonomy and power. The results for this test states that my score for achievement Is 22, for affiliation Is 18, autonomy Is 17 whereas for power Is 13. According to the other self assessment tests, my score for the leadership trait was a moderate level whereas human resource management scored a high level. Understanding the organizational structure and design was moderate where as the tolerance to change of workplace was quite high. The score for understanding the groups and teams was indifferent to me. Section 2 Critical analysis of personality traits of a person helps to analyse the strengths and weaknesses of a person. In order to develop an effective and efficient personality, It is quite important that for me to get to know about their own prevailing traits. It would help me to know their strengths and weaknesses and presents the with the scope of improvising the traits (Bckler et al. 2017). Myers Briggs Personality One of the prime methods of testing the personality traits Is Myers Briggs Personality Test. According to Carl G. Jung theory of psychological types, people can be characterized by three contradicting traits are analysed as extraverted(E) or Introverted(I), sensing(S) or Intuition(N), thinking(T) or feeling(F). Later on Myers Briggs analysed Jungs prescribed personality traits and added a fourth content to It as judging(J) or perceiving(P). A questionnaire is set which calculates accordingly the traits that are dominant in the personality (Furnham, Hyde and Trickey 2013). The first criteria, extraversion or introversion, implies the base of the energy expression of a person. An extravert drives it cause from the outside environment whereas, an introvert drives the cause of energy from the inner environment . The second criteria, sensing or intuition, implies the method by which a person gains information. As per Fromm (2013), sensing means that the person is of the belief that it has received the information from the outside environment, whereas, intuition means that the person is of the belief that he or she receives the information from the internal or imaginative world. The third criteria, thinking and feeling, implies the way in which the person process the information. Thinking implies that the person makes decisions through logic whereas, according to feeling the person plans his decisions based on what they feel or their emotions (Buss and Plomin 2014). The last or the fourth criteria Implies the ways of how the person Implements the Informatio n that has been processed. Judging implies that the person sticks to the plans or rules made, whereas, perceiving earns that the person is inclined towards improvisation and exploration of alternative options. The permutations considered by these four dichotomies yield 16 different combinations that give a four letter acronym according to the combination of preferences. After performing the test, the combination trait that I perceived depending upon my personal trait Is ENFJ. This states that I am extraversion (41%), Intuition (44%), feeling (12%) and judging (41%). ENFJ are compassionate pedagogues of humanity. It shows that I have an immense personality which can Influence others with their impressive skills and exclusive salesmanship. I am the one who believes in my dreams and consider myself to be an enabler and helper. According to my trait , I am considered as global learners as I am able to see the big picture before myself .I have a broad thinking perspective and can easily handle many responsibilities or projects simultaneously. ENFJs are organized In their work and they know how to appreciate people. I have the most generous trait of neglecting their own needs for others. I take more of the burden than I can bear (Vachon et al. 2013). Costa and McCrae Big 5 Personality Traits The second prime personality test conducted in this report was Costa and McCrae Big 5 Personality Traits. This test is a 5 factor model of personality, that has an impressive body of research suggesting the dimensions of human traits. According to this model, the five kinds of character are extraversion, agreeableness, conscientiousness, emotional stability and openness to experience. The scores that are perceived by performing the test was as follows- Extraversion score was 9 Agreeableness score was 12 Conscientiousness score was 12 Openness to experience was 6 According to my extraversion and emotional stability score, I had a moderate score, agreeableness and conscientiousness score was high ,whereas, openness to experience was low. This predicts that i am is trustworthy, consistent, methodical, organised , able to plan and determined. I tend to have higher job presentation in my occupation. I am low on being an analyst of the capability to realize important reimbursement from the guidance efforts. McClelland motivation needs analysis The third test conducted in the report was McClelland motivation needs analysis. This test was designed to deal with the four individual needs of a human personality, such as , achievement, autonomy, affiliation and control. Accomplishment implies the need to gain success and improve on past recital. Affiliation implies the desire to interact socially and to accept by others (Brown 2016). Autonomy implies the desire to be self directed whereas, power implies the desire to empower and direct others. The scores after conducting such test on myself was 22 for achievement, 18 for affiliation, 17 for autonomy and 13 for power. for the respective person, the highest score is for achievement. This means that achievement is the most dominant trait for me. my personal achievement matter more ,rather than the rewards of success. McClelland found that people with high achievement score differentiate