Language Background and the Speech Community

Being born in Russia, Russian is my native language. According to the Refugee Council, Russian is extensively used as a language for communication of all the Slavic languages. Statistically speaking, most people in the Russian Foundation and other independent federations are speakers of the Russian Language. (Refugee Council, 2008) Moreover, the Russian language is distinguished by the United Nations as one that belongs to the list of six official languages all over the world. (Today Translations, 2008) To illustrate the far-reaching influence of the Russian language, let us enumerate the countries with major Russian speaking populations, such as Belarus, Estonia, Kazakhstan, Kyrgyzstan, Latvia, Moldova, not to mention Russia, Tajikistan, Ukraine, and Uzbekistan. Russian is not considered as the official language in Kazakhstan and Tajikistan, however it is popularly used in, most especially in business and government communications. Other countries, like Finland for example, also have a Russian speaking population composed of the minority inhabitants. (Infoplease, 2008) The Russian language does not follow a formal system or rules. It concentrates on the reproduction of sounds and stress that is stated in variation with the attached denotative or connotative meaning of the words in a statement. Russian language, together with the Ukrainian and Belarusian languages have emerged from the Slavonic language that originated from the East. (Today Translations, 2008) Since the Russian language is more focused on the phonetic aspect of speaking, the language is primarily based on the Russian alphabet or what historians call the Cyrillic Alphabet. Apparently, the alphabet originated not from Russia, but from Greece. The onset of Greek missions who happened to arrive at Istanbul proliferated the use of the Cyrillic alphabet that is primarily based on the Greek alphabet. Needless to say, the Russian language traces back its influences from Greece. (Orbislingua, 2008) I belong to a community that upholds discipline within the self and as a citizen of Russian and the maintenance of the good of all the citizens, not just oneself. Just like our political system, everything is organized and judged in our every day life according to what is good for all. Close relationships between others is evident in how we deal with others and our way of welcoming them with affectionate actions and gestures. In addition to this, most of us are cynical and distrustful. The uniqueness of the Russian language may be traced to the distinct sentence patterns and sounds and stress produced in speaking Russian. The structure of the sentences does not follow a particular rule or pattern, but is dependent on how the speaker wants to say it. For instance, to emphasize an adjective, it goes first in the sentence. On the other hand, if the noun is emphasized in the sentence, then it goes first. (Orbislingua, 2008) In addition, the use of articles, transitional or connecting phrases and words (such as is, are, a, an, the, etc.), does not really apply in speaking the Russian language. Therefore, if a native Russian speaker attempts to speak in English, then it would be difficult for native Russian speakers to create a complete and a grammatically sound and correct English statement due to certain deficiencies.   Furthermore, most consonants in the Russian language produce sounds that are almost similar to the â€Å"s† sound and utilizes the movement of the tongue in speaking. This greatly contributes to the unique nature and phonetic aspect of the use of the Russian Language. (Orbislingua, 2008) The similarities of the Russian language to the English language, for instance, is evident in the three tenses of English verbs that also applies to the verbs of the Russian language. At times, it also follows the order and structure of the sentences in the English language, however the Russian sentence order and structure is more accommodating to the situation in which two Russian speakers are talking. (Orbislingua, 2008) References Infoplease. (2008). Languages by Countries. Retrieved March 14, 2008, from HighBeam Orbislingua. (2008). Russian language. Retrieved March 14, 2008, from Orbislingua.com. Website: http://www.orbislingua.com/eaha.htm Refugee Council. (2008). Language background of major refugee groups to UK. Retrieved March 14, 2008, from Refugee Council. Website: http://languages.refugeecouncil.org.uk/top_navigation/Language_profiles.htm Today Translations. (2008). Russian Language History. Retrieved March 14, 2008, from Today                  

Admissions to Montclair State University

â€Å"By learning you will teach, by teaching you will learn†. This is a Latin proverb that has echoed in my mind when I experience the joy of sharing my knowledge and whenever I feel the urge to search for answers to my endless questions.Early in life I have developed a keen interest in the field of biology. My fascination to know how living things survive, reproduce, and change in time led me to ask questions, read books, perform observation, and view documentary shows about science.I could vividly recall spending my childhood leisure hours in the garden to observe the different species of butterflies, how a caterpillar transform into pupa and later into an adult butterfly. Then, in my high school freshman days, I performed a five week experiment to determine how plants grow. This experiment has further awakened my interest as I learn to test the quality of the soil, and the right amount of water, light and temperature to sustain the life of the plants.My endless quest for k nowledge has led me to search for answers through the use of various sources of information. Whenever I have found the answers to my nagging questions, I could not resist sharing the information to my family, friends and classmates.The satisfaction that I have gained in imparting my knowledge is immeasurable. I enjoyed the exchange of ideas, the transfer of knowledge, and the acquisition of new knowledge. There is joy in seeing their faces light up as they understand and appreciate what I was discussing. All these experiences have confirmed my interest to be an educator in the field of biology.I decided to major in Biology as I believe that the study of life is the most important subject in the world. The field of biology deals with the meaningful and profound knowledge of the existence of all living things. Studying life and the processes involved in sustaining it goes beyond the teaching of evolution.For me, biology allows me to explore the world as I study nature closely and unde rstand the diversity of life. However, it is not sufficient to gain knowledge of the subject matter. What would matter most is how students would learn through self discovery while teachers keep their goals in mind and allow room for improvement. This is an area that I need to learn as I have observed some of my classmates regard biology as a subject that often require memorization of scientific words related to classification and phylum.By pursuing an Education degree major in Biology in Montclair State University, I would learn about educational strategies and classroom management in order to keep students engage in their task, awaken their interest about the life on earth, and link their activities to the understanding of biological concepts as they acquire scientific knowledge. In addition, I intend to be committed in an experimental research or independent project so I could contribute to the field of Biology.As a high school student in (write the name of your school), I have a cquired a 3.050 cumulative GPA. I have received the William P. Orr scholarship for Fall 2007 and was given an award for being an active member in the SSS Star Program in the Spring of 2007.After completing my Bachelor degree in Education, I intend to teach high school junior and senior students while pursuing a graduate study. I also aim to get a doctorate degree in the same field so I can teach college students. Although I plan to study continuously while I am teaching, my passion to educate the learners will not begin and end with acquiring knowledge and earning degrees.My passion is focused in teaching the unknown and in facilitating the students’ understanding on the benefit of learning biology as applied to their daily life. I strongly believe that with my determination to succeed together with MSU’s excellent program, diverse faculty and student body combined with the individual attention of a small college, I will become an effective teacher who is deeply commit ted to serve the community of learners.

