Top 10 New and Unique Teacher Gift Ideas Revealed

Top 10 New and Unique Teacher Gift Ideas Revealed Purchasing for instructors can be hard. A gift voucher is generally the best decision since let's be honest, everybody adores a gift voucher. Yet, this year, in the event that you need to think outside about the crate and get something absolutely new and surprising for an instructor, at that point we have some new and special thoughts for you. Regardless of whether you are an instructor seeking purchase for another educator, a director seeking purchase for your school staff, or a parent seeking purchase for your childs educator, you will discover something uncommon and one of a kind in this blessing guide. This educator blessing guide is part into two areas: one for school staff that is searching for new plans to purchase for their kindred instructors, and one for guardians seeking purchase for their childs educators. You will find that there is something for everybody, just as at various value focuses. Managers Buying for Teachers Here the main five study hall things that are on most educators list of things to get. You will discover things as low as $30 and as much as $375. 1. FlexiSpot Sit-Stand Desktop Workstation Standup work areas are an astounding new tech instrument that instructors wherever couldn't imagine anything better than to have. They permit simple change among sitting and standing and are ideal for educators who invest a ton of energy in their feet. They are likewise extraordinary for instructors who love to utilize PowerPoint Presentations or a SmartBoard in their study hall. Just spot the FlexiSpot on your current work area and you are prepared to instruct. 2. Table Storage and Charging Base Since numerous homerooms are fitted with a study hall set of iPads or tablets, instructors need some place to charge and store them. Table stockpiling and charging base (which can run between $30-$150) is an extraordinary homeroom blessing since it can hold up to six tablets with or without their defensive cases. 3. Fast Label Printer Educators mark everything from understudy work areas and envelopes. You can buy a decent rapid name printer. In the event that you will get one, a remote, compact printer is the best approach. 4. Report Camera A report camera is an extraordinary device for instructors they are especially convenient for science exercises that expect understudies to take a gander at things from every unique edge. Guardians Buying for Teachers The normal parent is said to spend between $25-$75 on their childs educator for each event (instructor gratefulness, occasion, year's end). Here are five new and one of a kind educator blessing thoughts that are on numerous instructors list of things to get. 1. Apple TV  Apple TV has become the new should have for study hall instructors. Teachers love them since they can be utilized to reflect their iPad screen (much like a Smart Board). You can utilize the Apple TV show understudy work, watch films, and even Skype with peers the world over. 2. Customized Letter Most likely the best blessing that you can give an educator is an ardent letter demonstrating him/her your gratefulness for an occupation very much done. This attentive blessing can truly be the venturing stone that the educator needs to progress in their profession (when you send a duplicate to the head). The letter doesnt must be long, only a couple of sentences discussing the amount you welcome them can go far. By sending a duplicate to the head, you are adding a positive suggestion to their record. This suggestion can be only the thing an instructor needs to assist them with progressing in their activity. Heres a guide to help rouse you:â Im keeping in touch with you to communicate my gratefulness for a vocation very much done. My little girl has had uneasiness in the pastâ and was very anxious about beginning school this year, that was until she met you. You have had a colossal effect on my little girl up to this point. 3. Earphone Splitter At just $12 a pop, you can give educators a blessing that they will really use in their homeroom. The Belkin Rockstar earphone splitter permits instructors to connect various earphones into one iPad or tablet, which is incredible for listening focuses. Upwards of six understudies one after another would now be able to plug their earphones into one outlet at the learning community. This modest and down to earth blessing is an incredible device for the homeroom. 4. iPad Projector Rather than burning through cash on an unoriginal on a gift voucher, you can buy an iPad projector for not exactly a hundred dollars. Running in at a just shy of $70 (by means of Amazon) a small versatile LCD projector is anything but difficult to truck to and from school, and instructors can utilize it for individual use too. 5. Remain and Play Balance Ball Elective seating is very well known in todays study halls. Be that as it may, numerous instructors don't have them at this time. For around $20 per balance ball, you can help transform the educators study hall into a bundle of fun. These seats (which are basically an activity ball with feet) make adapting so much fun.

