Description
For each thread, students must support their assertions with at least 2 scholarly citations in the current APA format. 300 words for each one. Each reply must incorporate at least 1 scholarly citation in the current APA format. Any sources cited must have been published within the
last five years. Acceptable sources include textbooks, scholarly articles, the Bible, etc. MUST REPLY IN FIRST PERSON, WITH THE PERSON’S NAME, AND USE SOURCES!
FIRST: Shannon Benson
As an educator, I believe equipping the mind with the appropriate knowledge is essential not only for society but for mankind as a whole. Unfortunately, however, the current educational system is failing us, and we get further from God and the life He intended. Sproul (2000) points out how ideas have changed over the years and how our society no longer relies solely on the word of God as the basis of truth. The Bible addresses education and says the home (Deuteronomy 6:7) and the church (Acts 2:42) must educate the people on the ways of the Lord. God is well aware of our imperfections and knows that each one of us is prone to sinful nature. As Psalms 51:5 says, “Surely, I was sinful at birth, sinful from the time my mother conceived me.” God knew that we would make mistakes and indulge in bad ideas. It is for this reason that He provided an opportunity for redemption through His son (2 Corinthians 5:17).
All ideas have consequences; some may be positive while others may be negative (Sproul, 2000). What we do with our ideas and how we act upon them, however, is of great significance and will alter the result. Each one of us has control over not only our ideas but how we receive and act upon the ideas of others. As I look at history and even my own life, I realize how much we have let bad ideas impact our world and personal lives. We have forsaken God’s moral truths and embraced the ideas of man. Without His truth, the idea of good and evil loses all meaning (Sproul, 2000). The Bible warns of the dangers of the world and of the importance of keeping our minds on God (Romans 12:2). Mark 7:21-22 says, “For it is within, out of a person’s heart, that evil thoughts come-sexual immorality, theft, murder, adultery, greed, malice, deceit, lewdness, envy, slander, arrogance and folly.” By neglecting God’s word, we have allowed Satan to enter our world with a vengeance. The ideas of the secular world will continue to infiltrate our minds if we do not stay steadfast in God’s word.
References
Holy Bible: New International Version. (2020). Zondervan.
Sproul, R. C. (2000). The consequences of ideas: Understanding the concepts that shaped our world. Crossway Books.
Second post Kelsey Crawford
Throughout The Consequences of Ideas by R.C Sproul (2000), many philosophers, their ideas, and the results thereafter are reviewed. While reading and upon the conclusion of the text, I was left pondering what the consequences of ideas are. Many times, people view the word “consequence” and automatically associate a negative connotation; however, that is not always the case. Although some ideas do have a consequence, our society and culture would not be the same without foundational thoughts, as posed by Sproul (2000).
At times, the consequences of a single idea is relative to who it is being viewed and judged by. For instance, Darwinism. As presented in the text (2000), Darwinism has faced skepticism and criticism since it became widely known. However, there are supporters that view Darwin’s theories in high regard. According to Sproul, “Perception is reality. Thus something can be true for one person and false for another” (2000, p.22). Therefore, a consequence of an idea is that it may not be accepted as true to everyone, or even the majority. Similarly, the work of Freud is in question. Although some still believe in the work of Freud and his ideas, others write them off as dated or outlandish, thus meaning that at times, thoughts may have a metaphorical expiration date. Even though this may occur, it is possibly more dangerous to never explore a thought or idea because although it can be rejected by many, it could also be accepted by more and has the potential to elicit change.
The consequences of ideas are vast in nature. While some thoughts and ideas are fleeting, lackadaisical, and never meant for large change or importance, others are. Those ideas and thoughts have the potential to impact society, culture, knowledge, and humans in general. Therefore, even though being a thought leader is daunting task, not moving forth with presenting ideas, sharing revelations, and publishing findings could be doing more of a disservice to any given community, rather than sharing and exploring what consequences could come from said ideas.
Resources
Sproul, R.C. (2000). The Consequences of Ideas: Understanding the Concepts that Shaped our World (redesign). Wheaton, IL: Crossway. ISBN: 9781433563775.
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FOURTH REPLY Ranisha Brown
Potential Colleague,
The below information is to inform you on recent finding when it comes to stress, anxiety, motivation and academic performance.
It is extremely important to ensure that all students can perform up to their potential in school and this is a central goal in education. As such, improving students’ ability and skill is often the focus of educational interventions. However, psychological factors such as anxiety and motivation are also important for student learning and success. Those students with high levels of anxiety and low levels of motivation tend to perform below their capabilities, even when they have high levels of skill and ability.
In recent research, Ghazal, A. L., Sanaz, M. N., Sami, N., & Shahrzad Khakpourtool, G. Y. (2021) a studied was conducted to investigate the academic burnout, rate of depression, anxiety and stress as well as related factors among undergraduate medical students at the Tehran Medical Sciences Islamic Azad University. This cross-sectional and descriptive study was performed in two phases. In phase I, a questionnaire was used. In phase II, the DASS-42 questionnaire was provided for 123 students, 120 of whom met the inclusion criteria. In addition, another questionnaire including gender, age, lifestyle, marital and financial status, nutrition style, vitamin D deficiency, smoking, study hours per week, work efficiency and distance from the place of residence to the teaching hospital was used. In phase I of the study, the relationship between academic burnout and other factors was not significant. In phase II, according to statistical analyzes, there is a significant direct relationship between anxiety and the distance from the place of residence to the teaching hospital (P = 0.040).