12 Angry Men Analysis 2

In the first part of the film when the stage of forming, as it is claimed by the Tuckman’s Team Model, occurs, we notice the main characteristics of this group(David A. Buchanan Andrej Huczynski, 2010). The group consists of 12 male middle aged white men probably coming from the middle class. Even from this first impression, admiring the effort of the film to achieve diversity, signs of prejudice appear. Specifically, the fact that all of them are men and moreover white men represents main biases of that period. Additionally, as it is mentioned to Sheldon’s Theory about the biases, the somatotype of each person declares in a certain way its character and this can be noticed by the selection of the characters and their match with the roles (Big guy is the tough one, smaller and thinner is the most innocuous, the handsome is the sensible and sensitive one etc. ) (David A. Buchanan Andrej Huczynski, 2010). Despite the fact that the movie is trying to accuse such biases (which will be underlined later) certain ways of projection of that period could not be avoided. This is one of the reasons why in the remake of the film in 1997 black actors participated as well and later there even women were introduced in the team for certain theatrical versions. (Eirini Flouri Yiannis Fitsakis 2007). The existence of a â€Å"one-off† situation like this in the movie leaves space for less inhibition for conflicts. Moreover, specific factors like the size, the external-internal environment and the definition of the process play a crucial role in the structure of the group. Obviously, the size of this group is 12, but the question is: why so many? The reason is that by having a greater number of juries the system of justice achieves higher levels of democracy with less possibilities of getting unfair decisions combining the memory, the knowledge and the experience of each member and eliminates any prejudiced behaviors. On the other hand as Social Impact Theory mentions the more members there are, the less responsibility they feel (Latane and Nida, 1980). In the external environment we could enclose the time of the procedure, which is unlimited at first but with a deadline coming up afterwards, and the conditions of the place of action, which is characterized by the humidity and the high summer temperatures, the broken air-conditioning, the unavailability of space. Such details could become the cause of stress, aggressiveness and as it was shown desire for fast result (just finish the procedure). In the internal environment issues like experience of previous similar situations, cultures, personalities, knowledge, mood, health, personal schedule and specialization could affect the result. Ending, a matter of significant importance is the definition of the procedure. In this case, we observe that after the release of the 2 alternatives there are 12 juries left. The juries have to decide if the boy is guilty or not guilty but there must be a full agreement (12 to 0) in each case; A democratic method which proves the importance of the situation. Alternatively, if they cannot reach an agreement they can decide a hung jury and then another trial will take place with different juries this time. The role of the foreman is usually for the most experienced person in this field or the first jury or for anyone who claims the desire and gets accepted by all. In the movie, juror1 supports this role setting the basic norms of the procedure. It is worth mentioning that nowadays, in the selection of the juries there is a specific procedure that is called â€Å"Voir Dire† procedure that clarifies the capability of the juries (Michael T. Nietzelt and Ronald C. Dillehayt 1982). Undoubtedly, the conviction of the biases of any kind is one of the main objects of this film. Primarily, in the first scheme, the judge seems really ninterested about the outcome and he seems to be sure about the result. The Halo Effect is â€Å"a judgment based on a single striking characteristic† and is being remarked in many cases during the film (Edward Thorndike, 1920). Moving to the main part of the film and the central procedure we can emphasize on the juror3 and juror10 who are the main rep resentatives of such prejudiced behaviors. Both of them were trying to fill the gaps of their knowledge using selective attention in certain facts and their personal experience (â€Å"Principle of closure† by Max Wertheimer 1880-1943). Everyone has his stereotypes and if we imagine stereotypes as pictures in our head, jurors 3 and 10 have the image of a dangerous criminal for the defendant, raised to act in certain ways (Lippmann, 1922). More specifically, juror3 expresses, from his first lines in the film, his perception against the young boy (â€Å"I ‘d slap those kids before†¦Ã¢â‚¬ ). But as the movie goes on, he expresses again and again his personal beliefs connecting them with his personal disappointment from his own son (â€Å" it’s these kids they are these day†, â€Å"I used to call my father Sir†). Even more he presents his cultural stereotype against the elderly (â€Å"How could he be positive about anything? †) Eventually, juror3 stands alone with his perceptions, believing in the boy’s guiltiness and through a psychological outburst admits that all his statements were based on biases. Similarly, juror10 uses his own belief to create his racial prejudice against the defendant (â€Å"I‘ve expected that†, â€Å"You know what we are dealing with†¦Ã¢â‚¬ ) as well as his past experiences (â€Å"I’ve lived with them†¦ they are born liars†). Adding to this, juror10 weights the value of the young boy less than the cost of a trial. Finally, his â€Å"explosion† made the apocalypse of his real personality and the group’s mechanism accused his behavior through a visual isolation and oral prohibition. The existence of biases in each group can create an unpleasant internal environment for each member and be the reason of conflicts. The productivity or the effectiveness of the group is in danger if such behaviors are being tolerated. Apart from the complexity which is created there is also a matter of fairness of the group’s function. As the movie flows, the influence of the group to each individual separately is obvious but a vice versa phenomenon is noticed as well. In this part, the different roles of the jurors and their influence on each other through the communication style of all-channel are being presented, as well as with some strategies followed by the leader-juror8. One thing that is common for most of the jurors is that they have common BATNA(Best Alternative to a Negotiated Agreement) and this is the hung jury. However, this is not the case for jury8 claims that his only purpose is the delivery of the justice (Fisher and Uri, 1981). Starting with juror1 we can notice signs of leadership in the early beginning but he ends up being more like a manager, organizing the procedure. Excluding the moment he reaches his breaking point and suggests if anyone would like to take his place, juror1is the one who sets up the norms, accepts propositions, guides the conversation and the voting procedure, avoids conflicts and respects privileges keeping a democratic way of thinking. Being the foreman can be characterized as the â€Å"co-ordinator† (Beldin’s Team Role Theory 1996, 2007). Many of the jurors (2, 5, 6, 7, 11, and 12) seem to have low self-esteem not only because