Memory Management Strategies Free Essays

ITCS 343 Opera-ng System Principles Memory Management Strategies Virtualizing Resources †¢? Physical Reality: Di? erent Processes/Threads share a similar equipment â€? Need to mul-plex CPU (Just ?nished: booking) â€? Need to mul-plex utilization of Memory (Today) â€? Need to mul-plex plate and gadgets (later in term) â€? The total working condition of a procedure or potentially part is de? ned by its information in memory (and registers) â€? Thusly, can't simply let di? erent strings of control utilize a similar memory â€? Most likely don’t need di? erent strings to try and approach each other’s memory (protec-on) †¢? Material science: two di? erent bits of information can't possess the equivalent loca-ons in memory †¢? Why stress over memory sharing? Memory Hierarchy of a Modern Computer System †¢? Exploit the standard of area to: â€? Present as much memory as in the least expensive innovation â€? Give access at speed o? ered by the quickest innovation Processor Control Second Level Cache (SRAM) Main Memory (DRAM) Secondary Storage (Disk) Tertiary Storage (Tape) On-Chip Cache Registers 1s 100s Datapath Speed (ns): Size (bytes): 10s- ­? 100s Ks- ­? Ms 100s Ms 10,000,000s 10,000,000,000s (10s ms) (10s sec) Gs Ts Background ? Program must be brought (from circle) into memory and put inside a procedure for it to be run †¢? CPU can get to straightforwardly to registers and primary memory â€? Register access in one CPU clock (or less) â€? Fundamental memory can take numerous cycles †¢? Reserve sits between principle memory and CPU registers -  ­? to decrease CPU in ert .me and make the accessible information quicker to get to. †¢? Protec-on of memory guarantees right drama on â€? to secure the drama. We will compose a custom exposition test on Memory Management Strategies or then again any comparable theme just for you Request Now ng framework from access by client forms and, â€? to shield client forms from each other. â€? One basic implementa. on is through base and breaking point registers Mulâ€â ­? step Handling of a Program for Execu-on †¢? Prepara-on of a program for execu-on includes segments at: †¢? Addresses can be bound to ?nal values anyplace in this way †¢? Dynamic Libraries â€? Gather - me (I. e. â€Å"gcc†) â€? Connection/Load - me (unix â€Å"ld† does interface) â€? Execu-on - me (e. g. dynamic libs) â€? Relies upon equipment support â€? Additionally relies upon drama ng framework â€? Connecting delayed un-l execu-on â€? Little bit of code, stub, used to find the fitting memory- ­? occupant library rou-ne â€? Stub replaces itself with the location of the rou-ne, and executes rou-ne Mulâ€â ­? step Processing of a Program or Execu-on †¢? Client programs experience a few stages before having the option to run. †¢? This mulâ€â ­? step handling of the program summons †¢? The proper u-lity (the square shape) †¢? Produces the necessary module at each progression (the circle) †¢? Essentially, it is about tie †address mapping. Official of Instruc9ons and Data to Memory †¢? Address authoritative of instruc-ons and information to memory locations can occur at three di? erent stages â€? Assemble 9me: If memory loca-on known from the earlier, outright code can be created; must recompile code if star-ng loca-on changes â€? Burden 9me: Must create relocatable tribute if memory loca-on isn't known at order - me â€? Execu9on 9me: Binding postponed un-l run - me if the procedure can be moved during its execu-on starting with one memory portion then onto the next. Need equipment support for address maps (e. g. , base and cutoff registers) †¢? Controlled cover: †¢? Address Type: â€? Separate condition of strings ought not crash in physical memory. Clearly, startling cover causes tumult! â€? On the other hand, might want the capacity to cover when wanted (for communica-on) â€? A physical (outright) address is a physical loca-on in principle memor y. â€? An intelligent (virtual) address is an eference to a memory loca-on that is autonomous of the physical organiza-on of memory. â€? All memory references in client process are coherent locations. â€? A rela-ve address is a case of coherent location wherein the location is communicated as a loca-on rela-ve to some known point in the program (ex: the starting location). †¢? Transla-on: †¢? Protec-on: â€? Capacity to decipher gets to from one location space (virtual) to a di? erent one (physical) â€? When transla-on exists, processor utilizes virtual locations, physical memory utilizes physical locations â€? Side e? ects: Can be utilized to keep away from cover, Could be utilized to give uniform perspective on memory to programs â€? Forestall access to private memory of different procedures †¢? Di? erent pages of memory can be given unique conduct (Read Only, Invisible to client programs, and so on). †¢? Piece information shielded from User programs †¢? Projects shielded from themselves Base and Limit Registers †¢? Each procedure has a different memory space (intelligent/client address space). †¢? A couple of base and cutoff registers de? ne the coherent location space â€? base register holds the littlest lawful physical location â€? limit register speci? es the size of the scope of a procedure †¢? Could se base/limit for dynamic location transla9on (oBen called â€Å"segmenta9on†): â€? Adjust address of each heap/store by including â€Å"base† â€? Client permitted to peruse/compose inside section  »? Gets to are rela9ve to section so don’t must be migrated when program move d to di? erent section â€? Client may have mul9ple fragments accessible (e. g x86)  »? Loads and stores incorporate section ID in opcode: x86 Example: mov [es:bx],ax.  »? Opera9ng framework moves around fragment base pointers as essential Mul-programming †¢? Issue: Run mul-ple applica-ons so that they are shielded from each other †¢? Objectives: â€? Seclude procedures and bit from each other â€? Permit ?exible transla-on that: †¢? Doesn’t lead to fragmenta-on †¢? Permits simple sharing between forms †¢? Permits just piece of procedure to be occupant in physical memory †¢? (A portion of the required) Hardware Mechanisms: â€? General Address Transla-on â€? Double Mode Opera-on †¢? Adaptable: Can ?t physical pieces of memory into subjective places in clients address space †¢? Not restricted to modest number of sections †¢? Think about this as giving an enormous number (a huge number of) ?xed- ­? estimated sections (called â€Å"pages†) †¢? Protec-on base including bit/client dis-nc-on Instructions to refer to Memory Management Strategies, Papers

Borrowing Part 3 International Students COLUMBIA UNIVERSITY - SIPA Admissions Blog

Borrowing Part 3 International Students COLUMBIA UNIVERSITY - SIPA Admissions Blog The following post is part of a three part series written by a member of the admissions and financial aid staff, Colin Sullivan. _____________________ If students from overseas (or across great lands) require additional funding to supplement any fellowships, sponsorships, or grants they may receive, they can apply for the very same private loans as their American compatriots, but they must have a US citizen or permanent resident willing to cosign. We also advise that our international students contact banks in their home countries to research the possibility of education or personal loan opportunities to help cover the full cost of attendance.  Something as simple as a Google search with various applicable keywords (i.e., “student”, “loan”, “international”, etc) can often yield a deep well from which you can siphon exactly the type of financing you may require. International Applicant Frequently Asked Questions: Question: I’m an international applicant. Can SIPA or any SIPA employees cosign on my private education loan for me, or can Columbia University provide me with a cosigner? Answer: SIPA cannot serve as a cosigner on any loans, nor can we refer a cosigner. A cosigner should primarily be an individual with whom you share a personal relationship, and someone who would be willing to assume responsibility for the loan should you become unable to pay. Question:   I’m an international applicant, and my uncle is a wealthy banker in my home country. Would he be able to cosign on my loan? Answer: Unfortunately at this time, US private education lending institutions require that either a US citizen or permanent resident cosign on your loan, with no exceptions. Question: Would I be able to use my personal assets as collateral in the absence of a US cosigner? Answer: At one time, private education loan lenders were willing to accept collateral, but due to the recent “credit crunch” in the US, they have since discontinued this practice. However, a bank in your home country may be able to provide funding for you in a similar manner. Question: I have been unable to find a cosigner. Is there any additional financial aid available to me, and does SIPA offer any school-originated loans or financing that I can utilize? Answer: At this time, Columbia University offers no such programs for either domestic or international students, as we do not operate as a lender.

