Oral Language Activities for Promoting an Understanding Essay Sample free essay sample

Oral linguistic communication is a cardinal facet of the future literacy of kids. as it goes a far manner toward advancing many of the accomplishments contained in reading. composing. and linguistic communication humanistic disciplines. The encouragement of unwritten linguistic communication in kids allows them to pattern their voice and verbal agreement accomplishments in an organic and real-world scene. Talking in order to be understood is kindred to composing for the intent of allowing others understand one’s ideas. In the same manner. hearing and decoding the significances contained in the unwritten communicating of others is similar to the cognitive exercising that goes on in the head while reading. Practice with unwritten linguistic communication. hence. gives a kid a head start in understanding the methods of reading comprehension and authorship. Oral linguistic communication is besides a method through which kids may larn incidental vocabulary. Bing exposed to linguistic communication in a existent life puting allows them to larn and utilize new words in an synergistic manner that is likely to advance memory and proper use. We will write a custom essay sample on Oral Language Activities for Promoting an Understanding Essay Sample or any similar topic specifically for you Do Not WasteYour Time HIRE WRITER Only 13.90 / page This signifier of acquisition is kindred to the constructivist type of cognition that is advocated by such developmental psychologists as Vygotsky. Bruner and Piaget. The kid expands non merely his/her cognition of the linguistic communication. but besides the ability to show him-/herself. Children’s acquaintance with unwritten linguistic communication and the ability to show themselves in this manner requires that they develop a certain consciousness of the different phonemes that exist within the linguistic communication. Such unwritten linguistic communication accomplishments besides require that kids be able to understand the differences among the array of phonemes and be able to blend and pull strings them to make apprehensible sounds. This is the really beginning of phonemic consciousness. and hence unwritten linguistic communication pattern helps the kid develop accomplishments that will subsequently be required in phonics direction ( Lesaux. 2006 ) . Diversity instruction has a linguistic communication constituent. as cultural differences besides come out in the idioms that kids are likely to hear and talk ( Colquit. 1975 ) . It is frequently the instance that dialects highlight the variableness that frequently exists within the phonetics of a linguistic communication ( particularly English ) . Exposure to unwritten linguistic communication gives kids the opportunity to hear similar words being spoken in different ways. and this allows them to convey a kind of verbal flexibleness to the acquisition of reading. Such flexibleness is good. as it is frequently the instance that phoneme permutation ( particularly for English vowels such characters as g and degree Celsius ) AIDSs in the pronunciation of slippery words. In-class reading and comprehension direction may besides include an unwritten linguistic communication constituent. Read-alouds promote the hearing and attending accomplishments that are of import for children’s comprehension and the development of the ability to transport out instructions. It besides aids in patterning to kids how reading should sound. and this gives them a benchmark for emulation in their ain reading. Finally. read-alouds are a signifier of unwritten linguistic communication pattern that promote reading as a merriment and gratifying activity that is worth making even when the kid is entirely. Phonemic consciousness and phonological consciousness are footings that have to make with cognitive consciousness and accomplishment development of kids ( and grownups ) as it regards the development of linguistic communication accomplishments. Phonemic consciousness is defined as the comprehension of the fact that different sounds exist within a linguistic communication and a acquaintance with the nature of those differences. It besides includes the ability to separate these separate address sounds one from another ( Reutzel A ; Cooter. 2005 ) . This signifier of consciousness is what is present when one understands that the sounds contained in different words. such as â€Å"yes† and â€Å"no. † are so separate and hence distinguish the words from each other. Phonemes are sounds. and kids who have a basic apprehension of them and how they work are considered as being phonemically cognizant. Since phonemes differ from letters. phonemic consciousness must predate phonic s direction. as it is the footing upon which such direction must be built. Phonological consciousness is a broader term that encompasses a great trade that has to make with sounds and the use of those sounds within a linguistic communication. The term phonological refers to the sounds that exist within a certain linguistic communication. and while phonemes represent the simplest sounds. phonemics encompasses all sounds ( Reutzel A ; Cooter. 2005 ) . Therefore. while phonemic consciousness would be concerned with the sound /s/ that corresponds to the character found at the beginning of the word â€Å"soap. † phonological consciousness is concerned with that every bit good as the other features of its sound. This might include. for illustration. how â€Å"soap† might rime with other words or the figure of syllables one hears when the word is spoken. Other phonological facets of linguistic communication may include the perennial usage of similar oncomings within a sentence or poetry ( initial rhyme ) or the sounds used in a verse form that corre spond to natural sounds within the environment ( onomatopoeia ) . Phonemic consciousness provides a foundation upon which the alphabetic rule might be laid. This rule denotes the development of an ability to do connexions between sounds found within a linguistic communication ( phonemes ) and letters contained within its alphabet. Association