of their character but also because of the number of the team that forces them to get lost in the crowd or just finish the procedure and leave (â€Å"I just think he is guilty†, â€Å"Can I pass? †, etc) This is obvious from the first vote where only 5 of the 11 votes come directly and the rest are raised slowly just to avoid being pointed out. They are becoming followers(2, 5, 6 and 11) or entertainers (7) or just dreamers (12). Of course most of them are open to hear more and accept different opinions (2, 5, and 7). The rest just do not care so much about the result and these â€Å"free riders†, as Frohlich and Oppenheimer called them in 1970, are the proof that social loafing (or Ringelmann Effect) is a common phenomenon in big teams. The role of juror9 has a vital meaning for the outcome because he takes part in all the breaking points of the process. Firstly, he is the first supporter of juror8, secondly it is him who explains the old witness’s psychology (â€Å"Attention†) and lastly he is the fire starter for the fall of the woman’s testimony. The main opponents to the boy’s exoneration are jurors 3, 4 and 10. As was mentioned previously jurors 3 and 10 are mostly based on biases and stereotypes for children from slums. They are all concentrated on general facts and obvious details. The extensive use of loud voice is frequently the main argument of jurors 3 and 10, which could never strengthen their position. Alternatively, juror4 is using his logic and cleverness to support his facts and admits his fault proving his maturity, once he is convinced. Focusing on juror8 we can claim that he owns the position of the leader as his bargaining power is unique. Max Weber (1947) claimed that â€Å"bargaining power is the ability someone has to achieve his goals no matter of the resistance he faces†. Juror8 follows a series of strategies in order to be flexible and adapt to the needs of each occasion. In the beginning, as it is shown from Jo-Hari’s Window, everyone has a bigger unknown-black side, so juror8 wants to get information as an input. Eventually, he adopts the strategy of a listener in order to get knowledge from the others without revealing himself. Afterwards, in the first vote he stays neutral mentioning his points aiming to make some of the rest see the facts from a different angle avoiding any conflict. The brainstorming procedure just began. In order to wake up their consciousness he uses specific words like â€Å"maybe†, â€Å"supposing†, â€Å"possible† and â€Å"assume†. In the main part he listens carefully and argues with all the elements one by one. There is also an extensive use of rhetorical questions and irony just to make his point clear. The first action scheme is when he places the similar knife on the table. The leader breaks the law in order to prove his point. He becomes more active for the first time and gets the whole team upset. Eventually, he creates the first doubts. At this specific time he calls for a new vote. Apparently, the timing is not random. Probably he recognizes some voices like his and decides that it is time to set up a coalition strategy. He needs just one vote which will strengthen amazingly his arguments and he gets it. The fact that he uses his emotional intelligence to point out his views, while he realizes that some other jurors are playing, proves once again his leading abilities. The next step is to create personal relations with some of the jurors. So, he finds the weakest of the group who are about to change side and ask for their opinions. It is not by accident that these jurors were mainly followers until this time. Having established these connections, he uses logic and science as well as the experience and the knowledge of the group in order to persuade the others. As soon as he realizes that one of his main opponents (juror3) loses his self-control, juror8 becomes aggressive and pushes him to the limits using the technique of the irony to apocalypse the existence of his personal prejudice against the defendant. After completing his task, he shows his sympathetic character and supports the worried opponent. Based on Moscovici (1976) and his 5 Aspects juror8 is loyal to his beliefs(Consistency), responsible for his acts(Autonomy), flexible whenever it is appropriate(Rigidity), risky in the first secret vote(Investment) and willing to bring justice(Fairness). The impact of this movie in our modern times is initially proved by the fact that after so many years it is still being taught in courses not only in Law schools but also in Business and Psychology schools. Definitions like brainstorming, social loafing, diversity, team-working, biases and preconceptions, attribution, personality, leader’s abilities, democratic voting and many others are part of any organization nowadays. This movie is the omen for the evolutionary development of a team structure, a team-worker’s behavior and a leader’s characteristics. References Atkinson G. 1990 â€Å"Negotiate the best deal† Director Books, Cambridge Barkan, Steven E. , Steven Cohn, 1994, ‘‘Racial Prejudice and Support for the Death Penalty by Whites’’ in â€Å"Journal of Research in Crime and Delinquency† pp. 202–209 Buchanan A. David Huczynski A. Andrej, 2010, â€Å"Organizational Behaviour†, seventh edition, Pearson Ed ucation Limited, Harlow Cialdini R. B. , 1993 â€Å"The psychology of persuasion†, Quill William Morrow, New York Ellsworth C. Phoebe, 1989, â€Å"Are Twelve Heads Better Than One? † in â€Å"Law and Contemporary Problems†, Duke University School of Law Fisher R. Ury W. 1981 â€Å"Getting to yes: Negotiating agreement without gining in† Penguin, New York Flouri Eirini Fitsakis Yiannis, Oct 2007, â€Å"Minority Matters: 12 Angry Men as a Case study of a successful Negotiation against the odds† in â€Å"Negotitation Journal† pp. 449-461 Hackley Susan, 2007 â€Å"One Reasonable and Inquiring Man:12 Angry Men as a Negotiation-Teaching Tool† in â€Å"Negotiation Journal† pp. 463-468 Hall M. Eisenstein (Eds. ), 1980, â€Å"Voir Dire and jury selection†, Clark. B. M. , in â€Å"Criminal Defense Techniques†, New York: Mathew Bender Hay B. L. 2007 â€Å"Fiftieth anniversary 12 Angry Men† Kent-Law Review 82(3) Chi cago Heuer L. Penrodt St. , Sep. 1988, â€Å"Increasing Jurors’ Participation in Trials A Field Experiment with Jury Notetaking and Question Asking† in â€Å"Law and Human Behaviour† Vol. 12 No. 3 Janis I. , 1972 â€Å"Victims of groupthink† MA: Houghton Mifflin, Oxford Kaplan M. , Jones Christopher S. , 2003 â€Å"The Effects of Racially Stereotypical Crimes on Juror Decision-Making and Information –Processing Strategies† in â€Å"Basic and Applied Social Psychology† pp. 1-13 Kew J. Stredwick J. , 2010, â€Å"Human Resource Management in a business context†, CIPD, London Martin R. , 1992 â€Å"Bargaining Power† Clarendon Press, Oxford Moscovici S. , 1976 â€Å"Social influence and social change† Academic, London Nietzelt T. Michael Dillehayt C. Ronald, 1982, â€Å"The Effects of Variations in Voir Dire Procedures in Capital Murder Trials†, in â€Å"Law and Human Behaviour† Vol. 6 No. 1 Rojot J. , 1991 â€Å"Negotiatation: From theory to practice† Macmillan, London Scheepers, Daan, et al, 2006, ‘‘Diversity in In-Group Bias: Structural Factors, Situational Features, and Social Functions,’’ in â€Å"Journal of Personality and Social Psychology† pp. 944–960 Weber M. , 1947 The theory of social and economic organization† Oxford University Press, New York 