Motivation in Human Resource Management

Motivation in Human Resource Management 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. Steers, Mowday and Shapiro (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). According to Mishra and Gupta (2009) the world of work has changed significantly due to globalization over the past few years and organizations are being assessed against international standards and best practices. Consequently the emphasis upon people has increased. Conferring to the authors, since organization has to produce its outcomes through its employees, there is emphasis on motivation and concern for people through assessment, regular feedback, ongoing support and experience based initiatives. Motivation is important because of its significance as a determinant of performance and its intangible nature (Mishra and Gupta 2009). Generally if workers are demotivated, organizations are unlikely to operate affectively in achieving their goals and success; supported by Khan (2010), who points out that workplace dissatisfaction, usually leads to poor performance of employees and hence affect the performance of the organization as well. Therefore the concept of motivation is very important as motivated employees can help make an organization competitively more value added, hence profitable and highly motivated employees serve as the competitive advantage for any company because their performance allow an organization to well accomplish its goals (Danish and Usman, 2010). 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 theories of motivation. Motivation Motivation is defined as a human psychological characteristic that add to a persons degree of commitment. It is the management process of in ¬Ã¢â‚¬Å¡uencing employees behavior. (Badu, 2005, p.38) 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 processes 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, p.388). 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 related with factors or events that stimulate, channel, and prolong human behavior over time (Steers, Mowday and Shapiro, 2004). 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) has defined intrinsic motivation as 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, according 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 extrinsic 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. Extrinsic motivators refer to anything, coming from an outside source that designate to control work performance and include examples such as promised reward, critical feedback, deadlines, surveillance or specifications on how to do 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 mans primary motivation is to be effective in developing changes in his environment and individuals seek for personal causation. According to the author 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 originating 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 rew arding may decrease rather than enhance the overall motivation. 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. De Charms (1968) also anticipated an interaction between the intrinsic and extrinsic dimensions given if rewards are withheld. The motivation to perform a task undertaken originally in order to obtain an extrinsic reward may increase if the reward is subsequently withdrawn. This inexplicable effect develops because of the liberation of the individuals intrinsic motivation following the reduction of extrinsic controls over his behavior. 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 motivation 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. Theories of Motivation 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 employees which is based on a combination of job training, performance related pay system, improved employee selection techniques, and job redesign, including the introduction of ergonomics. According to Taylor (1911), 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 Elton 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 directed in the pursuit of organizational objectives and therefore does not require external control. 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, in other words they focus on identifying factors that motivate people (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 (p. 516), 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 deprivation 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 the degree of satisfaction of other needs varies greatly that is it is difficult to determine their general pattern 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 priority. 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 and argued that motivation factors tend to increase job satisfaction while hygiene factors tend to decrease job satisfaction. According to Herzberg the most crucial 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 factors 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. Locke also argued that the two-factor theory is inconsistent in classifying factors of satisfaction. 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 or cognitive theories are more useful to the managers compared to the content theories because they provide more realistic principles with regards to the motivation techniques (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 analyze 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 for example promotion. 