Borrowing Part 3 International Students COLUMBIA UNIVERSITY - SIPA Admissions Blog

Borrowing Part 3 International Students COLUMBIA UNIVERSITY - SIPA Admissions Blog The following post is part of a three part series written by a member of the admissions and financial aid staff, Colin Sullivan. _____________________ If students from overseas (or across great lands) require additional funding to supplement any fellowships, sponsorships, or grants they may receive, they can apply for the very same private loans as their American compatriots, but they must have a US citizen or permanent resident willing to cosign. We also advise that our international students contact banks in their home countries to research the possibility of education or personal loan opportunities to help cover the full cost of attendance.  Something as simple as a Google search with various applicable keywords (i.e., “student”, “loan”, “international”, etc) can often yield a deep well from which you can siphon exactly the type of financing you may require. International Applicant Frequently Asked Questions: Question: I’m an international applicant. Can SIPA or any SIPA employees cosign on my private education loan for me, or can Columbia University provide me with a cosigner? Answer: SIPA cannot serve as a cosigner on any loans, nor can we refer a cosigner. A cosigner should primarily be an individual with whom you share a personal relationship, and someone who would be willing to assume responsibility for the loan should you become unable to pay. Question:   I’m an international applicant, and my uncle is a wealthy banker in my home country. Would he be able to cosign on my loan? Answer: Unfortunately at this time, US private education lending institutions require that either a US citizen or permanent resident cosign on your loan, with no exceptions. Question: Would I be able to use my personal assets as collateral in the absence of a US cosigner? Answer: At one time, private education loan lenders were willing to accept collateral, but due to the recent “credit crunch” in the US, they have since discontinued this practice. However, a bank in your home country may be able to provide funding for you in a similar manner. Question: I have been unable to find a cosigner. Is there any additional financial aid available to me, and does SIPA offer any school-originated loans or financing that I can utilize? Answer: At this time, Columbia University offers no such programs for either domestic or international students, as we do not operate as a lender.

Literature review of concepts and theories of Motivation - Free Essay Example

Sample details Pages: 15 Words: 4472 Downloads: 2 Date added: 2017/06/26 Category Psychology Essay Type Analytical essay Did you like this example? In the fierce era of competition, organizations nowadays are more emphasizing on the management of Human Resources (Robert. L, 2008). Motivation; a key strategy in Human Resource Management has helped practitioners largely enough to subject the term Motivation for a discussion. Don’t waste time! Our writers will create an original "Literature review of concepts and theories of Motivation" essay for you Create order Steers et al. (2004), asserted that employee motivation plays a vital role in the management field; both theoretically and practically. It is said that one of the important functions of human resource manager is to ensure job commitment at the workplace, which can only be achieved through motivation (Petcharak, 2002). Based on these reasoning, this paper shall include analytical and empirical studies to reveal the discrepancies and feasibility aspect of the domain, as Rai (2004) put forward; motivation is crucial for good performance and therefore it is increasingly important to study what motivates employees for better performance. This section offers a review of literature, which explores the concepts, types and theoretical aspects including content and process theories, theories of motivation developed in other psychological areas as well as empirical evidences in organizational contexts. 2.1 Motivation Motivation is defined as a human psychological characteristic that add to a persons degree of commitment. It is the management process of in ¬Ãƒ ¢Ã¢â€š ¬Ã… ¡uencing employees behavior. (Badu, 2005) Conversely, Bartol and Martin (1998) relate motivation to the force that stimulates behavior, provide direction to behavior, and underlies the tendency to prevail. In other words individuals must be sufficiently stimulated and energetic, must have a clear focus on what is to be achieved, and must be willing to commit their energy for a long period of time to realize their aim in order to achieve goals. However, other than motivation being a force that stimulates behavior, Vroom (1964) emphasized on the voluntary actions. Supported by Steers et al. (2004), Vroom (1964) defined motivation as a process governing choice made by personsamong alternative forms of voluntary activity. Similarly Kreitner and Kinicki (2004) assumed that motivation incorporate those psychological proce sses that create the arousal, direction and persistence of voluntary actions that are goal oriented. Quite differently from the other definitions, Locke and Latham (2004) identified that motivation influence peoples acquisition of skills and the extent to which they use their ability. According to the authors the concept of motivation refers to internal factors that impel action and to external factors that can act as inducements to action. The three aspects of action that motivation can affect are direction (choice), intensity (effort), and duration (persistence). Motivation can affect both the acquisition of peoples skills and abilities; and also the extent to which they utilize their skills and abilities (Locke and Latham, 2004). In a nut shell, different authors have put forward the concept of motivation differently. Nonetheless, these definitions have three common aspects, that is, they are all principally concerned with factors or events that stimulate, channel, and prol ong human behavior over time (Steers et al. 2004). 2.2 Intrinsic and Extrinsic motivation Following Lakhani and Wolf (2005), Lakhani and Von Hippel (2003) and Lemer and Tirole (2004), the current scholarly thinking favors a framework that considers two components of motivation given by intrinsic and extrinsic components. Accordingly, Lawler (1969) intrinsic motivation is the degree to which feelings of esteem, growth, and competence are expected to result from successful task performance. This view bounds intrinsic motivation to an expectancy approach and expectancy theory which clearly indicates that intrinsic and extrinsic motivations summate (Porter Lawler, 1968). Moreover, as per to Amabile et al. (1993) Individuals are said to be intrinsically motivated when they seek, interest, satisfaction of curiosity, self expression, or personal challenge in the work. On the other hand individuals are said to be extrinsically motivated when they engaged in the work to gain some goal that is part of the work itself. As per to the author this definition of intrinsic and extri nsic motivation is based on the individual perception of the individual perception of task and his or her reasons for engaging in it. Moreover, Amabile et al. further argued that intrinsic motivators arise