12 Angry Men Analysis 2 In the first part of the film when the stage of forming, as it is claimed by the Tuckman’s Team Model, occurs, we notice the main characteristics of this group(David A. Buchanan Andrej Huczynski, 2010). The group consists of 12 male middle aged white men probably coming from the middle class. Even from this first impression, admiring the effort of the film to achieve diversity, signs of prejudice appear. Specifically, the fact that all of them are men and moreover white men represents main biases of that period. Additionally, as it is mentioned to Sheldon’s Theory about the biases, the somatotype of each person declares in a certain way its character and this can be noticed by the selection of the characters and their match with the roles (Big guy is the tough one, smaller and thinner is the most innocuous, the handsome is the sensible and sensitive one etc. ) (David A. Buchanan Andrej Huczynski, 2010). Despite the fact that the movie is trying to accuse such biases (which will be underlined later) certain ways of projection of that period could not be avoided. This is one of the reasons why in the remake of the film in 1997 black actors participated as well and later there even women were introduced in the team for certain theatrical versions. (Eirini Flouri Yiannis Fitsakis 2007). The existence of a â€Å"one-off† situation like this in the movie leaves space for less inhibition for conflicts. Moreover, specific factors like the size, the external-internal environment and the definition of the process play a crucial role in the structure of the group. Obviously, the size of this group is 12, but the question is: why so many? The reason is that by having a greater number of juries the system of justice achieves higher levels of democracy with less possibilities of getting unfair decisions combining the memory, the knowledge and the experience of each member and eliminates any prejudiced behaviors. On the other hand as Social Impact Theory mentions the more members there are, the less responsibility they feel (Latane and Nida, 1980). In the external environment we could enclose the time of the procedure, which is unlimited at first but with a deadline coming up afterwards, and the conditions of the place of action, which is characterized by the humidity and the high summer temperatures, the broken air-conditioning, the unavailability of space. Such details could become the cause of stress, aggressiveness and as it was shown desire for fast result (just finish the procedure). In the internal environment issues like experience of previous similar situations, cultures, personalities, knowledge, mood, health, personal schedule and specialization could affect the result. Ending, a matter of significant importance is the definition of the procedure. In this case, we observe that after the release of the 2 alternatives there are 12 juries left. The juries have to decide if the boy is guilty or not guilty but there must be a full agreement (12 to 0) in each case; A democratic method which proves the importance of the situation. Alternatively, if they cannot reach an agreement they can decide a hung jury and then another trial will take place with different juries this time. The role of the foreman is usually for the most experienced person in this field or the first jury or for anyone who claims the desire and gets accepted by all. In the movie, juror1 supports this role setting the basic norms of the procedure. It is worth mentioning that nowadays, in the selection of the juries there is a specific procedure that is called â€Å"Voir Dire† procedure that clarifies the capability of the juries (Michael T. Nietzelt and Ronald C. Dillehayt 1982). Undoubtedly, the conviction of the biases of any kind is one of the main objects of this film. Primarily, in the first scheme, the judge seems really ninterested about the outcome and he seems to be sure about the result. The Halo Effect is â€Å"a judgment based on a single striking characteristic† and is being remarked in many cases during the film (Edward Thorndike, 1920). Moving to the main part of the film and the central procedure we can emphasize on the juror3 and juror10 who are the main rep resentatives of such prejudiced behaviors. Both of them were trying to fill the gaps of their knowledge using selective attention in certain facts and their personal experience (â€Å"Principle of closure† by Max Wertheimer 1880-1943). Everyone has his stereotypes and if we imagine stereotypes as pictures in our head, jurors 3 and 10 have the image of a dangerous criminal for the defendant, raised to act in certain ways (Lippmann, 1922). More specifically, juror3 expresses, from his first lines in the film, his perception against the young boy (â€Å"I ‘d slap those kids before†¦Ã¢â‚¬ ). But as the movie goes on, he expresses again and again his personal beliefs connecting them with his personal disappointment from his own son (â€Å" it’s these kids they are these day†, â€Å"I used to call my father Sir†). Even more he presents his cultural stereotype against the elderly (â€Å"How could he be positive about anything? †) Eventually, juror3 stands alone with his perceptions, believing in the boy’s guiltiness and through a psychological outburst admits that all his statements were based on biases. Similarly, juror10 uses his own belief to create his racial prejudice against the defendant (â€Å"I‘ve expected that†, â€Å"You know what we are dealing with†¦Ã¢â‚¬ ) as well as his past experiences (â€Å"I’ve lived with them†¦ they are born liars†). Adding to this, juror10 weights the value of the young boy less than the cost of a trial. Finally, his â€Å"explosion† made the apocalypse of his real personality and the group’s mechanism accused his behavior through a visual isolation and oral prohibition. The existence of biases in each group can create an unpleasant internal environment for each member and be the reason of conflicts. The productivity or the effectiveness of the group is in danger if such behaviors are being tolerated. Apart from the complexity which is created there is also a matter of fairness of the group’s function. As the movie flows, the influence of the group to each individual separately is obvious but a vice versa phenomenon is noticed as well. In this part, the different roles of the jurors and their influence on each other through the communication style of all-channel are being presented, as well as with some strategies followed by the leader-juror8. One thing that is common for most of the jurors is that they have common BATNA(Best Alternative to a Negotiated Agreement) and this is the hung jury. However, this is not the case for jury8 claims that his only purpose is the delivery of the justice (Fisher and Uri, 1981). Starting with juror1 we can notice signs of leadership in the early beginning but he ends up being more like a manager, organizing the procedure. Excluding the moment he reaches his breaking point and suggests if anyone would like to take his place, juror1is the one who sets up the norms, accepts propositions, guides the conversation and the voting procedure, avoids conflicts and respects privileges keeping a democratic way of thinking. Being the foreman can be characterized as the â€Å"co-ordinator† (Beldin’s Team Role Theory 1996, 2007). Many of the jurors (2, 5, 6, 7, 11, and 12) seem to have low self-esteem not only because of