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. They 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 associated 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 in order to reduce the inequity that is the negative feelings of dissatisfaction will motivate the individual to do effort to redress 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 (p. 126). 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 (p. 126). 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. 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. Opponent-Process Theory and Adaptation-Level Theory The opponent process theory, proposed by Solomon and Corbit (1973, 1974), explain that there are pairs of emotions that play in opposing pairs and when one of these emotions is experienced, the other is temporarily suppressed, however when one emotion is activated the opposite one is also activated. The author argued that the theory accounts for the existence of psychological mechanisms for the automatic or autonomic control of affect, such that repeated pleasures lose a lot of their pleasantness and make one potentially capable of new sources of suffering; in the same vein, repeated aversive events lose a lot of their unpleasantness and make one potentially capable of new sources of pleasure (Solomon 1980, p.709). According to Bowling et al. (2005) proponents for this theory provide for a specific way in which job satisfaction is influenced by both the person and the environment. This theory is said to be a complementary explanation for job satisfaction stability that can be integra ted with the argument of dispositional and with adaptation-level theory (Bowling et al. 2005). 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 (p. 1046). 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 persons adaptation level would eventually change as the experience of the pay increase is integrated into the employees adaptation level (Bowling et al. 2005). 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). Job Characteristic Model (JCM) On the other hand Hackman and Oldhams (1976) proposed the Job Characteristic Model (JCM) and identified five core job characteristics namely: skill variety, task identity, task significance, autonomy, and feedback. According to the authors the core job characteristics are three determinants of the critical psychological states namely skill variety, task identity and task significance which contribute to experienced meaningfulness; autonomy to experienced responsibility; and feedback to knowledge of results. The critical psychological states in turn are projected collectively as promoting job satisfaction, internal work motivation, performance and reduced absence and labor turnover. The model assumes that autonomy and feedback are more important than the other work characteristics and people with higher growth need strength will respond more positively to enriched jobs than others (Parker et al. 2001). Activation theory Besides, quite similar to the JCM, 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. 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, Milliken (1996) has accounted for way the Eastman Chemical Company motivate and retain its employees and according to the author the ways or incentives adopted were job security, performance-based appraisal system, extrinsic recognition through employee suggestion system, providing performance feedback and the provision of training in problem solving, etc. In addition Kovach (1995) has described the ranking of ten motivational factors made by the employees and their immediate supervisors and Kovach has found that to a large extent the rankings made by the supervisors differed to those made by the employees. He pointed out that managers make mistakes by th inking that what will motivate them will also be the same for the employees. On the other hand 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, another issue raised by the employees was that of t raining and this was both in terms of effective training contributing positively to job motivation and in terms of poor or lack of training which caused demotivation (Bent et al. 1999). Furthermore VAITKUVIENÄ- (2010) conducted research in two Swedish manufacturing companies given by, the company Frilight AB which manufactures yachts, boats and lightning equipment for camps, and the company Enitor Plast AB which manufactures different types of plastic parts. The author 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. VAITKUVIENÄ- (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 work, 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  ¬Ã‚ 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.

Suspense in Steven Spielbergs Movie Jaws Essay example -- Movie Film