and use these sounds make the alphabet rule an built-in portion of developing within ( and spring-boarding from ) the wide country of phonological consciousness. This rule includes the apprehension that words are made up of symbols ( letters or characters ) that represent the sounds of the linguistic communication. Substitution of sounds for these letters is a method of decrypting the linguistic communication. A good appreciation of these facets of linguistic communication promotes greater ability to read and understand text. Bringing these three facets together creates a wide spectrum of understanding for the kid and gives him/her an array of accomplishments that are necessary to the edifice a strong linguistic communication foundation. It begins with phonemic consciousness. which is confined to the kingdom of understanding the differences between single phonemes. Phonological consciousness goes beyond this to include larger types of sounds. such as syllables. oncomings. frosts. and whole words. This type of consciousness points out similarities and differences within words that will help the memorisation of certain conventions of the linguistic communication. The alphabetic rule physiques on these by supplying a codification through which linguistic communication can be translated from the kingdom of unwritten into the kingdom of written. Mentions Colquit. J. L. ( 1975 ) . â€Å"Oral Language Activities for Promoting an Understanding and Appreciation of Dialectal Differences. †Clearing House. 49 ( 3 ) : 135-38. Lesaux. N. K. ( 2006 ) . â€Å"Diversity and development: advancing early literacy accomplishments in ELL’s. †Reading First Conference.Sturbridge. Ma: Harvard Graduate School of Education. Available: World Wide Web. Department of Energy. mass. edu/read/presentations/lesaux_readingfirst. pps Reutzel. D. R. A ; R. B. Cooter. ( 2005 ) .The necessities of learning kids to read.Upper Saddle River: Pearson Education.

Income inequality essayEssay Writing Service

Income inequality essayEssay Writing Service Income inequality essay Income inequality essayIncome inequality is an important issue in the USA. There exist many factors which are assumed to drive income inequality: discrimination, social differentiation, the impact of geographic location and neighborhood, etc. Income inequality is high in the developed countries, and the processes of globalization tend to aggravate inequality. In particular, the incomes of upper and middle class citizens tend to increase, and the incomes of bottom middle and low-income class further decline. Income inequality also depends on the state: for example, in 2009 the lowest income inequality was witnessed in Maine while the highest income inequality was recorded in Texas (Noah, 2013).Some of the growth of income inequality is attributed to the increasing power of multinational corporations, global financial institutions and people possessing great power. In 2011, an international movement named â€Å"Occupy† emerged; the goal of this movement is to achieve greater equ ality in the distribution of income and resources among people. The leaders of this movement state that income inequality undermines democracy and leads to social instability (Noah, 2013).Structural factors shaping income inequality are interrelated with the governmental policies, decisions and strategies. Income inequality has many negative consequences for the society such as the lack of opportunities for young people, low social mobility, discrimination, increased level of stress and aggression, etc (Reardon Bischoff, 2011). Among the factors influencing income inequality there are the policies pertaining to unemployment insurance and minimal wages, tax reforms and changes, tax policies and programmes of income support (Banerjee, 2010).Furthermore, income inequality itself causes more dangerous social tendencies such as the segregation of affluence and poverty and deterioration of low-income communities. Income inequality is assumed to relate to gender, but the research data ass ociated with income inequality also indicate that there might exist gender stratification or the stratification of particular social groups pertaining to income.It is important to analyze existing distribution of income in the context of racial/ethnic differences, gender differences and social groups formed by different combinations of racial/ethnic and gender characteristics. It is likely that there are several vulnerable social groups which are struggling to overcome income inequality. Studying the specifics of income inequality is important because addressing this social issue will help to enhance social stability, might contribute to the reduction of crime and strengthening of the economy in general.Research questionThe major research question considered in this paper is formulated as follows: â€Å"Among U.S. adults, how does the level of income differ between gender and race/ethnicity?†. The data for this analysis will be based on the data of Current Population Survey ( CPS) which was conducted for the Bureau of Labor Statistics by the U.S. Census Bureau. It should be noted that instead of absolute income values, income groups will be considered in order to establish more precise borders for identifying income inequality.HypothesesIn this research, there will be three major hypotheses. Hypothesis 1: Among U.S. working adults, differences in income level exist between genders. Hypothesis 2: Among U.S. working adults, differences in income level exist between different races/ethnicities. Hypothesis 3: Among U.S. adults, differences in income level exist between the different social locations created by race/ethnicity and gender.Basing on the preliminary analysis of sources devoted to studying income inequality, it is possible to assume that there exists gender-based income inequality and income inequality related to race/ethnicity. Therefore, the initial assumption is that both Hypothesis 1 and Hypothesis 2 are correct. Furthermore, it is assumed tha t there are specific social locations for which income level difference is statistically significant, i.e. that Hypothesis 3 also holds.