from an individuals feelings with regards to the activity and they are necessary to adhere to the work itself. Conversely, extrinsic motivators although they may be dependent on the work, they are not logically an inherent part of the work. Furthermore, in line with the concept of intrinsic and extrinsic motivation, De Charms (1968) suggest that external rewards might undermine intrinsic motivation. He further proposed that individuals seek for personal causation and because of the desire to be the origin of his behavior; man keeps struggling against the constraint of external forces. Thus, De Charms hypothesized that when a man perceives his behavior as originating from his own choice, he will value that behavior and its results but when he perceives his behavior as originatin g from external forces, that behavior and its results, even though identical in other respects to behavior of his own choosing, will be devalued. De Charms (1968) further argued that intrinsic and extrinsic motivation may interact, rather than summate that is the introduction of extrinsic rewards for the behaviors that was intrinsically rewarding may decrease rather than enhance the overall motivation. The author argued that the introduction of an extrinsic reward put the individual in a dependent position relative to the source of the reward. The locus of causality for his behavior changes from self to the external reward and thus the individuals perception of self-control, free choice, and commitment deteriorate and hence do his motivation. In addition Frey (1997) note that high intrinsic work motivation evolving from work which is interesting involves the trust and loyalty of personal relationships and is participatory. However, under certain circumstances, intrinsic motivatio n can be diminished, or crowded-out by external interventions like monitoring or pay-for-performance incentive schemes. This was also supported by Frey and Jegen (2001) who reviewed the literature on intrinsic motivations and found that the evidence does suggest that incentives sometimes do crowd-out intrinsic motivations. Besides, Frey (1997) suggests that the important matter is whether the external intervention is in the form of a command or a reward. Commands are most controlling in the sense that they seize self-determination from the agent, while rewards might still allow autonomy of action. The maximization of employees motivation to attain the organizations goals can only be obtained through a complete understanding of motivation theories (Reid 2002). There is a wide variety of theoretical frameworks that have been developed in the attempts to explain the issues related to motivation. Stoner, Edward and Daniel (1995) has described two different views on motivation theory, given by the earliest views and the contemporary approach which can further be subdivided into content and process theories. 2.3 Theories of Motivation 2.3.1 The earliest views of motivation One of the earliest views of motivation is Frederick W Taylor et al. (1911) scientific management theory. Taylor (1911) with regards to employee motivation proposed a paternalistic approach to managing workers and argued that workers are economic men and in order to motivate them, workers should be paid higher wages. The author also argued that the higher is the wage rate, the higher will be the level motivation and productivity. Furthermore, Taylor points out that many payment methods were ineffective, as they did not reward efficiency and he believed that a differential piece-work incentive system should be replaced with a piece rate incentive system (Wren, 2005). In other words workers should be paid according to the number of units produced in order to motivate them to work. On the other hand in line with building on the concept of motivation Elton Mayo (1953) came up with the Human Relations approach whereby the emphasis is laid on non-economic motivators. According to Elto n Mayo (1953), if objectives of organizations are to be met, it must attempt to understand, respect and consider the emotions, sense of recognition and satisfaction that is the non-monetary needs of workers. He believed that employees are not just concern with money but also they need to have their social needs to be met in order to be motivated to work. He is of view that workers enjoy interactions and managers should treat them as people who have worthwhile opinions. Furthermore, McGregor (1960) postulates Theory X and Theory Y which is based on assumptions about people and work. According to this theory, there are two types of assumption made with regards to employees whereby theory X assumes that employees are lazy and therefore theory X suggests that in order to motivate employees a more autocratic style of management is required. On the other hand theory Y assumes that workers enjoy work, committed to objectives of the organization and will apply self control and self direc ted in the pursuit of organizational objectives and therefore does not require external control. 2.3.2 Content theories of motivation Content theories tend to focus on individual needs and attempt to explain the factors within a person that stimulate and stop behavior (Reid, 2002). According to Bassett-Jones and Lloyd (2005), content theory assume a more complex interaction between both internal and external factors, and explored the circumstances in which individuals react to different types of internal and external stimuli. The most well known content theory of motivation is the hierarchy of needs which has been put forward by Abraham Maslow (1943). According to Maslow, people are motivated by five types of needs and in order to motivate people to work more productively there is a need to offer them opportunity to satisfy those needs. He proposed that basic needs are organized in a hierarchy of prepotency and probability of appearance (Wahba and Bridwell, 1973). These needs include physiological needs, safety needs, social needs, self-esteem and self-actualization. Maslow argued that once a lower order need is fulfilled, the next level of needs in the hierarchy comes into play that is once employees satisfy the lower order needs they will next consider the next level of needs. The author further argued that unfulfilled lower needs dominate ones thinking and behavior until they are satisfied (Berl et al. 1984). However this theory has also been criticized to a large extent, for example Wahba and Bridwell (1973) argued that based on the ten factor analytic studies that have attempted to test Malows theory; there is no clear evidence that human needs are classified into five different categories, or that these categories are organized in a special hierarchy. The authors contradict Malows proposition and points out that, none of the studies has shown all of Maslows five need categories as independent factors, for example some studies have showed that the self-actualization needs may emerge as an independent category. They also argued that studies have also proved the issue of need depri vation and the domination of behavior to be different from that suggested by Maslow. Moreover results have also proved that either self-actualization or security are the least satisfied needs and social needs are the most satisfied. Therefore it is difficult to determine the general pattern of the degree of