Suspense in Steven Spielberg's Movie Jaws Steven Spielberg, the creator of Jaws, uses many different techniques to draw in the suspense of viewers and to capture their imagination. These techniques include special effects – to create tension, different camera angles – to show facial expressions and group shots. The classic Jaws music, known by millions of people, also helps build up tension, to let us know when the shark is approaching. He uses colours, so that we can associate signs and symbols to forthcoming events, e.g. the colour red is associated with danger. We will be using all of the above devices to help analyse different parts of the film.   Ã‚  Ã‚  Ã‚  Ã‚  As soon as the film starts, from the title sequence, these techniques are being used. The music begins very quietly and slowly. In my opinion, I get the impression that danger is on its way, and, also, it is dark, which builds up the suspense. The opening credits are written a sharp pointy writing, which is perhaps suggesting the teeth of the shark, and its capabilities.   Ã‚  Ã‚  Ã‚  Ã‚  As the scene changes, the suspense and anxiety increases, because we are now watching the film from the sharks point of view but, as the shark is swimming through the water, there is a lot of weeds in his way, which makes the audience very agitated, and the speed of the shark may suggest that he is anxious to get somewhere.   Ã‚  Ã‚  Ã‚  Ã‚  The music then starts to build up, by getting louder and faster. This starts to get the audience thinking, and wondering what will happen next. It builds up a lot of tension and suspense, and you seem, to know that danger is getting closer.   Ã‚  Ã‚  Ã‚  Ã‚  After this event, the atmosphere changes dramatically. It becomes livelier, and there is an old-fashioned feeling, as there is a mouth organ being played in the background. Everybody seems to be having fun, which does make them seem quite a lot more vulnerable, as they are unaware of the danger.   Ã‚  Ã‚  Ã‚  Ã‚  There is also a large bonfire on the beach, which gives the audience a sense of safety, but also, fire means danger, so it makes you unsure. The large amount of people also gives you a sense of safety, but again this is dampened by the fact that they are in the dark, making them seem vulnerable, also this makes their vision very scarce, as it is the dark, and they can’t see very far.   Ã‚  Ã‚  Ã‚  Ã‚  The third shot reminds us of the danger, as you have pushed the... ...n see that Brody does not feel safe, and it makes Brody look really vulnerable.   Ã‚  Ã‚  Ã‚  Ã‚  When you first see the shark leaving the docks, you watch them leave through a pair of shark jaws. When I saw this, I immediately thought that Brody, Hooper and Quinn would encounter the shark, and that it wasn’t going to be an easy trip. Seeing the shark jaws also builds up tension.   Ã‚  Ã‚  Ã‚  Ã‚  My fifth advice is when Quinn lies on the radio. He tells people on shore that everything is fine, and they have nothing to worry about, but at this point in the film, they are actually â€Å"battling† the shark. This leads the viewers to false pretences, as you can see what is happening, and I got the impression that Quinn did not want the people on the other end of the radio to know the real capabilities of the shark. I also got the impression that Quinn did not want any help, as if it would degrade him, he had to do it all on his own.   Ã‚  Ã‚  Ã‚  Ã‚  My last device is where the music changes, and becomes a more happy song. This happens when the first barrel is attached to the shark, and this leads the viewers to believe that Quinn, Hooper and Brody have virtually beaten the shark, but in fact they are no where near.

Desegregation and the Future Essay

The civil rights movement was one of the most pivotal periods in United States history, and Martin Luther King was one of the most influential. In Martin Luther King’s speech, â€Å"Segregation and the Future†, to convey the theme of freedom he uses rhetorical devices such as repetition and metaphors. In his speech, the use of repetition was used to better convey his points and to let the audience know what he wants with clarity. An example of this repetition is when he repeats the word, â€Å"leaders†. His use of repetition for the word leaders was to remind the National Committee of Rural Schools that they are supposed to lead with a purpose and that purpose according to Martin Luther King was to better educate both white and black students with equal treatment. He wants the leaders of the committee to lead others in a better way of thinking, and to stray from current ideas that infringe on the rights of African Americans. Another example of repetition in his speech is his use of the words, â€Å"not the way†. He wants the audience to know he views would impede upon their cause. He lists violence, hate and bitterness as things that are, â€Å"not the way† to help with their cause. The second prominent rhetorical device that Martin Luther King used were metaphors. One example of a metaphor that coveys the theme of freedom is when compares a, â€Å"festering sore† to segregation. Martin Luther King’s comparison shows his contempt for segregation and how freedom is always the better choice. Comparisons to negative objects or situations, put things like segregation into a more personal and more understandable meaning, making this metaphor powerful. A second example of King’s use of metaphor is his comparison of the Supreme Court decision of Brown v. Board to a â€Å"joyous daybreak† that ended the â€Å"long night of human captivity†. Martin Luther King uses this comparison to show how momentous this Supreme Court decision was. The Supreme Court ruled that segregation in schools was unconstitional, became a huge step toward equality and Martin Luther’s comparison shows this. Martin Luther King’s use of repetition and metaphors makes his speeches more inspiring and more emotional to others. Without his use of rhetorical  devices, his speeches would fall on deaf ears and wouldn’t have caused a movement toward equality. His use of repetition and metaphors in this speech better display his themes of freedom and have inspired America for years to come.