Customer Insight Research Paper

Customer Insight Research Paper Customer Insight Research Paper Introduction The aim of the interview of the interview was to find out some of the factors that motivate customers to choose online shopping and the factors that motivate other customers to opt for off-line sopping. The interview also sought to know and to establish the behavior patterns between the two groups of consumers, online and off-line shoppers. In the interview, customers started by identifying themselves either as online or offline shoppers, after which the interviewer asked them to describe the main reasons that motivate their mode of purchase, as well as their purchase patterns. The main reason of choosing questions aimed at identifying the motivation factors was to find out the differences between the two groups. For instance, a question such as; â€Å"why do you choose to buy products online?† was included in the interview questions because it gives the customer an opportunity to give a direct response that would give the interviewer a clear understanding of some of the factors. Analysis of Results The results of the online shoppers indicated that 45 percent of people in a highly competitive business environment would get out of the shops and make online payments at a discount of 2.5 percent. This shows that customers opting for online shopping and payment are enticed by the low price offers that retailers and wholesalers provide for such payments. The percentage increases to 60 percent for those customers who choose online shopping after getting a discount as high as 5 percent for all the purchases they make. Similarly, when retailers offer high discount rates which may reach 20 percent, only 13 percent of shoppers remain in selling stores to complete their purchases. These results are substantial evidence that online discounts are a motivating factor that influences the customers’ decision to purchase goods online. The survey also found out that the most common products bought online are electronics such as TVs, movies game items, laptops and audio equipment. However, many online shoppers showed little concern for home appliances such as fryers, kettles and vacuum cleaners. During the interview, the results also showed that show- rooming behavior is also significant feature that leaves many mortar and brick sellers with few offline customers. Many online customers reveled that show-rooming is anew habit that gives them an opportunity to compare prices from one store to another, just by the use of their mobile phones. Online customers also mentioned carrying out price comparisons from one in-store to another is more expensive compared to online stores. Online customers have changed their shopping to use the in-store premises as a step in their purchase processes, and not as the final point. Consumers decide to shop their household products because of instrumental reasons to achieve certain goals and because of experiential motives (Arnould Wallendorf, 1994, pp 486). However, in the interview, goal oriented customers tend to more common than experiential and instrumental oriented customers. Based on the interview, the interviewers employed 5 online and 5 offline groups and many online customers attributed their behavior to availability of information about the product, wide range of products and the opportunity to avoid unwanted contacts such as spouses or sales agents in the retail premises. The goal oriented online shopping gives rise to experiences that are too involving for customers (Batra Ahtola, 1999, pp 167), but which leads to little commitment to the buyers. Customers indicated that they buy online when they want, and have the convenience to abandon the shopping cart when they feel the products on sale are not pleasant. Whereas some customers ware more likely to explain their offline shopping rather than online shopping in experiential purposes, there was more experiential motivation for customers who choose to shop online than the offline shoppers. On the other hand, offline shoppers attribute their motivation to the social aspect and experiential benefits associated with visits to retail and wholesale in-stores. Many of these buyers describe online shopping as never enjoyable and sociable. They also described their liking for offline shopping as an opportunity to ask for a lot of information about the products they purchase. Others claimed that in- store purchases offers after sales services that many online stores were found to be lacking. Because of information security reasons (Citrin, Sprott, Silverman Stem, 2000, pp 298), some offline shoppers did indicate lack of trust that their card numbers and identification documents were safe if used to pay for goods online. A good number of off-line shoppers also indicated that the opportunity to bargain for good commodity prices motivates them to make purchases from in-store retailers since it enables them to save a lot of money. Another factor given by the offline shoppers for the dislike of online shopping is the difficulty experienced when inspecting a product or service that retailers sell online. This is attributed to internet shortcomings that do not enable a customer to employ other senses such a touch or taste, and consumers have to rely only on sight. Other offline customers dislike online shopping because of the fact that they have to wait for the product delivery, especially in cases of overseas shopping. Risks such as pilferage, perishable products and damage during transportation highly discourage some customers from shopping online (Chen Tan, 2004, pp 78). In this group of shoppers, the psychological risks are perceived to be more demotivating than even the financial risks. Thus, any initiatives by retailers to offer discounts on online goods and series does not some offline shoppers to change their shopping decisions. Customer behavior literature According to Foucault and Scheufele (2002, pp 411), in a study involving 1000 customers in the US, researchers used multiple hypothetical scenarios of showrooms of ten items with different prices to find out the behavior of online customers. The results showed that 44 percent of online customers used mobile phones to influence their purchase choices when purchasing goods online. The researchers also found out that when the price difference between the online and in-store products is more than 5 dollars, customers showed a preference for the online products. This is similar to the views given by online customers in the interviews conducted to understand consumer behavior for online