satisfaction and these trends are not the same as proposed by Maslow (Wahba and Bridwell, 1973). Conversely, Alderfer (1972) in the attempt to address the short comings of Malows theory proposed an alternative to Maslows theory which he termed as the ERG theory and postulate a three level hierarchy. Alderfer grouped Maslows five categories of needs into three categories given by Existence, Relatedness and Growth. According to the author, people are motivated by these three groups of core needs and he asserted that as one level of need is satisfied another takes over but if a need is not satisfied on a continuous basis, the individual may decide to give such a need a low priori ty. Nonetheless, while Maslow and Alderfer presented the concept of motivation in a hierarchy, McClelland (1961, 1971), ignored the concept of hierarchy and put forward a theory known as the acquired need theory that emphasize on three types of needs namely, need for affiliation, need for achievement and need for power. McClelland is of view that individuals experiences are acquired through life experiences that is they are learned. According to this theory individuals possess several needs, and when these needs are activated they serve to motivate behavior and this is to the contrary of Maslows proposition of a continuous progression throughout the hierarchy of needs (Steers et al. 2004). Moreover, also put differently Herzberg et al. (1959) sought to understand how work activities and the nature of an employees job influence motivation and performance. They proposed a theory that involves what they termed as motivators and hygiene factors. According to Herzberg the most cruc ial difference between the motivators and the hygiene factors is that the motivator factors involve psychological growth while the hygiene factors involve physical and psychological pain avoidance. The authors examined motivators and hygiene factors in the workplace and proposed that where job satisfaction was high there would be corresponding high motivation. Herzberg (1959) further argued that work motivation is influenced to a large extent by the degree to which a job is intrinsically challenging and provides opportunities for recognition and reinforcement. However despite that Herbergs theory has been widely accepted by managers (e.g Latham 2007, Miner 2005, Steers and Porter 1983), this theory has been criticized by many authors. For example Reid (2002) argued that the work of Herzberg is an examination of job satisfaction rather than motivation of employees. Reid also argued that no matter how much emphasis is laid on factors that are intrinsically rewarding, if hygiene fac tors such as low pay is not addressed, their full effect cannot be felt. Moreover, also Brenner et al. (1971) contradict Herzberg proposition that motivation factors increase job satisfaction and hygiene factors leads to job dissatisfaction and points out that his study and others indicated that the employees received job satisfaction and job dissatisfaction from both the motivating and the hygiene factors. Similarly Locke (1976) assessed Herzberg two factor theory and argued that job satisfaction and dissatisfaction result from different causes. 2.3.3 Emperical studies of content theories Zakeri et al. (1997) carried out research in the Iranian construction industry to find out level of Maslows hierarchy of needs are the most motivating factors and whether these factors are motivating factors or just hygiene factors as proposed by Herzberg. A list of 20 factors was chosen according to Maslows classification of needs and the lists were presented to the construction crafts- men and operatives whereby Zakeri et al. (1997) found five most motivating factors in descending order namely; fairness of pay, Incentive and financial rewards, on-time payment, good working facilities and safety. The authors argued that despite Herzbergs proposition that money is not a satisfier, this survey along with others proved that money is the most motivating factor. In addition Arnolds and Boshoff (2002) conducted research in a number of firms in South Africa to investigate the impact of need satisfaction on self-esteem and of self-esteem on performance intention as suggested by Alderfe r (1972). According to the empirical results, self-esteem was found as a significant determinant of employee job performance and results showed that providing frontline employees opportunities to perform challenging work, allow participation and teaching them new things on the job will enhance their self-esteem as well as their performance intentions (Arnolds and Boshoff, 2002). The authors argued that the experiment also showed that the satisfaction of fringe benefits does not have a significant impact on performance intentions via self-esteem as an intervening variable and this support Herzbergs et al. (1959) theory. 2.3.4 Process theories of motivation Along with the content theories, there are also different process theories. According to Viorel et al. (2009) the content theories emphasize on specific factors that motivate workers with regards to certain necessities and aspirations, while the process theories emphasize on the processes and the psychological forces that have an impact on motivation. They start from the premise that motivation starts with the desire to do something. The process theories provide more realistic principles with regards to motivation techniques and therefore they are more useful to managers compared to content theories (Viorel et al. 2009). Vroom (1964), in the interest to study motivation developed an alternative to the content theories which is known as the expectancy theory. Vroom suggest that there are three mental components that are considered as instigating and directing behavior and these are referred to as Valence, Instrumentality, and Expectancy. He argued that employees rationally analyz e different on-the-job work behaviors and then choose those behaviors which they believe will lead to their most valued work-related rewards and outcomes. Moreover, Porter and Lawler (1968) expanded Vrooms work to identify the role of individual differences for example employee abilities and skills and the role clarity in relating job effort to actual job performance. Porter and Lawler also explained the relationship between performance and satisfaction and argued that this relationship is mediated by the extent and quality of the rewards that employees receive in return for their job performance. In addition to expectancy theory Adams (1963), developed the equity theory to clarify how employees respond cognitively and behaviorally with regards to unfairness in the workplace. Adams suggested that employees develop beliefs about what constitutes a fair and equitable return for their job performance and contributions therefore employees always compare their efforts and the associat ed rewards with that of other employees and in case there is a situation whereby there is an element of injustice or unfairness there is an imbalance that is a perception of inequity will result. The author is therefore of view that when perception of inequity occurs the employee will get engaged in activities and do effort in order to reduce the inequity. On the other hand, quite differently Latham and Locke (1979) came up with the goal setting theory. According to Latham (2004), the underlying premise of the goal setting theory is that ones conscious goals affect what one achieves. The author argued that this is because a goal is said to be the objective or aim of an action and having a specific goal result to improved performance. Employees with specific hard goals tend to perform better compared to those with vague goals and that a goal is a standard for assessing an individuals performance. Moreover, Latham also suggested that to the extent that the goal is met or exceeded, satisfaction increases; and conversely, to the extent that performance falls short of the goal, ones satisfaction decreases. While content theories have tended to focus on needs of people and process theories have focused on factors motivating people, Adair (2006) have brought some new issues in the field of employee motivation and developed a new theory of motivation known as the Fifty-Fifty rule. Unlike the authors of content and process theories, Adair is of view that motivation lies both within an individual as well as external to the individual. According to the author, 50 percent of motivation lies within a person and fifty percent lies outside the person however Adair points out that this theory does not assert for the exactly fifty-fifty proportion in the equation but it only emphasized on the idea that a considerable part of motivation lies within a person while a considerable part lies outside and beyond its control. 2.3.5 Emperical studies of process theories With regards to Adams Equity theory, Levine (1993) calculated wage residuals for more than 8,000 manufacturing employees. Wage residuals re ¬Ãƒ ¢Ã¢â€š ¬Ã… ¡ect employees wages relative to employees with similar demographics and human capital in terms of education and training (Ambrose and Kulik, 1999). Levine found that employees with higher wage residuals reported that they were less likely to leave, were more satis ¬Ãƒâ€šÃ‚ ed with their pay, were willing to work harder than they had to, and were more committed to the organization. Therefore in line with this argument, the author pointed out that employees with low wage residuals might be expected to experience inequity or unfairness relative to similar others and exhibit negative responses. Moreover Arnolds and Boshoff (2002) conducted research in a number of South African firms whereby they analyzed the application of the expectancy theory put forward by Vroom (1964) and they argued that the satisfaction with pay and fringe benefits does not impact on the performance intentions of frontline employees because these need satisfactions do not have any esteem valence for these employees. In other words, frontline employees do not have a higher regard of themselves if they are getting enough pay to fulfill basic necessities (Arnolds and Boshoff, 2002). Besides based on the Goal Setting theory, Stans ¬Ãƒâ€šÃ‚ eld and Longenecker (2006) performed a study in a traditional manufacturing plant in the Midwestern USA to develop a model of efficient and effective goal setting and feedback practices for manufacturing. According to the authors the study showed that an information system, facilitating goal setting and feedback can play a vital role in improving individual performance levels. Stansfield and Longenecker also found that employee motivation and performance were both improved in the study, which lead to better organizational performance and pro ¬Ãƒâ€šÃ‚ tability. The autho rs also argued that goal setting and feedback can create competitive advantage for manufacturers with a minimum investment of time and capital if they implement these practices with proper coordination. 2.3.6 Reinforcement Theory B.F. Skinner (1953) compared to need and process theories, came up with a different theory known as the reinforcement theory in which he proposed that peoples behavior is dependent upon its consequences. He suggested that if consequences of behavior is positive then such behavior will be repeated and vice-versa. Skinner (1953) argued that behavior can thus be reinforced through different forms of reinforcement or rewards. According to him individuals can be influenced in four different ways given by positive reinforcement (a reward such as praise so that the person repeat the behavior), negative reinforcement (rewarding employees by removing unwanted consequences), extinction (deliberately withheld positive reinforcement to discourage unwanted behavior) and punishment (applying undesirable consequences for unwanted behaviors). Through these theories, it can be said that work motivation has been characterized by dimensions such as interesting job, ability to perform, recognition, adequate pay, and feedback on performance (Dwivedula and Bredillet, 2010). However according to Meyer et al. (2004) it is also very important to consider differences in the psychological states, or mindsets that can accompany motivation. Therefore, Meyer et al. (2004) argued that motivation theories developed in other areas of psychology render a convincing case that motivation is multidimensional. 2.3.7 Adaptation-Level Theory Bowling et al. (2005) argued that the adaptation-level theory (Helson, 1948, 1964a, 1964b), offers one potential explanation for the temporal stability of job satisfaction. Bowling explained that the theory postulates that someones evaluation of an outcome is said to be a function of previous experiences outcomes. For example, an employee who has worked for years without a pay raise would be expected to respond positively to even a small pay increase because this change in pay would be different from that individuals adaptation level, however the positive response would be temporary as the individuals adaptation level would eventually change as the experience of the pay increase is integrated into the employees adaptation level (Bowling et al. 2005). 2.3.8 Self-Regulatory Theory Moreover quite differently, Higgins (1997, 1998) proposed the regulatory focus theory that draw important differences in the processes through which individuals approach pleasure and avoid pain. Huggins proposed that individuals have two types of motivational systems given by a system that regulates rewards (promotion focus) and one that regulates punishments (prevention focus). According to the author people who operate primarily within the promotion focus are concerned with accomplishments, are sensible towards the existence or absence of rewards, adopt a goal attainment strategy, are more creative and are more willing to take risks. However, people who operate within the prevention focus tend to be more concerned with duties and responsibilities and are more sensitive to the existence or absence of punishments. Moreover the regulatory focus is ascertained both by situational and chronic factors (Higgins, 1997, 1998). 2.3.9 Activation theory On the other hand Anderson (1976, 1983) came up with the activation theory whereby he argued that the strongest motivating factor is the work itself however over time as the worker get used with the environment and learns the responses required in the repetitive task there may be a fall in the activation level or job stimulation. It is important to highlight that over time all work tends to become repetitive after the job has been practiced and therefore a wide range of dysfunctional and non-task activities must be pursued to offset the fall in the job stimulation level (Milbourn 1984). Moreover according to Milbourn (1984), if dysfunctional activities are addressed, managers can consider enriching jobs through job redesign to reduce monotony at work in order to maintain job stimulation. 