Similarly, Sharififard, F., Asayesh, H., Mahsa Haji, M. H., & Sepahvandi, M. (2020) research was conducted investigating the relationship of motivation, self-efficacy, stress, and academic performance with academic burnout among paramedical and nursing students. In this study, 264 nursing and paramedical undergraduate students were selected through simple randomization. Demographic questionnaire, Maslach Burnout Inventory, Academic Stress Questionnaire (ASQ), Academic Self-efficacy Questionnaire (ASQ), and Academic Motivation Scale were used for data collection. The results showed that all subscales of academic performance variables, such as, academic motivation, academic self-efficacy, and academic stress of students, were related to academic burnout (P < 0.05). Based on the results of this study, internal motivation, amotivation, and family work management were identified as the most important decreasing factors on academic burnout.
Today’s students may be more stressed than ever before. The pressures of getting top grades, balancing extracurricular activities with studying, and spending time with friends and family, to include COVID 19 all add up. Belief in oneself and self-care (healthy eating, proper sleep, and physical fitness) is vital to minimizing the negative impact from stress and anxiety. If left untreated, stress and anxiety, develops into negative behaviors and eventually crosses over into burnout. Furthermore, education leaders can help students avoid burnout, by ensuring students stay engaged, develop good study habits and time management skills, set realistic expectations, and practice self-care. The articles reviewed have provided me with a better understanding of the brain mechanisms that lead to anxiety and stress. In addition, I now have a clearer picture of how stress, anxiety, motivation and academic performance are linked which would allow me to better facilitate in a classroom setting.
VR,
Ranisha Brown
Ghazal, A. L., Sanaz, M. N., Sami, N., & Shahrzad Khakpourtool, G. Y. (2021). The prevalence of educational burnout, depression, anxiety, and stress among medical students of the Islamic Azad University in Tehran, Iran. BMC Medical Education, 21, 1-8. http://dx.doi.org/10.1186/s12909-021-02874-7
Sharififard, F., Asayesh, H., Mahsa Haji, M. H., & Sepahvandi, M. (2020). Motivation, self-efficacy, stress, and academic performance correlation with academic burnout among nursing students. Journal of Nursing and Midwifery Sciences, 7(2), 88-93. http://dx.doi.org.ezproxy.liberty.edu/10.4103/JNMS…
Last one Gelynn Passmore
Dear Colleague,
Following our conversation regarding our company’s high turnover, I decided to do more research on the relationship between onboarding and job satisfaction. I found two fascinating articles which I think will be of interest to you. Kirchner and Stull (2021) explored two things in their study, employees’ onboarding experiences and how this recent onboarding experience influences dissatisfaction within employees. In order to explore the factors related to onboarding that influence dissatisfaction, Kirchner and Stull (2021) utilized focus groups totaling 67 participants from various companies. The participants varied in age and time spent with the company. Through the focus groups, Kirchner and Stull (2021) found four themes related to poor satisfaction, insufficient onboarding, poor communication, lack of support, and diverging perspectives. Employees shared there were issues with the recruitment process, lack of proper training, unclear policies and procedures, and a disconnect between management and employees. The results found a negative relationship between insufficient onboarding and dissatisfaction.
Chillakuri (2020) also looked at the relationship between onboarding and employee dissatisfaction but this study looked at Generation Z age range only, all of whom were graduate students. This is study is interesting because it looks at graduate student’s beliefs of the onboarding process and what they hope to receive through onboarding in their future careers. Chillakuri’s population consisted of 136 participants and group discussions were utilized to gather data. Chillakuri (2020) analyzed the data using the Gioia methodology. 41% of the participants believed their future onboarding experience would address any concerns they have as a new hire and 28% of the participants believed a five day onboarding period to be sufficient. Overall, participants shared the most important aspects of onboarding are performance management, work-life balance, personal connection at work, learning the bigger picture at work, and learning and developing necessary skills related to work.
Chillakuri’s (2020) study provides interesting insight as to what individuals hope onboarding to be while Kirchner and Stull’s (2021) study provides insight as to what employees truly experience during onboarding. Unfortunately, there is a disconnect between expectation and reality which negatively impacts employees’ satisfaction. This provides a very important avenue for our HR team as they work to reduce employee turnover. I hope these articles help guide new policies and work to increase employee satisfaction.
Sincerely,
Gelynn
References
Chillakuri, B. (2020). Understanding generation z expectations for effective onboarding. Journal of Organizational Change Management. 33(7). 1277-1297. https://doi.org/10.1108/JOCM-02-2020-0058
Kirchner, M. & Stull, F. (2021). Employee onboarding and satisfaction in US manufacturing companies. Industrial and Commercial Training. 54(2). 267-278. https://doi.org/10.1108/ICT-06-2021-0044.