The Role Of Traditional Medicines And New Treatment Targets

Dementia, a common problem in elderly, is rising worldwide including India. Alzheimer’s disease (AD) is a main etiology for dementia. Currently anticholinesterases, N-methyl-D-aspartate (NMDA) receptor antagonists, disease modifying agents form the mainstay of treatment of AD. However, recent breakthroughs in AD research have given multiple new treatment targets. This review summarizes the role of existing therapies and their limitations, role of traditional medicines and new treatment targets. The newer agents include molecules targeting tau protein like modulators of Ï„-kinases or phosphatases, kinase inhibitors, Ï„-aggregation inhibitors (TAIs). It also includes molecules which targets amyloid plaques like, inhibitors or modulators of†¦show more content†¦The neurobiology of AD is well understood now and the search for better treatment options is still on. This provides an opportunity for more research on integrated approach using existing therapies, traditional and alternative medicines with newer treatments and potential candidates for management of AD. Ayurveda, Anticholinesterases, Cognition, Dementia, Memory, Neurodegenerative disorders Memory is the ability to encode, store and recall information and past experiences.[1,2] The loss memory leads to dementia, and Alzheimer’s disease (AD) is the most common type of dementia which accounts for 60-80 % of cases worldwide.[3] AD is a primary neurodegenerative disease with characteristic neuropathological and neurochemical features. However the exact etiology of AD is still not known. Dementia in AD with onset before the age of 65 years has a relatively rapid deteriorating course with marked multiple disorders of higher cortical functions and another with onset after 65 years has a slow progression with memory impairment as principal feature. The phases of AD progression with features are summarized in table 1. As per the statistics provided by the Alzheimer’s disease International’s World Alzheimer Report 2015, an estimated 46.8 million people are living with dementia worldwide. This is projected to double every 20 years and estimated to be 131.5 million by year 2050. [4] Most of

The Communicative Language Teaching Method - 792 Words

The Communicative Language Teaching method, or CLT, is a product of the theory of communicated competence in language teaching. Communicative competence focuses on the ability of learners to comprehend and be comprehensible with a certain degree of fluency. The advent of communicative competence signaled a change from the prevailing theory of linguistic competence which focused more on the form and structure of language. However, although CLT heavily focuses on communication with the belief that the purpose of language is the ability to use it, it does not do this to the exclusion of the form and function. In CLT, grammar and vocabulary are learned as a result of the communication rather than through direct instruction. In classroom use CLT does not have strict methodical guidelines but rather creates a framework for instruction. CLT is a very learner centered process with heavy student to student interaction and nearly exclusive use of the target language. Students learn through a variety of social interactions or communication events created by the teacher to meet real world needs. In CLT the teacher acts as a guide and an advisor and relies on authentic teaching materials (i.e. newspaper, radio, etc.) over textbooks. Evaluation of student progress can be for accuracy or fluency. During communication events errors are allowed but observed and correction is introduced in the class setting, not just to the individual, at a later time. Improved communicativeShow MoreRelatedCommunicative Language Teaching and Audio-Lingual Method3681 Words   |  15 PagesBari Communicative Language Teaching and Audio-Lingual Method: Definition Communicative Language Teaching (CLT) is an approach to the teaching of second and foreign languages that emphasizes interaction as both the means and the ultimate goal of learning a language. It is also referred to as â€Å"communicative approach to the teaching of foreign languages† or simply the â€Å"Communicative Approach.† The Audio-Lingual Method, or the Army Method, is a style of teaching used in teaching foreign languages. ItRead MoreCommunicative Approach1566 Words   |  7 PagesLANGUAJE TEACHING : THE COMMUNICATIVE APPROCHE I. Problems in the present English teaching and causes of these problems II. Introduce the communicative approach 1. The definition of communicative approach 2. Two principles of communicative approach †¢ Create a realistic situation †¢ The class should be students-centered III. Adopt communicative approach to improve students ability to listen and speak, and achieve the goal of English teaching 1. Three stages in communicative teachingRead MoreWhat Links Theory Into Practice Within The Classroom1647 Words   |  7 PagesMethodology in EFL language teaching can be characterized in a number of ways. It is believed that methodology is what links theory into practice within the classroom. There are many different teaching methods that can be used in the classroom; in this essay I will compare and contrast the traditional grammar translation method, the communicative teaching