2.4 Motivational practices in Organizational environment According to Islam and Ismail (2008) the theories mentioned continue to offer the foundation for organization and managerial development practices to a large extent. Along with the above theories, during the last decade, based on employees motivation many empirical studies have been carried out (Islam and Ismail, 2008). For example, Bent et al. (1999) carried out research in small food manufacturing businesses whereby respondents were asked to complete, using a five-point Likert scale about how they felt motivated and then how satisfied they were with their jobs and the authors found that the degree of positive motivation was high. According to Bent et al. (1999) the employees were either very or moderately motivated with their jobs, however it was important to note that no respondents stated that they were either very motivated or very dissatisfied with their job. The authors also argued that issues which are associated with individual management style include lack of appreciation from management to feel for the work of employees and that there was also poor communication contributing to low job satisfaction and this contrasts with the identification by employees, of the motivating or satisfying qualities of a good management style. Moreover VaitkuvienÃÆ'„- (2010) conducted research in two Swedish manufacturing companies given by, the company Frilight AB and Enitor Plast AB and reported that the workers were found satisfied with the working conditions, training of staffs and career opportunities. The author argued that the Swedish employees were motivated and that the employees do not avoid responsibilities and follow directions. VaitkuvienÃÆ'„- (2010) also found that almost all employees are stimulated with the organizing of recreational tours, holidays and events. According to the author more than half of employees in the Sweden manufacturing companies are stimulated through gifts on various occasions (birthdays, holidays), free meals at w ork, health insurance coverage, work, clothes, equipment, travels for the company employees, days off, recognition and good working conditions and therefore the author pointed out that the employees of the manufacturing companies consider non-financial motivation tools to be more important. Eventually, Dwivedula and Bredillet (2010), in line with the authors Cummings and Blumberg (1987) pointed out that studies from the manufacturing sector emphasize on the importance of providing autonomy, and skill variety to the employees which are otherwise absent. On the other hand Adler (1991) observed and concluded that manufacturing firms rely on job rotation, and voluntary job switching to motivate the employees. Moreover, Galia (2008) supported by Dwivedula and Bredillet (2010) reported that more recently it has been observed that, in a survey of 5000 manufacturing  ¬Ãƒâ€šÃ‚ rms by SESSI (Industrial Statistics Department of the French Ministry of Economics, Finance, and Industry ), practices such as autonomy at work, incentives to promote creativity have been widely adopted in order to motivate the workers.

The Debate Of Embryonic Stem Cell Research - 1292 Words

Embryonic stem cells research is the most debated type of stem cell research. The moral standings of embryonic stem cell research have been debated since the research started. The side against the research claims that it is wrong to value one’s life above another and that the elimination of the most basic form of life is murder. While the side supporting the research claims that the research could bring about the cure for many types of diseases and help save the lives of millions. Embryonic stem cells are controversial because of how they are obtained and used. While the two sides argue over whether it is moral or not, they both agree that adult stem cells have potential without the moral dilemma. The side against embryonic stem cell research claims that the current method of obtain stem cells is immoral because it requires the destruction of an embryo. People object to the research because it is based around eliminating the most basic form of human life. It says that one’s life would be more valuable than another s. Most embryos used for research are the extra embryos that are created through in vitro fertilization(IVF). While most embryos made through IVF are used to help couples who can not become pregnant it is common practice to make more embryos than needed, the extra embryos are commonly donated to stem cell research. At the start of the research scientist said that IVF embryos would provide a more than sufficient quantity of stem cells. However private firmsShow MoreRelatedThe Debate Of Embryonic Stem Cell Research1460 Words   |  6 Pages I believe that embryonic stem cell research should be allowed in the United States. From previous encounters with the topi c I have learned that the many benefits that can come from stem cell research are without a doubt astounding and unimaginable. There are simply endless possibilities that can arise if the research was allowed to be conducted. From giving back vision to rebuilding tissue, any advance in stem cell research would be beneficial to the medical world. With the help that the advancesRead MoreThe Debate Of Embryonic Stem Cell Research1711 Words   |  7 PagesEmbryonic stem cell research is a hot topic of debate in our modern age, as scientific development continues to push the boundaries of ethics. The debates lies in whether or not it is helping or hindering society, as the procedure involves the manipulation of a human embryo. Embryonic stem cells (ESCs) are derived from a week old human embryo (blastocyst), often developed from unused in vitro fertilised eggs. They are pluripotent, meaning they are capable of undergoing directed differentiation andRead MoreThe Debate Of Embryonic Stem Cell Research931 Words   |  4 Pages Embryonic stem cell research is the study of stem cells derived from the undifferentiated inner mass cells of a human embryo. For many years now, the ethics of embryonic stem cell research has been argued. A recent advance in this line of research is the ability to clone the embryonic stem cells, which allows for researchers to create a completely compatible embryonic stem cell to the individual’s tissue type. Though this new science may be very beneficial, not everyone can agree on the ethics ofRead MoreThe Debate Over Embryonic Stem Cell Research852 Words   |  4 Pagesknowledge of stem cell research has already created the ability for doctors to print a functional organ jus t as easily as people can print a persuasive research essay. With great medical advancements comes great controversy. The main way researchers have been studying stem cells is by harvesting undifferentiated embryonic stem cells. Those who oppose embryonic stem cell research claim that stem cell harvesting damages and kills the un-born embryo; however, because of advancements in the stem cell harvestingRead MoreThe Ethical Debate of Embryonic Stem Cell Research2359 Words   |  10 PagesStem cell research