themselves from others by the desire to do things better. I prefer to work in challenging circum stances with the high desire of doing things (Costa Jr and McCrae 2013). Thomas-Kilmann Conflict Mode Instrument The fourth test that is conducted which is quite vital in order to analyse the personality trait of a person Is Thomas-Kilmann Conflict Mode Instrument. According to this test, based on a set of questionnaire, a person is categorised as a competing shark, collaborating owl, accommodating teddy bear, avoiding turtle or a compromising fox (Kamphuis and Delahaij 2015). The choice is done, based on the lowest score that a person has achieved. after conducting the test, the dominant style that was achieved as a result was that of an collaborating owl, and the back-up style was that of an accommodating teddy bear. Owls are used to personify the collaborating behaviour of a person, as the owls use the collaborating or confronting style as a conflict management style. The owls find the solution to various conflicts in an association by finding agreeable solutions (Riasi and Asadzadeh 2015). The advantage of such a behaviour is that both the parties easily achieve what they desire for, and th e disadvantage of this behaviour is that it take a great deal of time and effort to overcome the conflict. I hold an ideal for the situation when maintaining relationships, when time Is not a concern for coming up to any decisions, when peer conflict Is Involved and while trying to gain commitment through harmony. my back-up style Is of being an accommodating teddy bear where the trait of smooth conflict management style is highlighted. Teddy bears ignore their own goals and they resolve conflicts by giving into other (Csikszentmihalyi and Wong 2014). The advantage of such a behaviour Is that It helps to maintain an accommodating behaviour, yet the disadvantage Is that such a behaviour may not be productive (Prather and Bates 2015). Apart from the four major tests, various other self assessment tests have also been conducted on leadership, tolerance to change, human resource management, understanding groups and teams and organizational and structural design. The score perceived after conducting the leadership test was 32. The score Is quite moderate score, which shows I could be trusted as a leader up to a certain limit. After conducting the tolerance to change test, my score towards tolerance to change was 65. It is quite a high score, which states that I am quite flexible in nature. Thereby, I easily adapts the change in the work environment (Mischel 2013). According to the test for organizational structure and design, the score professed was 57. This states that i have no clear preference regarding the organizational structure or design. According to the human resource management test, the score was 8. It Is quite a high score which shows that I have enough information regarding the human resource management. The test regarding understanding the groups and teams, the score was 29. This a moderate score which shows that I face no issues while working within the group and neither have a problem in working alone. According to Jeon et al. (2015), after the critical analysis of all the nine tests conducted, it can be said that I have good traits of being an efficient leader. The qualities would help me gain the trust of people by creating a friendly atmosphere In the workplace. Yet, there are various aspects where the person has to pay more attention in order to upgrade its personality traits. Section 3 As stated by McShane and Von GlInow (2015), based on the analysis of the nine tests conducted to analyse the personality traits of a person, there are various aspects on which the respective person must lay more emphasis. Maintaining an efficient leadership quality is the basic motive of conducting such tests. I am easily adjustable and flexible in maintaining the organizational rules and structures. More stress must be laid by me on creating a stable mindset that would focus on the rules and structures of the organization. I must raise my standard in monitoring the team, that would help to achieve the ideal position of being an efficient leader (Erdei et al. 2014). I must be more open, speak about their feelings , give generous credit to others , show fairness and consistency at work, follow commitments and maintain confidence among others. The disadvantages of being an accommodating teddy bear must be avoided. I should not give in quite easily. To lose my perspectives In front of others would let others take advantage. It would hamper the image of being an efficient leader. It is quite important for me to set a realistic Image thereby being successful In reaching their goals. For a person to act as an efficient member of the team , I need to be loyal to the organization, be able In handling the responsibilities, able to motivate the team members and Implement the strategy plans made by providing the team mates with a direction. I should possess good character traits and have complete Information regarding the organization, the people of the team , and Itself. References Aalsma, M.C., White, L.M., Lau, K.S., Perkins, A., Monahan, P. and Grisso, T., 2015. Behavioral health care needs, detention-based care, and criminal recidivism at community re-entry from juvenile detention: A multisite survival curve analysis.American journal of public health,105(7), pp.1372-1378. Atorough, P. and Martin, A., 2012. The politics of destination marketing: assessing stakeholder Interaction choice orientations toward a DMO formation, using the Thomas-Kilmann Conflict Mode Instrument.Journal of Place Management and Development,5(1), pp.35-55. 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