approach and the audio-lingual method and the communicative approach and how they impact in the classroom environment. Deciding which method is best forRead MoreCommunicative Language Testing1187 Words   |  5 PagesTeaching and testing are so closely interrelated. It is obvious that the development of different theories and approaches of language learning and teaching also affects the history of language testing. Therefore, it is common to see evolution of both language teaching and language testing. There has been a shift from analytical to integrative approach in both language teaching and language testing falling into three stages: ⠝â€" Grammar –translation ⠝â€" Structural Read MoreCommunicative Language Teaching ( Clt ) Approach1367 Words   |  6 PagesThe field of second language learning has undergone, in the past few decades, many changes. Nonetheless, from a variety of methods that have come and gone, one has been adopted as pioneer, which is the Communicative Language Teaching (CLT) approach. Nowadays, in fact, Communicative Language Teaching is one of the most common teaching methods adopted by teachers of second and foreign languages all over the world. Its origin can be found in the late 1960s early 1970s in the British academic systemRead MoreEclectic Approach1425 Words   |  6 PagesUSING ECLECTIC APPOACH FOR FUTURE TEACHING Nowadays, English has become the Global language. It is the language of science, technology, economic, etc. As a result, learning English has become an essential need for everyone. While learners try their best to reach their goal of successful communicator in foreign language, teachers find ways to make language teaching effective. In this fashion, considering and choosing the right way in teaching is prior thing for all of teachers and I am not an exceptionRead MoreThe Pedagogical Aspects Of Communicative Language Teaching984 Words   |  4 PagesCommunicative Language Teaching This essay will take just a peek at some of the pedagogical aspects of Communicative Language Teaching and the teachers therein. As the U. K. entered the common market (EEC) in the early 1970s. A sharp rise in demand from our new European neighbours for The English Language landed on our shores. Due to the modernization of secondary schools not only in Europe but indeed worldwide, languages were a hot commodity and many were on offer, English being most sort afterRead MoreThe Audio Lingual Method For Teaching English Language Learners1508 Words   |  7 Pages A variety of researched methods for teaching English Language Learners (ELLs) exist and most of them tend to claim communicative language use as their main goal, but this goal is not clearly evident in every method that claims it due in part to differences that arise from linguistic focuses versus psychological viewpoints. Of the various methods we have studied, the Audio-Lingual Method (ALM), Community Language Learning (CLL), and Communicative Language Teaching (CLT) are noteworthy for the similaritiesRead MoreThe Evolution of Second- and Foreign- Lan guage Teaching1662 Words   |  7 PagesSecond- and Foreign- Language Teaching (The 19th and 20th Century and The New Era of Second Language Teaching) In his treatment of the historical developments in language pedagogy, Stern (1992) isolates three ways in which language pedagogy has aimed to renew and improve itself:1. Innovation through change in teaching methods; 2. Innovation through language-related sciences and research; 3. Technological innovation. During the nineteenth century, the Grammar-Translation Method with its emphasisRead MoreCommunicative Language Teaching ( Clt ) Essay772 Words   |  4 PagesELT approaches led to the emergence of Communicative Language Teaching (CLT) that focuses on the semantic aspects of the language and fluency in the target language acquisition. Communicative Language Teaching is aâ€Å"hybrid approach to language teaching, essentially ‘progressive’ rather than ‘traditional’ (Wright, 2000). It is based on the theory that the principal function of language learning is communication. Hence the most fundamental principle of communicative approach is to make the learners engage

Are Holidays with Pay a Human Right - 2496 Words

I will argue that is it not plausible to have a human right to regular holidays with pay. It fails to be a human right because it is alienable, it is not universal, it is (redundant) not fundamental to our personhood and impossible to fulfill, therefore, it cannot be claimed or impose duties on others. I will elaborate on these five characteristics necessary for an interest to be considered a human right. I will then compare this (these) criteria to the idea of having regular holidays with pay as a human right. Having denied that paid holidays is not a human right, I will explain that paid holidays are issues of social justice and not human rights. Lastly, four objections and answers will be discussed. (Elaborate a bit on this – list†¦show more content†¦Likewise, if it is impossible for something to do done, it cannot be claimed a right (Cranston, 50). The above criteria will help guide and illustrate what rights are stringent enough to be recognized as human rights. I cited the rights to life, liberty and security necessary to exercising our personhood and living a satisfactory life; such examples are often