their character but also because of the number of the team that forces them to get lost in the crowd or just finish the procedure and leave (â€Å"I just think he is guilty†, â€Å"Can I pass? †, etc) This is obvious from the first vote where only 5 of the 11 votes come directly and the rest are raised slowly just to avoid being pointed out. They are becoming followers(2, 5, 6 and 11) or entertainers (7) or just dreamers (12). Of course most of them are open to hear more and accept different opinions (2, 5, and 7). The rest just do not care so much about the result and these â€Å"free riders†, as Frohlich and Oppenheimer called them in 1970, are the proof that social loafing (or Ringelmann Effect) is a common phenomenon in big teams. The role of juror9 has a vital meaning for the outcome because he takes part in all the breaking points of the process. Firstly, he is the first supporter of juror8, secondly it is him who explains the old witness’s psychology (â€Å"Attention†) and lastly he is the fire starter for the fall of the woman’s testimony. The main opponents to the boy’s exoneration are jurors 3, 4 and 10. As was mentioned previously jurors 3 and 10 are mostly based on biases and stereotypes for children from slums. They are all concentrated on general facts and obvious details. The extensive use of loud voice is frequently the main argument of jurors 3 and 10, which could never strengthen their position. Alternatively, juror4 is using his logic and cleverness to support his facts and admits his fault proving his maturity, once he is convinced. Focusing on juror8 we can claim that he owns the position of the leader as his bargaining power is unique. Max Weber (1947) claimed that â€Å"bargaining power is the ability someone has to achieve his goals no matter of the resistance he faces†. Juror8 follows a series of strategies in order to be flexible and adapt to the needs of each occasion. In the beginning, as it is shown from Jo-Hari’s Window, everyone has a bigger unknown-black side, so juror8 wants to get information as an input. Eventually, he adopts the strategy of a listener in order to get knowledge from the others without revealing himself. Afterwards, in the first vote he stays neutral mentioning his points aiming to make some of the rest see the facts from a different angle avoiding any conflict. The brainstorming procedure just began. In order to wake up their consciousness he uses specific words like â€Å"maybe†, â€Å"supposing†, â€Å"possible† and â€Å"assume†. In the main part he listens carefully and argues with all the elements one by one. There is also an extensive use of rhetorical questions and irony just to make his point clear. The first action scheme is when he places the similar knife on the table. The leader breaks the law in order to prove his point. He becomes more active for the first time and gets the whole team upset. Eventually, he creates the first doubts. At this specific time he calls for a new vote. Apparently, the timing is not random. Probably he recognizes some voices like his and decides that it is time to set up a coalition strategy. He needs just one vote which will strengthen amazingly his arguments and he gets it. The fact that he uses his emotional intelligence to point out his views, while he realizes that some other jurors are playing, proves once again his leading abilities. The next step is to create personal relations with some of the jurors. So, he finds the weakest of the group who are about to change side and ask for their opinions. It is not by accident that these jurors were mainly followers until this time. Having established these connections, he uses logic and science as well as the experience and the knowledge of the group in order to persuade the others. As soon as he realizes that one of his main opponents (juror3) loses his self-control, juror8 becomes aggressive and pushes him to the limits using the technique of the irony to apocalypse the existence of his personal prejudice against the defendant. After completing his task, he shows his sympathetic character and supports the worried opponent. Based on Moscovici (1976) and his 5 Aspects juror8 is loyal to his beliefs(Consistency), responsible for his acts(Autonomy), flexible whenever it is appropriate(Rigidity), risky in the first secret vote(Investment) and willing to bring justice(Fairness). The impact of this movie in our modern times is initially proved by the fact that after so many years it is still being taught in courses not only in Law schools but also in Business and Psychology schools. Definitions like brainstorming, social loafing, diversity, team-working, biases and preconceptions, attribution, personality, leader’s abilities, democratic voting and many others are part of any organization nowadays. This movie is the omen for the evolutionary development of a team structure, a team-worker’s behavior and a leader’s characteristics. References Atkinson G. 1990 â€Å"Negotiate the best deal† Director Books, Cambridge Barkan, Steven E. , Steven Cohn, 1994, ‘‘Racial Prejudice and Support for the Death Penalty by Whites’’ in â€Å"Journal of Research in Crime and Delinquency† pp. 202–209 Buchanan A. David Huczynski A. Andrej, 2010, â€Å"Organizational Behaviour†, seventh edition, Pearson Ed ucation Limited, Harlow Cialdini R. B. , 1993 â€Å"The psychology of persuasion†, Quill William Morrow, New York Ellsworth C. Phoebe, 1989, â€Å"Are Twelve Heads Better Than One? † in â€Å"Law and Contemporary Problems†, Duke University School of Law Fisher R. Ury W. 1981 â€Å"Getting to yes: Negotiating agreement without gining in† Penguin, New York Flouri Eirini Fitsakis Yiannis, Oct 2007, â€Å"Minority Matters: 12 Angry Men as a Case study of a successful Negotiation against the odds† in â€Å"Negotitation Journal† pp. 449-461 Hackley Susan, 2007 â€Å"One Reasonable and Inquiring Man:12 Angry Men as a Negotiation-Teaching Tool† in â€Å"Negotiation Journal† pp. 463-468 Hall M. Eisenstein (Eds. ), 1980, â€Å"Voir Dire and jury selection†, Clark. B. M. , in â€Å"Criminal Defense Techniques†, New York: Mathew Bender Hay B. L. 2007 â€Å"Fiftieth anniversary 12 Angry Men† Kent-Law Review 82(3) Chi cago Heuer L. Penrodt St. , Sep. 1988, â€Å"Increasing Jurors’ Participation in Trials A Field Experiment with Jury Notetaking and Question Asking† in â€Å"Law and Human Behaviour† Vol. 12 No. 3 Janis I. , 1972 â€Å"Victims of groupthink† MA: Houghton Mifflin, Oxford Kaplan M. , Jones Christopher S. , 2003 â€Å"The Effects of Racially Stereotypical Crimes on Juror Decision-Making and Information –Processing Strategies† in â€Å"Basic and Applied Social Psychology† pp. 1-13 Kew J. Stredwick J. , 2010, â€Å"Human Resource Management in a business context†, CIPD, London Martin R. , 1992 â€Å"Bargaining Power† Clarendon Press, Oxford Moscovici S. , 1976 â€Å"Social influence and social change† Academic, London Nietzelt T. Michael Dillehayt C. Ronald, 1982, â€Å"The Effects of Variations in Voir Dire Procedures in Capital Murder Trials†, in â€Å"Law and Human Behaviour† Vol. 6 No. 1 Rojot J. , 1991 â€Å"Negotiatation: From theory to practice† Macmillan, London Scheepers, Daan, et al, 2006, ‘‘Diversity in In-Group Bias: Structural Factors, Situational Features, and Social Functions,’’ in â€Å"Journal of Personality and Social Psychology† pp. 944–960 Weber M. , 1947 The theory of social and economic organization† Oxford University Press, New York