shoppers. The US research further profiled their customers based on age and gender, and the outcome of the study indicated that young female shoppers made online purchases more frequently than any other age bracket. On the other hand, old male shoppers whose minimum age is 50 years came out as the group of shoppers who were easily swayed to make purchases offline in retail stores. Other customers who happened to get advice from sales agents were 12.5 percent likely to make purchases offline. The results of this study are similar to the outcome of the interviews conducted in the group survey, since many of the choices that a majority of shoppers made are similar in motive and influence. According to Wachman (2012, pp 14), people spent nearly 8 billion US dollars in December 2011 on goods bought 0onine despite the difficulty shopping experiences that are usually associated with the month of December. According to the Capgemini research, a business consultancy organization, people spent remarkable 68 billion US dollars online in the year 2011. This is an indication that the number f online shoppers is ever growing as people move from the conventional culture of in-store purchases. According to Graham (2012), in UK, online purchases account for 17 percent of the total retail business, and this predicted to increase with the growth in mobile technology. The number of retailers launching online stores is also growing at a remarkable rate. Other literature sources indicate that utilitarian or goal oriented shopping is understood to be rational, deliberate and efficient (Kelly, 1998, pp 45). Therefore, the online search provides the medium for this task because the costs associated with dramatically lower than in in-store search. Moreover, some shoppers prefer to carry out efficient searches on the online stores with remarkably few clicks of the computer to obtain the details they need. In line with the objectives of goal oriented online search, shoppers who employ internet services in their purchase tasks end up saving a lot of time. According to Modahl (2000, pp 67), some customers do not perceive online purchases to be shopping; rather they perceive it to be a â€Å"buying† experience. As well, other online shoppers believe that they only decide to buy products online when they are convinced that they need the particular product, which further describes online shopping to be attracting a majority of customers who have a planned activity. Some online shopping surveys indicated that offline shoppers are more impulsive than online shoppers, because of limited accessibility and convenience and the influence by sales people in retail stores. Unlike online shopping (Rayport, Sviokla, 1999, pp 89), offline shoppers are proud of the personal associations they establish with business owners, which can help them build loyalty. Such loyal customers have the advantage of accessing goods on credit, or on hire purchase agreements, a feature that online shoppers are denied. Other customers who enjoy using senses beyond the sense of sight are well placed to fulfill their pleasure by shopping online since in- store commodities provide them with the opportunity to touch, feel, smell or even taste some of the goods before they pay form them. As observed in the analysis of results in the section above, this was one of the reason some customers prefer getting goods from an in-store retail, as opposed to online stores. Some businesses perceive offline shopping to be appropriate over online shopping because it helps them manage the products that customers buy. For instance, as much a restaurant can employ online advertisement services, it cannot manage to serve its clients online (To, Liao Lin, 2007, pp 778). Similarly, an auto dealer may not be effective by leasing a car online, because of security and lease agreement procedures and requirements. Marketing strategy and recommendations In order to reap from the changes in consumer behavior, retailers have to be keen when designing their marketing techniques. A lot of focus should be on the provision of goods based on location and population features. As observed in the analysis of results, young female shoppers are most likely to spend more money shopping online than older male who are easily swayed by sales agents. Thus products which female consumers need to be marketed or sold online, while products meant for the old generation can be kept in in-retail premises. Many brands sold to the middle and low market ends continue to report poor sales results, while luxurious products that target high end customers are continuing to generate profits. This scenario is partly attributed to the spending behavior of consumers spending [patterns whereby middle and low income consumers are squeezed by inflation, while the wealthy are continuing to earn goo d income. In order to cope up with these market changes, retailers and wholesalers have to employ a wide range of marketing strategies that target each group of consumers in the market. E-retail business activities remain a significant component of the broad retail trend (Spiggle, 1994, pp 498), and marketers have to incorporate it in all the strategic company plans. Despite the reduction in consumers’ disposable income, online shopping continues to record impressive sales growth every year. In order to motivate a number of offline shoppers who are demotivated to shop online by psychological factors, retailers and companies need to implement appropriate initiatives that address the psychological concerns of such customers. Online grocery businesses are in the most sophisticated field, and to make the business efficient, they can give consumers the chance to choose the nearest collection and deliver points that enable consumers to access the products in reasonable time. Availability of storage facilities and frozen food is also a technique to see business people benefit from online ventures. It is worth noting that dealing with consumable goods such as drinks vegetables or fruits need a high standard of hygiene; thus, retailers need to ascertain the hygiene levels of the agents they appoint to distribute goods on the retailers’ behalf. By putting in place measures to encourage online shoppers develop loyalty in commodities and brands, organizations and companies need to incorporate information security protocols that will assure buyers of the safety of their bank accounts, and the need to trust the websites. Once customers are convinced that their details are safe, retailers will be able to provide for the needs of customers in order to attract other buyers.