cited as civil and political rights. There also exists (exist) economic, social and cultural rights such as the right to regular holidays with pay. I will argu e that the right to regular holidays with pay fails in being a human right because it is neither inalienable or universal, not essential to our personhood and since it is impossible to fulfill (impossible to provide everyone in the world with paid holidays), it cannot impose duties on others or be claimed. If the right to regular holidays with pay were to be a human right, the right to claim it would apply to all people, at all times and in all situations. In a similar fashion, the duty would fall onto all people, individuals would have an associated negative duty not to intervene with my paid holidays but the positive duty to ensure employers upheld this standard would fall onto the state or international arena. *try shortening the previous sentence. This right would be violated if a remedy was not provided by the offending party if and when vacation time was interfered with, prohibited and/or neglected by individuals andShow MoreRelatedHuman Resource Management For Service Industr ies1675 Words   |  7 PagesLondon College UCK BTEC HND Diploma in Human Resource Management for Service Industries HNHM 109/ HNTT 118:Human Resource Management for Service Industries Analyze the role and purpose of human resource management in a selected service industry. Justify a human resources plan based on an analysis of supply and demand for a selected service industry business Submitted by: Name: Mary Ann Streling Read MoreHr Assignment1659 Words   |  7 Pageswish to make specific reference to your jurisdiction’s laws addressing employment standards, occupational health and safety, and human rights. * Personal Information Protection and Electronic Documents Act * Managers must make sure that they comply with this act’s ten principles in regard to maintaining the standards for privacy. According to this act, the human resource department and the company are responsible for safeguarding the privacy of employees. According to this Act, employerRead MoreThe Obligations That Employers Have Under Current Legislation1135 Words   |  5 Pagesfuture employees, relating to compensation. These responsibilities are codified under federal laws: You must pay at least the minimum wage (unless the employee receives tips or is somehow not subject to minimum wage. the wages of the department assistant is $14.75 per hour. They review it and increase it every year. The managers has yearly package. Holidays: New world is open on public holidays except Christmas Eve. Leave: after 3 months of trial period the annual leave hours start adding for someoneRead MoreThe Eu Minimum Holiday Time1209 Words   |  5 Pageshaving a fair amount of holiday time. The EU minimum holiday time is 5 weeks. A company could offer a bonus structure for holiday entitlement, for example if you work for the company for over 3 years you can get an extra week’s holiday time annually. This will encourage staff to stay for long periods of time so that they can get more time to spend with family. This will increase staff’s happiness and therefore they will not want to leave their job due to the extra holiday time they will be receivingRead MoreHoliday Decision Making1012 Words   |  5 PagesName: LÆ °Ã† ¡ng Thà  nh Long Class: FB3A CONSUMER BEHAVIOR AND HOLIDAY I- Holiday decision-making is different from the traditional problem-solving model of consumer decision-making: 1) The traditional problem-solving model of consumer decision-making: * Behind the visible act of making a purchase lies a decision process that must be investigated. * The purchase decision process is the stages a buyer passes through in making choices about which products and services to buyRead MoreThe Meaning Of Reasonable Accommodations For Religious Practices952 Words   |  4 PagesThe Meaning of Reasonable Accommodations for Religious Practices The meaning of reasonable religious accommodations in accordance with the Civil Rights Act, Title VII 1964 legislation can at times seem perplexing. A reasonable accommodation is an adjustment to the work environment that will allow an employee to comply with their religious practices or beliefs according to the EEOC.gov website. The word â€Å"reasonable† is a word that can be loosely interpreted in different ways. Orthodox Jews Read MoreThe Civil Rights Act Of 1964843 Words   |  4 Pagesofficers, supervisors and managers to implement these practices in order to experience the full value of an intelligent and diverse team, this policy brief presents the background, research and recommendations on religious holiday leave. CONTEXT Title V11 of the Civil Rights Act of 1964, prohibits employers from discriminating against individuals because of their religion (or lack of religious belief) in hiring, firing, or any other terms and conditions of employment. The law also prohibits jobRead MoreIs Winchester College An Independent Boarding Boys? Essay931 Words   |  4 PagesWinchester College make safer recruitment decisions and prevent unsuitable people from working with children. It is critical that both Payroll and HR departments are aware of the legal obligations related to processing payroll and the management of human resources in Winchester College. This report compares