Case Essay Example | Topics and Well Written Essays - 500 words - 2

Case - Essay Example The action the farmer took to detain him while calling and waiting for the sheriff does not qualify the case to be classified under false imprisonment. The farmer detained the plaintiff in order to go and call the sheriff who was to act as a judge in this particular situation hence no false imprisonment. The law applied in this scenario is the tort law of false imprisonment. This law protects personal interests when it comes to freedom against restraint of movement. According to this tort, the plaintiff must be confined consciously and within boundaries. For it to however qualify as a false imprisonment, force must have been used and improper assertion of legal authority (Statsky 51). This case is similar to that of Herbst because in both cases, the detention of the plaintiffs was done as an effort to enable the defendant call the authority to solve the case prior to the detention of the plaintiffs. Before the detention, the plaintiffs in both cases were informed of the reason for the detention and what action was to be taken. In both cases also, the plaintiffs had invaded private property without announcing themselves first and without any permission hence according to the law, they were trespassing and therefore deserved to be detained by the owners of the properties pending further legal action by law enforcers (Statsky 52). The case is however different from that of Dupler. This is because Dupler had been given prior warning of the decision she was going to make after being relieved of the duties at the firm. She had been given a dichotomous answer and the refusal to resign led her to be sacked (Statsky 50). It is also different in that her detainers were her former boss and workmates and not strangers and she had not trespassed any property like the situation with the above mentioned two cases. Unlike the other two scenarios before, Dupler had been

Surrealism in Art and Society Research Paper Example | Topics and Well Written Essays - 1750 words - 1

Surrealism in Art and Society - Research Paper Example The paper "Surrealism in Art and Society" states the art society and the surrealism movement. It also includes art that pictured images of paradox and dream devised to change human perception of the world and the world, moreover, the goals of surrealism include revision of the human definition of reality by allowing the free flow of thought with the violation of literal convention in art. Surrealism has its roots from the movement founded by Andre Breton as an artistic and literal movement. However, it borrows plenty of its beliefs and practices from other fields that are not directly related t art. These include politics and psychological fields of society. Politically, surrealism professes communist beliefs following the First World War, its causes and its effects. On the other hand, practices and ideologies are borrowed from the works of Freud due to his assertions on the crucial role of sexuality in human issues. In the case of Freudian influence on surrealism, sexuality is embed ded in the subconscious, which surrealists attempt to utilize to create their works of art; moreover, surrealism is defined as a form of automatism through which it intends to express verbally, in writing and by any other means. As a result, the use of the subconscious in artistic expression must not be limited by sociological and psychological reality, which allows surrealism to violate most conventions. Andre Breton is considered the father of surrealism in the entire world following is experimentation in the artistic field.