Practical Life Research Paper Example | Topics and Well Written Essays - 1000 words

Practical Life - Research Paper Example For example, coming up with a Montessori classroom and environment oriented to foster learning. Logically, human beings are gifted with the need to learn. Education acquired by an individual person cannot be advantageous to another person since an individual need to achieve it by him or herself. Children learn faster from their environment because they possess a higher sensitivity, compassion, and curiosity to learn. Montessori developed a program that uses specially designed materials, which are intended to instruct. For example, enough room in a large Montessori classroom where children will move freely and be at liberty to undertake a task they want. These are ages of growth for human beings due to a very high stimuli response they possess to the surrounding environment. Montessori approved that a child’s fast growth is between birth and the sixth birthday, a period which, the child has a fast rate response to skills that when made use of the child can master abilities like language. The child is capable of mentally modeling their brain in response to the environment. For example, during the sensitive period for requesting assignment, the child is interested in coming up with suggestions. These are the periods of a child development whereby a child is highly motivated and determined due to their high sensitivity to seek new encounters and learning opportunities in their surrounding environment. During this period, the child experiences an unconscious development and occurs within the first six years of age. The Montessori classroom was designed to seize this moment in a child’s development. The environment proposed by Montessori is rich and reflect the dominance of stimulating all the primary senses. For example, when it comes to remembering issues taught in class and performed them without understanding. They occur in a child-learning environment and they have a rapid torrent of concentration. Montessori ruled out that, the precision of

UK Economic Policies Dissertation Example | Topics and Well Written Essays - 500 words

UK Economic Policies - Dissertation Example Economic Policy Measures undertaken on or before the 1990s. †¢ Privatization ï  ¶ Mainly aimed to tackle the stagflation that gulped the nation during the 1970s and to prevent further such developments. However has been criticised by a number of economists. ï  ¶ Also enabled the revision of labour laws so as to reduce the power of the labour union and assign more power to the company. ï  ¶ Moreover, the competitive spirit that the step would instil among the producers will help the nation to achieve a comparatively advantageous position. ï  ¶ Most relevant sectors, other than the postal system, were privatized. ï  ¶ The scheme was preceded by a number of failures and required a lot of effort from the then Prime Minister, Margaret Thatcher, before it finally achieved success almost a decade later. †¢ Reduction in unemployment benefits combined with a modification of tax laws that might act as an incentive for higher production and thus an improved GDP position (Wagnur, 2000). †¢ Modification of the education system in the country and providing maximum financial coverage to the students. †¢ New pension plans so as to shift the burden from the state to the individuals. ï  ¶ Introduction of pay-as-you-go scheme in the occupational structure, where the individual has to purchase and become a part of some pension benefit scheme (Taylor-Gooby, 2006). †¢ Increased housing ownership due to introduction of buyer-side subsidies. †¢ Capital account convertibility that helped the inflow foreign investments.

Motivation rewards

Motivation rewards You have to get rewarded in the soul and the wallet. The money isnt enough, but a plaque isnt enough either (Hymowitz, Murray, 1999, 4). Motivation-the willingness to exert oneself, consequent of the afore-implied intrinsic and extrinsic incentives, is fundamental to the prosperity of individuals, groups, organizations and society; for absent of this, there exists a lack of satisfaction, productivity and willpower that ultimately leads to inefficiency, dissatisfaction and management constraints. It is the aim of this paper to contest traditional views, by asserting that pay is of equal importance as job-design in achieving motivation-which will in turn provide an appreciation that both job-design and pay act as complementary factors in inducing varying levels of motivation, greatly dependent upon circumstance. This will be accomplished through the exploration of the individual implications of job-design and pay, through the application of practical examples, empirical research and mo tivational theories. Job-design is a comprehensive term, and for clarification purposes, it will within this paper include: working environment, relationships, feedback, achievement, responsibility and lastly, growth and developmental opportunities. Hereafter, aspects of job-design which motivate simply through the activity itself, such as feedback, achievement, responsibility, growth and development will be referred to as intrinsic factors; conversely, aspects of job-design which motivate through the anticipation of external rewards, such as changes in the working environment, status through relationships and mainly pay, shall be referred to as extrinsic factors (Deci, 1972). Similarly, pay in this paper refers to salary, pay-per-performance schemes, and any other form of monetary compensation. Furthering this, Herzbergs hygiene-motivator theory examines the intricate relationship between the extrinsic and intrinsic components of job-design. The theory associates extrinsic aspects of job-design with the hygiene factors, of which the absence or inadequate development will result in dissatisfaction, thereby prohibiting motivation from occurring; however, when adequately present, motivation is still not attainable solely based on those factors (Herzberg, 1987). Conversely, the factors which are claimed to motivate