existing employee contracts and workplace processes with legislative requirements and assesses where Winchester College could be at risk for not complying with these requirements. SpecificallyRead MoreInternational Covenant On Civil And Political Rights1027 Words   |  5 Pagesit can be determined that human rights violations occurred in the case of Biff and the rest of the elves at the factory in the North Pole. In his letter, Biff describes being forced into labor, receiving little pay, and being confined to the factory each day. The conditions described by Biff do not reflect standard or acceptable labor practices, and it is evident that Santa Claus’s factory did not follow peremptory norms or the conditions presented in certain human rights conventions that the NorthRead MoreRai Hr Assessment1282 Words   |  6 PagesRecording, Analysing and Using Human Resources Information Activity 1 There are a number of reasons why we, as an HR team, collect different types of data. One of them is: meeting legal requirements. In order to satisfy legal obligations we collect such information as contract arrangements, employees’ duties, payments, working hours, holiday entitlements, bonuses, as well as documents relating to health and safety. It is important for the organization to timely provide accurate and valid

Importance of Employability Skill Provision †MyAssignmenthelp.com

Question: Discuss about the Importance of Employability Skill Provision. Answer: Introduction: The paper enhances the clarity of the readers regarding the models related to the competency skills. The focus of the paper is on the factors, which heavily affects the competency needed for the development of employability skills. The paper also highlights the ways in which the preconceived skills, expertise and knowledge of the employees can be enhanced (Jackson 2014). Collection of data from 1008 business undergraduates validates the fact that employees in the present workplace fail to execute the allocated duties and responsibilities according to the expectations of the industry. For analyzing the results, the technique of multiple regression has been used. The action of testing the competency models can be considered as an evaluation regarding the method, which would prove beneficial in terms of preparing the business undergraduates for carrying out the allocated duties and responsibilities in an efficient and effective manner. In view of this perspective, testing the competency skills of the employees is a wise approach of the managers in terms of assessing the employees capability to adjust within the provided workplace environment (Jackson 2014). This evaluation and assessment is important in terms of estimating its outcome on the stakeholders. This estimation is crucial for making noticeable advances towards initiation of the business activities. Delving deep into the aspect, this assessment nullifies the derived fact that nowadays the business undergraduates fail to expose performance according to the industrial requirements. The article assesses the loopholes in the employability skills exposed by the business graduates. The article unleashes the transfer of employability skills through the proposition of graduate employability model. Empirical analysis is used for measuring the outcomes of the skills exposed by the business graduates. One of the main projections of the article is the vain efforts of the business school personnel in terms of transferring the necessary skills to the business graduates by taking into consideration the outcomes of the tests conducted (Jackson 2013). Models applied in the article have been tested for assessing their effect on the workplace environment and the personnel struggling to prove their employability skills. Theoretical perspective adds value to the process of recruitment and selection used in the workplace. Testing the application of the theories and models can be considered as the attempt of the personnel in terms of assessing the effectiveness, appropriateness and feasibility of the exposed behavior. This assessment justifies their role in terms of adding to the workforce. Consciousness towards organizing this self-assessment is the urge of the personnel towards the application of rational thinking into the execution of the allocated duties and responsibilities. Herein lays the appropriateness of the phrase, where are we going wrong. The question mark can be related with the self-interrogation in terms of the successful execution of the business activities especially recruiting the rightful candidates (Jackson 2013). This article enhances the clarity of the readers regarding the perceptions of the students about the importance of the employability skills. Limitations of the undergraduate programs gain prominence in the article. The article inspires the business graduates to take assurance from buy-in for getting access to the provided skills. Student perceptions are examined, which helps the researcher to deduce the relative importance of skill and demographic details (Jackson 2013). As a matter of specification, mathematical calculations have been used and rated for the ease of the businesspersons. Along with this, the article upholds the perceptions of the stakeholders, which validates the context. Viewing it from other perspective, team-work possesses