In what ways can we argue that the international community has an Essay

In what ways can we argue that the international community has an obligation to alleviate poverty in the world - Essay Example This has been leaving the poor on the mercies of the rich in the society. Therefore, the international community has a role of setting up policies and implementing them, an aspect that will eliminate cartels who have been hijacking this noble process. International community has a role of ensuring that there is equal distribution of resources across the economies. In the past one century, developed countries have been marginalizing smaller economies which have poorly formed developed structure. Through brain drain and exploitation of the resources by economic powerhouses has increased the level of poverty in the world. The international community has a role of ensuring that all countries engaging in any form of trade where all parties benefit. This will play a significant role in ensuring that there is economic balance. In addition, it should follow-up in order to ensure that the money obtained through these transactions reach the needy in the society. This can be through supervising mega projects by the governments and auditing them in order to curb corruption cases. The fact that the world is not united towards the agenda of alleviating poverty makes it hard for the international community. Each country tries to drive its own economic prosperity. In addition, some countries are not willing to set up a certain amount of money to help the countries that are crumpling with high poverty rates. This has made it hard for the international community to achieve any remarkable

Ethics in Public Administration and Policy Research Paper

Ethics in Public Administration and Policy - Research Paper Example In fact, public administrators and policymakers that share common values, practice ethical behavior and have a sense of purpose enjoy a competitive advantage. Ethics applies in both public and private organizations in offering services and leadership with an aim of promoting public interest, integrity, and accountability. This paper will thus discuss the history and importance of ethics in public administration and policy. It will equally address a good, clear research question based on ethics in public administration and policy. Ethics in public administration and policy refers to the determination of the right and wrong human behaviors in course of offering public services and leadership. The modern world is a witness to questions of fraudulent practices, inequality, mismanagement of funds, and other unethical behaviors in public administration and policy. As such, this has led to the need for addressing ethical standards in public administration and policy (Lawton, 2010). Actually, there is a dire need for ethical problem solving and decision-making in public administration and policy-making. Therefore, the public administrators have a mandate to establish and implement ethical standards in an organization. Ideally, every organization adopts a code of ethics that defines how the public administrators and other stakeholders should behave in making policies and offering leadership. Moreover, Ethics in public administration and policy relates to social commitment, ethical leadership, and organizational cultur e. Indeed, the importance of ethics in public administration and policy is unquestionable. Ethics helps in restoring discipline, ensuring accountability, integrity, compliance with standards, and better leadership for purposes of public leadership. Through the code of ethics, we can avoid various frauds errors, and unethical behaviors like corruption in public administration and policy. Actually, where anti-corruption laws and codes of conduct fail in preventing unethical behavior, international bodies like the United  Nations seek to establish a code of ethics that promotes good public administration and policy.  

Computer Science and Information Technology in HR Department of an Research Paper

Computer Science and Information Technology in HR Department of an Organization - Research Paper Example This paper illustrates that computer science designates the mathematical, as well as scientific, approach in computing. There has been an increasing acknowledgment that the power of information technology and computing should be, and can be, enlarged beyond its conventional user base, to reach out to citizens, who up till now have not had admittance to such technology. At the present time business world is enduring a vast change. So, the use of Computer science and Information technology in the organizations department helps to solve the problems, as well as to improve the better communication skill of the various departments. Here the research proposal talks about Computer Science and Information Technology in HR department of an organization. Computer science and Information technology are expected to develop the overall performance of HRM by shifting its focus from management or personnel management to strategic HRM. HR information technology is fundamental for organizations to ad minister their benefits plans and their worker information. It will help to solve the problems and improve communication skill in the particular department. â€Å"Computer Science† is the mixture and application of â€Å"Applied Mathematics†, â€Å"Electrical Engineering†, and â€Å"Complexity Theory/Algorithms† to understand and/or model information. In other words, it is the â€Å"field of computation† â€Å"Information Technology† is the mixture and application of â€Å"Programming†, â€Å"Hardware Administration†, â€Å"Software Administration†, â€Å"Networking†, â€Å"Network Security† and â€Å"Technical Support†. ... In other words, it is the â€Å"management of computers† (Abhishek 2012). Computer science and Information technology in the HR department of the organization must be reasonable, available, and significant. The quick and extensive use of information technology and computers has created a need for extremely trained employees, proficient in different job functions. The most considerable alteration is that the professionals in the HR department at the present focus more on company strategic question from a â€Å"human resource† facet through the top level managers of the organizations rather than only dealing with personnel management. So, the use of Computer science and Information technology in HR department of the organization is extremely helpful to solve the various problems, as well as improve the communication in overall departments. Meanwhile, division of the HR jobs, such as routine management and management performance, are decentralized to line managers. In cont rast, these days, organizations are thirsty for the Computer sciences and IT to decrease cost, develop service, and accomplish effectiveness. To make known the adding value of Computer sciences and IT application in HR department of the organization, it is essential to elucidate how IT can advocate the various functions of the HR department, for example, communication/problem solving. Critical Review of Relevant Literature/Review of Current Systems: The application of IT and computer science in human resource department has been built up since 1990s, the influence of IT on HRM are lengthening over years (Florkowski, Lujan 2006). Its capability of contributing to the whole performance of company, as well as