are those of intrinsic nature, being capable of stimulating psychological growth. Upon application to conventional employment, it is commonly accepted that few individuals are able to dedicatedly pursue a goal, if exposed to inappropriate atmospheres, harassing superiors or neglectful colleagues. Thereby, it is understood that prerequisites of extrinsic factors must suffice, and only thereafter could an individual be satisfied and hence motivated by undertaking work which stimulates psychologically. Thus, it is imperative to understand that the visible extent of intrinsic factors available in the design of a specific job, will ultimately dictate the extent to which an individual can be motivated. Alternatively, job characteristics theory suggests that motivation of employees is best achieved through the application of meaningful work-characterised by skill variety, task identity and task significance, for which the employee is personally responsible, and receives clear feedback regarding performance (Hackman, Lee, 1979). Thereby, the perceived purposefulness of a job, which is then reinforced through feedback, indicates that the design of a job in terms of potential achievement and its recognition, responsibility and consequently growth and development through significant contribution-all intrinsic factors, will determine the attitude of an employee, and hence will reflect upon the perceived self-image of the individual in relation to their organization. The lack of feedback could typically induce feelings of insignificance, through impressions of the work not being important towards an organization. Hence, if an individuals perceived role is rather minor, there will be a lac k of incentive to perform well. Since people work more for meaning and enjoyment than anything else in their lives, not providing an individual with the opportunity to learn and develop through application of meaningful tasks and feedback, will result in reduced commitment and motivation (Pfeffer, 1998). Illustrating the significance of acknowledging social needs incorporated into job-design: a case study examining the effects of improving working conditions of workers in The Western Electric Company in Hawthorne, resulted in continuous increases in production during the experiment (Mayo, 1975): clearly illustrating the positive correlation between job-design and motivation. Additionally, the bringing together of individuals placed in an autonomous team, resulted in spontaneous but consistently increasing dedication and collaboration-once again improving productivity, demonstrated that the possibility to develop relationships and achieve esprit de corps is fundamental, and of great significance (Fayol, 1949) in attaining motivation. However, even control groups seem to have improved their productivity-most likely as a result of increased perceived importance; a phenomenon, which furthermore underlines the influential impact of self-image upon motivation, generated by the perception o f work as being meaningful to the organization. Individuals involved in work whose job-design allows for major involvement and dependency through autonomy and responsibility, would typically find themselves being confident. Such an individual will have earned the respect of management, and in turn developed an increasingly prevalent self-esteem. Taking this into account, the hierarchy of needs suggests that such an individual would be motivated by having the option through commitment in achieving his fullest potential: self-actualization (Maslow, 1943). However, pre-requisites for the basic need satisfactions according to Maslow are amongst others, freedom to express ones self and freedom to investigate and seek information. Drawing on this, individuals who are not autonomous-those who are not granted this discretionary right, will never be able to undergo motivational enlightenment; in other words, jobs which do not stimulate the intrinsic aspects of job-design have significantly reduced effects in motivating individuals accordin g to Maslows theory. Consequently, it is imperative to accommodate the needs of an individual to ensure optimal productivity, by providing meaningful, appreciated autonomous work in a steady environment, and thereby avoiding the instigation of absenteeism and the free-rider problem (Knights Willmott, 2007). Therefore, when the unavoidable occurs-sub-optimal provision of intrinsic and other job-design factors, organizations must ensure that extrinsic aspects succeed for the purpose of compensating the motivational loss. For this reason, the primary source of extrinsic motivation: pay, will is now examined. Implications of pay as a motivator have long been explored, for the vital purpose of determining to what extent individuals should be rewarded for their efforts. Traditional studies, which largely focus on the self-reported importance of pay, have frequently dismissed its absolute significance as a motivator (Rynes, Gerhart, Minette, 2004). Of such nature, an extensive study performed at the Minnesota Gas Company, was conducted in order to ascertain which of the factors (advancement, benefits, company, co-workers, hours, pay, security, supervisor, type of work, working conditions) were most important to employees, and as a result would be most motivating (Jurgensen, 1978). Males ranked pay as fifth and females seventh respectively in terms of importance. However, when those exact employees were asked to attribute the same factors in order of preference from the viewpoint of a fellow worker, both males and females remarkably ranked pay as the number one factor! These discrepancies bet ween findings are suggestive of social norms dictating that money as a source of motivation is much less noble than factors involving challenging work, and ultimately contributing to society (Rynes, Gerhart, Minetta, 2004). Additionally, this example is indicative of traditional studies presenting distorted findings, thereby begging the question of how employees behaviours change in accordance with a change in pay. Hence: more conventional studies