enough flexibility in terms of making up for the fissures in the employability skills needed by the employees for the execution of the allocated duties and responsibilities. In comparison to the recruited employees, there has been less number of undergraduate programs. This aspect reflects the difficulties of the business graduates in terms of proving the gained employability skills. Assuring the business graduates to take help from buy-in can be considered as an attempt towards making up for the gaps and fissures (Jackson 2013). Consideration of the demographic background is the first step of this initiative. This is because knowing the background from which the business graduates come, helps in providing relevant materials and training to the business graduates. The article reflects the perspective of the students in terms of the preparedness of the business graduates regarding the exposure to the workplace environment. One of the most important facts of the article is the debate of the business critiques regarding the capability of the business graduates to expose proper employability skills. Within this, most of the educational institutions with high school curriculum are included. The article becomes the mouthpiece of the business graduates in terms of reporting the fact that they are not ready for penetrating into the workplace (Tymon 2013). The article undertakes an explorative approach for reflecting the limited alignment between the students and the stakeholders. Consideration of the perspective of the students is the attachment of valuation to their attempts regarding the enhancement of professional development. Inclusion of high schools in this context is apt in terms of exposing the business graduates to the real workplace scenario. Along with this, consideration of the perspectives of government, employers and the personnel of the higher educational institutions seems beneficial regarding their contribution towards adding meaning to the employment of the business graduates (Tymon 2013). Attachment of theoretical context in this direction is perfect in terms of enlivening the specific dynamism of the recruitment and selection process undertaken in the workplace. The article explores the importance of employability skills in the UK labor market. This is done through case study references of the candidates pursuing graduate courses in business and management studies. Rationale offering by the policy makers is the main highlight of the article. The components of this rationale are catering to the needs and requirements of the highly skilled labours (Wilton 2011). One of the main attractions of the article is the upgradation of the standards and quality of the academic and professional opportunities for the candidates belonging to the lower strata of society. The discourse of the article conjoins the rationalistic hypothesis in a simplified manner. In the current competitive ambience of the market, generation of proper employability skills is vital for the companies and organizations in terms of achieving success. Questioning the importance and relevance of the employability skills attaches an interrogative parameter to the recruitment and selection process undertaken by the companies and organizations (Wilton 2011). This interrogation can be correlated with the specified hypothesis, both the positive and the negative ones. Collection of relevant data from the candidates pursuing graduation courses validates the positive hypothesis. This validation reduces the intensity of the negative hypothesis. The synthesis of the positive and the negative hypothesis results in the assumption that traditionalism is an obstacle towards the achievement of success, irrespective of the extent to which the business graduates attempt to enhance their employability skills. Countering this, exercising creative innovation enables the business gradua tes to come up with something, which alters the fate of the company and organization, keeping the traditional aspects intact. The generalization of the previous sentence nullifies the limitations of the threshold of UK (Wilton 2011). References and bibliography Jackson, Denise. "Business graduate employabilitywhere are we going wrong?."Higher Education Research Development32, no. 5 (2013): 776-790. Jackson, Denise. "Student perceptions of the importance of employability skill provision in business undergraduate programs."Journal of Education for Business88, no. 5 (2013): 271-279. Jackson, Denise. "Testing a model of undergraduate competence in employability skills and its implications for stakeholders."Journal of Education and Work27, no. 2 (2014): 220-242. Myers, Michael D.Qualitative research in business and management. Sage, 2013. Sekaran, Uma, and Roger Bougie.Research methods for business: A skill building approach. John Wiley Sons, 2016. Soul, Helen, and Tatyana Warrick. "Defining 21st century readiness for all students: What we know and how to get there."Psychology of Aesthetics, Creativity, and the Arts9, no. 2 (2015): 178. Tymon, Alex. "The student perspective on employability."Studies in higher education38, no. 6 (2013): 841-856. Wilton, Nick. "Do employability skills really matter in the UK graduate labour market? The case of business and management graduates."Work, employment and society25, no. 1 (2011): 85-100.