is often at the forefront of heated ethical debates due to its assessment of human life. If stem cell research cannot be ethically defended, then it should not be conducted. â€Å"You cannot defend a study ethically unless the presumed cost is lower than expected benefits. The cost-benefit analysis of scientific research needs to include human/animal discomfort/risks, environmental issues, material costs, etc† which is necessary to support the positive outcome which the rese arch claimsRead MoreThe Debate Over Embryonic Stem Cell Research1652 Words   |  7 PagesEmbryonic stem cell research could one day hold the key to many new scientific discoveries if it is continuously funded in the years to come. I chose to base my research around the question, Should embryonic stem cell research be government funded? When I finish highschool I hope to pursue a career in the medical field. Although I wish to become a doctor and may not be directly researching stem cells, they may one day be a treatment that I will have to administer to patients. To answer this questionRead MoreThe Debate Over Embryonic Stem Cell Research1543 Words   |  7 PagesWhile embryonic stem cell research has been ongoing for more than 30 years, it has only become a controversial topic over the past decade. The embryonic stem cell was first isolated in 1981 by two scientists at the University of Cambridge. However, it wasn’t until 1998 at the University of Wisconsin, Madison, whe re the first batch of embryonic stem cells were created in a test tube. In 2001, President George W. Bush approved the use of federal funding for research on this topic, following this actionRead MoreThe Debate Over Embryonic Stem Cell Research1907 Words   |  8 PagesApril, 2017 Embryonic Stem Cell Research Imagine living in a world without cancer, Parkinson s, or even diabetes. While everyone may wish this is true, people are against a way that researchers can make this possible, which would be by the use of stem cells. There is major controversy on whether or not stem cell research should be allowed, especially when it comes to embryonic stem cell research. Although many consider it to be killing a potential life form, embryonic stem cell research may eventuallyRead MoreThe Debate Over Embryonic Stem Cell Research1710 Words   |  7 PagesEmbryonic Stem Cell Research Embryonic stem cells, according to the National Institute of Health, are cells obtained from embryos that are prepared from fertilized eggs which have been collected through the in vitro technique; in specialized clinics. Scientists use the stem cell research to have a better idea about the evolution, aging, and disease. Thus, they keep track of the stem cells progress across the lifetime; this tracking process can help scientists to figure out the genetic mutationsRead MoreThe Debate Of Embryonic Stem Cell Research1969 Words   |  8 PagesEmbryonic stem cell research and use is a scientific advancement that could change medical history. There are two types of stem cell research, adult stem cells, and embryonic stem cells. Embryonic stem cells receive a very negative connotation in society, and there are many misconceptions about the process and the ethics of embryonic stem cell research. A large majority of society immediately assume that it is the use of aborted embryos because of the word embryonic, and adult stem cells are not

The Rise of Common App Essay Prompt One Samples

The Rise of Common App Essay Prompt One Samples The term limit on the essay will stay at 650. If you would like to see her essay in context, have a look at this hyperlink. Use this frequent app essay prompt if you can't think of a very good story to utilize for one of the other prompts. The typical application essay is your private statement. The purpose of the app essay is to allow them to know why you're an ideal candidate, so imagine how well it needs to be written. Inside this essay, we finally understand the change we wanted to see at the start. You're writing a college application essay, and you must know about your audience. We hope they inspire you and allow you to compose your very own distinctive essay for your college application. The Pain of Common App Essay Prompt One Samples Your capacity to be exact is vital for keeping the term count low. However, I don't think these things. Be aware you do not need to have solved the issue, and a few of the greatest essays will explore problems that ought to be solved later on. So benefit from your capacity to say things fast. It may be an intellectual challenge, a research query, an ethical dilemma--anything that's of personal significance, regardless of the scale. Consider what your concerns relating to this problem reveal about the sort of person that you are or hope to be. If there's a problem you have at any time solved or maybe would love to solve, describe it. Clearly articulate the issue. New Step by Step Roadmap for Common App Essay Prompt One Samples Someone who'd be a terrific add-on to any college campus. Even though this might appear abstract, the admissions committee would like to understand how you think, pursue knowledge and interact with other people to discover more. To get admitted into college, you've got to be real. College will change you. Where to Find Common App Essay Prompt One Samples In the end, the detail of true speech makes the scene pop. There have to be some facet of your background story where the status quo is ruffled in some manner. That's why the previous bit of this prompt is vital. Your missionshould you decide to accept itis to compose your most genuine narrative yet. Because everybody has a story to tell. Ensure you focus in on the particulars of the conversations and actions in the story. It's not interesting to read merely a boring biography, so consider writing something outstanding. Common App Essay Prompt One Samples Ideas While having the ability to write about whatever you wish sounds great in theory, some students findespecially at the start of the brainstorming processthat they are debilitated by the subject of your choice option for the reason that it offers an excessive amount of selection. On the flip side, we caution you from feeling pressured to talk about a failure that has resulted in an upcoming success that you've already achieved. This new prompt provides the chance for you to discuss something which completely enthralls you. If this is the case, you've come to the proper location. There are some essential things that go into an e xcellent Common App essay. The main reason for writing the Common App is to make an image of your nature and identity. Your reply shouldn't be a book report. Allow it to sit for a couple days untouched. Ruthless Common App Essay Prompt One Samples Strategies Exploited For some folks, religion plays a huge part. Or the circumstances that resulted in your interests. Someone who'd probably do great things later on. To start with, you should concentrate on your personality traits and who you are. This typical app essay prompt is perfect for showing passion and expertise in a particular area, preferably in what you mean to major in if you currently have an idea about what that is. Make sure to concentrate on how you gain from your topic choice. I have always enjoyed riding in cars. Here are a few suggestions for techniques to use this resource effectively.