which instead examine behavioural proclivities, have largely concluded that increases in pay or introductions of individual pay incentives, have led to significant increases in production, far greater than those resulting from job enrichment procedures (Locke, et al, 1980). A meta-study of this nature, evaluated through behavioural responses, examined the effects of inducing varying motivational techniques of firstly increased pay or pay per performance, secondly setting goals and receiving feedback, thirdly employee participation in decision making, and lastly job enrichment, arrived to the conclusion that pay was the greatest motivational factor (Locke, et al, 1980). By having observed the behavioural modifications of involved individuals as opposed to subjective self-reporting information, this case-study illuminates the possibility of pay being far more significant than what Herzberg, Hackman, Maslow and Lawler claim it to be. Despite there being evidence pinpointing the absolute importance of pay as a motivator, it must be considered that its significance does in fact depend on a number of factors (Rynes, Gerhart, Minetta, 2004). Firstly, it is imperative that variability exists in pay; if this is not the case, when considering pay as a motivator, there would be no incentive to increase performance. Secondly, the effects of pay as a motivator when variability is existent, is dependent on its relative contribution to the existing wealth of an individual. Considering the implications of a billionaire receiving a raise will have ridiculously minute effects. Thus, the motivational effects of pay can be related to its relative impact in achieving varying levels on Maslows hierarchy of needs. Although traditionally assumed that pay can only satisfy lower-order needs (Lawler, 1969), it must be stressed that in contemporary actuality, pay greatly impacts an individuals perceived status, likeability, friendships, respectability and perhaps even sexual relationships. Moreover, it can be assumed that pay in the sense of allowing the accomplishment of the aforementioned much sought characteristics of man, will ultimately lead individuals being motivated by their desire for them. Especially since, descriptors attributed to characteristics are always relative to other individuals, it is vital that in the same way, the inputs of an individual-(which could potentially lead to those much desired traits through pay), relative to their outputs, are equivalent in comparison to others (Adams, 1965). If this condition is ill met, i.e. inequitable circumstances exist: an individual would have no incentive to perform well, thereby losing motivation to perform conscientiously as a result of pay. However, if an equitable environment is maintained, pay would result in motivating an individual as long as it possessed variation, and could impact status. Realistically, as pay is somewhat of a gateway to obtaining other goods, there will often be conflict involved regarding which individuals will benefit most. Variances in pay which is theoretically a determinant for motivation, is therefore met with competition to claim certain monetary rewards. The traditional method of measuring motivation, through changes in performance and output will often experience decreases, despite enhanced individual motivation: a phenomenon, explained by the undermining of teamwork and perception that certain relationships determine outcome, rather than individual input (Pfeffer, 1998). Even more so, through the lens of Marxism, pay-incentives will ultimately result in alienation from others and oneself, and could completely obstruct efficient functionality through head to head competition, instead of teamwork (Knights Willmott, 2007). Fundamentally, regardless of intrinsic and extrinsic factors being available to a specific job, motivation will be determined by an account of what rewards are possible, and are desired for completing a certain task. Hence, the reward value and the probability of that reward occurring from ones effort is what dictates motivation (Lawler, 1969). As seen, both job-design and pay can largely result in motivation, however, the effectiveness of either are established by the underlying reasons of undertaking an activity; if it is simply for the joy of participating in the work with the expectancy of improving knowledge, pay will have very limited effects in terms of motivation. However, if an individual only conducts a specific task, with the emphasis on craving monetary compensation, even job-designs offering a variety of intrinsic factors will not suffice. Especially considering that every individual will identify a different incentive for undertaking a certain activity-founded on varyin g cultures, morals and ideals, it is vital to provide a mixture of motivational inducements: namely pay, and job-design. Subsequently, as seen, job-design through controlling the extent and availability of socially responsible environments, significant and acknowledged tasks, establishment of comradeships, responsibility and discretionary rights, ultimately determines the possible levels of motivation. Consequently, if those aspects are suboptimal, an insufficient reward value for the completion of a task would be incurred. Hence, pay-which is highly probable to occur, can to some extent be used to substitute for the absent intrinsic motivational factors in job-design, which would normally satisfy the psychological needs of individuals, by instead, attaining items and relationships which could indirectly improve self-esteem and image. In this light, both job-design and pay act as complements to each other, compensating for the lack of either, and once again inherently allowing for the pursuit of a goal. Hence: it is understood that both pay and job-design share equal importance. Thereby, it is apprecia ted that single system approaches, regardless of whether their focus is on design, payà ¢Ã¢â€š ¬Ã‚ ¦are just plain destructive and suicidal (Lawler, 1980, 542) and that both must be equally considered, in order to maximise potential motivation.

There is Need to Review Our Education System

Liting Wang Professor Feindert ENGWR 48007 April 2018 Critique of â€Å"There is Need to Review Our Education System† T he article â€Å"There is Need to Review Our Education System: Africa News Service. (Apr. 1, 2009)Africa News Service. News Provided by Comtex. Byline: Rhoda Kalema† looks at some pressing issues that the education system in Uganda is currently facing. She is a well-known woman. According to Wikipedia, â€Å"she was honored in 1996 by Uganda's Forum for Women in Democracy as a transformative leader. On March 13, 2018, she received the Sudreau Global Justice Lifetime Achievement Award from the Pepperdine University School of Law and the Ugandan Judiciary.† There have been no proper mechanisms to foresee high-quality education is offered in the country. She explains that, the experience of educational people feels afraid for what was happing to the education world. They worry about the future get lost on what will happen to the education. If people do not have good education, they will not have a bright future. As a result, the country will fall backward and weak. It will affect the country's improvement. She suggests that, the educational administrator should start to look at this situation. In addition, both learners and teachers face challenges that make it impossible for the education system to be ranked anywhere in the world. The government is aware of these challenges but offers no solution. Through critique, the key issues facing the primary, secondary, and vocational education in Uganda are examined. The opinion that is currently viable to revive this whole situation is an overall reviewing of the education system from the tradition one to a modern one that will suit the needs of the students and benefit them to fight in equal terms with the rest of the students, if not in the world but Africa. The Ugandan government should take an example of the neighbouring Kenya, which has had several amendments in their system, and currently they have embarked on a new system of 2-6-6-3. This will make sure that the current students do not undergo the kind of suffering experienced by their fore front-runners. Everyone in the country and even those that have been lucky to secure jobs outside the country never experienced a balanced education about 25-30 years ago, and it is for this reason that they are in pain over what is happening in the education system. What is bothering them is Uganda's future is doomed to be at a loose end, if drastic measures are not put into place. Many stakeholders have reflected on several aspects that they have observed which will bring doom to the Ugandan education sector unless a review is done instantaneously and aggressively. One of the most intriguing factors with the education system is one that dates back more than four decades ago when fresh graduate teachers had the aspiration of literally igniting the classrooms. Shortly when they dive into the adventure towards greatness, these graduates understand that the procedure has been pre-decided and what is required of them is to stick within classroom limits of the syllabus. The objective here is to cover the syllabus, and any idea of presenting new substance is disapproved. There is no space for learning for information's purpose, an instructor in class is to educate and how well one educates is obvious through students' execution in exams. Those who have different thoughts of possibly to energize the students, and familiarize them with new ideas and thoughts, influence them to think, and long to know more, are left to swallow their skills and watch as the students follow the old road of the low-quality education. Guardians and parents expect more from schools. They have high expectations that school will change their kids. Occasionally, they even observe the instructor as a wonderful professional of sorts, after all an educator could influence a child to learn. A typical presumption is that tutoring will shape the children and the instructor will be the one individual to guarantee this happens. In any case, things are not as basic and practical as they appear, and teachers face challenges explaining to parents that with this old education system, they should not expect much from their children. What the government has failed to understand is that Education is a public entity, which has a good aim of providing quality training with a specific end goal to reduce variations (instruction as an equalizer). Framework change should address parts of value and correspondence and additionally the more extensive quality objective. The change procedure must be incorporated, problematic, and transformative for there to be substantial outcomes for all students. An intricate procedure must be acknowledged through community-oriented associations amongst government and other key players, for example, guardians, current society, and the private area. Sometimes individuals expect too much from old system framework models to deliver present 21st-century skilled students. Uganda like the rest of Africa has a considerably young populace that forms an important part of the human resource. The youth forms the vital group that is thought to take Africa to the next African Rebellion urged by education and training. Based on the problems that the Ugandan education system is facing, the following are some of the ways that can help redeem the learners from surging into the problematic conditions just like their predecessors. Education syllabus The current education syllabus needs through amending to suite Universal Primary Education (UPE) and Universal Secondary Education (USE). This will enable students to gain more skills based on their talents rather than based on theories. Practical's need to be more encouraged in schools as different learners have different learning abilities. Promotion of students With a review of education systems, students can be graded based on their talents rather than their class performance. Even with the recommendation of automatically promoting students to the next grade, there can be incentives, which will see students grouped based on their talents. Vocational/technical courses The revised curriculum needs to focus on the vocational and technical teaching, to provide young skills together with the academic learning. Teaching the young people skills means that they will never be lost children. This calls for the movement to come up with improved and more accessible vocational colleges, which are modern and which go hand in hand with the rest of the world to ensure students rank well outside Africa and the rest of the world when they go job seeking. In addition to that, parents should be taught to encourage their children not to follow the old model of only seeing them worth if they take white color jobs. In conclusion, anything that contributes to meeting the huge needs of the education systems in Africa is a positive thing. Such programs or projects are driven by people who want to serve the general good of the country in the area that, as a reminder, is the top priority of all priorities. The impression that one's gets is that there is a desire to be involved in proposing the beginnings of a solution, a standard foundation for teaching that will integrate specific local features and at the same time train future citizens of an interconnected and culturally very mixed world. A change of school learning system will reflect this concept, and it is an interesting one. The important thing is that there are on-going discussion and dialogue, and adjustments constantly being made to ensure the consistency at country level and then ideally, at the level of each regional African community, of an educational offering that necessarily has to be diversified. This is also one of the recommendations from the summary of the debate that we must have high-level, national education authorities, which must be separate and independent from the governments. They should also be tasked with the responsibility of managing the fundamental choices affecting education systems in the long term, to set a course that is not changed every time there is a change in government. Work Citedâ€Å"There is Need to Review Our Education System.† Africa News Service, 1 Apr. 2009. Opposing Viewpoints In Context, http://link.galegroup.com/apps/doc/A196876335/OVIC?u=sacr73031&sid=OVIC&xid=d3a28488. Accessed 3 Apr. 2018.