World War I Essay Example | Topics and Well Written Essays - 1250 words

World War I - Essay Example Firstly, no other war has involved governments, societies and populations of the participating nations in its service to such an extent. It was truly a war of nations marked by tremendous enthusiasm, youthful volunteerism, and industrial mobilization, a mixture of anxiety and elation and nationalism (Bartov, n.p). The war demonstrated the power and intellect of the modern and industrialized states and accompanied drastic political and social changes. It brought the whole nation to the home front; men, women, soldiers, government, and ministers everyone was involved in it. The war evoked the sense of patriotism no other war had been able to bring out, and it reorganized societies to participate in it in an economic, social and spiritual sense (Bartov, n.p). People believed and supported their nations at the cost of their lives because they believed that the victory of their country was worth the cost. â€Å"All the horrors of all the ages were brought together; not only, armies but w hole populations were thrust into the midst of them.† (MacElroy 16). Second most important reason for it being called a total war was its impact on the industrial revolution. It was the first global industrial war which was dominated by industrial weaponry, tanks, machine guns and militarism. As Omer Bartov has described in the first few pages of chapter 1 of his book, â€Å"Mirrors Of Destruction† that World War I brought with itself a new style of warfare not even perceived by the people who were fighting it (Bartov, n.p). The war had in itself an extraordinary expression of devotion not just to the nationalism but also to the notion of the war itself (Bartov, n.p). 2. Why World War I was considered different than conflicts in previous decades? World War I was considered different because it changed the tactics used by all countries earlier. It was the first time modern machinery, trenches and poison gas was used on the battlefield (â€Å"World War I†). This wa r was marked with an era of change brought by it as everything was changed from uniforms to training of soldiers. Particular battalions were used to fight this special battle, and it was the first conflict in which attrition was used against the enemy. Field's artillery was used to defend the enemy. The entire way of fighting battle was changed. Even the international system was completely transformed. On one side, dictatorship emerged out of the war, whereas on the other side, a communist movement emerged backed by the Soviet Union. It was at this time that America became a world power, and the British Empire lost its status from being the world power to the second-class power (â€Å"World War I†). Moreover, the war brought with it the break of the major participators when it was decided at the peace conference of 1919 to break the defeated central powers (â€Å"World War I†). WWI was marked with an industrial revolution faced by no other war before and was fought on such a huge scale that no other war had incorporated so many participators as world war I did. The consequences and effects of this war outspread to every corner of the land, and the specialized armies at the front contained members of every social group and region of the country. 3. WHY WAS THIS WAR CALLED TO BE A WAR WITHOUT END? World War I was a war colossal by its very nature. The war never ended in its real essence but gave birth to many unfinished stories. It brought with it massive destruction, killing of millions of people, collapse of four major empires and devastation of many continents, and its repercussions spread to many nations. It is called a war without end because it paved the road to World War II

Module 4 Student-Centered Assessment Essay Example | Topics and Well Written Essays - 750 words

Module 4 Student-Centered Assessment - Essay Example 2-3). Currently, students have standardized method or structured tutoring and only depend on incidental peer tutoring. With incidental tutoring, it is not possible to identify and fix potential student’s learning needs and it is crucial to implement structured peer tutoring to track and assess learning needs and resolve those needs by making students active learners through transformative learning. The school performance evaluation revealed three main factors as responsible for the situation (Lannen, 2013, p. 8). First, teachers are not familiar with grouping techniques. Consequently, they have not applied any mixed capability grouping in their classrooms. Secondly, teachers do not inspire peer tutoring, hence do not prepare tutors or perform any decent groundwork of tutoring structure whether in terms of time or material. Finally, teachers do not appoint an informal and precise way of tutoring hence lack appropriate guidance to the incidental tutors. First, incidental peer tutoring has to be replaced with structured form. This will mean that the teacher works together with the peer tutors in identifying mixed ability groupings within classroom settings, preparing them in advance, issuing appropriate guidance, and supervising them as they tutor (Lannen, 2013, p. 10). This way, tutors will serve as role models, encourage and inspire students’ learning, and assist teachers and students. To the students, the peer tutor becomes an extra-teacher offering more one-on-one attention; assists them to learn by identifying learning difficulties and explaining things differently; encourages good rapport since they are age mates; and inspires them to become teachers. The study will also seek to identify the effect of structured peer tutoring on teachers and teaching. The focus will be on teacher identification of student needs, ability

View of Class Essay Example for Free

View of Class Essay Karl Marx’s view of class as exposed in his Communist Manifesto suggests firstly the existence of two distinct classes with irreconcilable differences. These are the proletarian and the bourgeoisie. The proletarian or proletariat was initially a derogatory term used for people who had no other wealth aside from their children. Marx’s sociological take on the term refers it to the working class. True to its derogatory origin, the proletariat is the class in society that does not own the means of production (Martin, 1998). In short, they are those who are employed to do work and get paid by salaries. The bourgeoisie or capitalist is a term to connote the owning class. They are considered the upper class of society who owns the means of production. They are the merchants, landowners, and other capitalists. Marx’s theory in class revolves around the interactions between the proletariat and the bourgeoisie and the inevitable consequences thereof. Marx argued that the bourgeoisie constantly exploits the proletariat. Since the workers do not own any means of production like their own farm or business, they must seek employment from the bourgeoisie in order to survive. They are hired by capitalists to work on making goods or providing services. These fruits of production then become the property of the capitalist, who sells them and gets a certain amount of money in exchange. Some of the money earned from the selling of the products or services is used to pay the workers wages, while the rest called surplus value is used to pay for other expenses of the capitalist and his profits. This gives the capitalist the ability to earn money out of work done by his employees with very minimal effort on his part (Martin, 1998). Since obviously, new wealth or profit was created through work done by the employees; the capitalist gained wealth or an excess of wealth which he did not work for. If that happened, then that means that other people, that is the laborers did not receive the full wealth which they should be receiving as just compensation for the work they did. In other words, the workers were exploited by the capitalists. On the other hand, Scott and Leonhardt (2005) argued that society cannot actually have the distinct perception of classes that is proposed in Marxist doctrine. They base this on the fact that people regardless of race or social stature are experiencing luxuries that were not as equally distributed just a few decades ago. Marxist principle usually claimed that the normal, everyday worker is of an inferior class to the capitalist. This principle was based on external markers that connote poverty in one and wealth in the other. Scott and Leonhardt’s article makes an attack on the markers of such a principle, arguing that at present, it has become very difficult to know a person’s class from the color of his skin or the gods they worship, much less on the clothes they wear or whether they’re employed or are running heir own business. However, the article itself does not belittle the concept of distinct classes and in fact moves on to argue that class is actually still a very powerful factor in society. What the article simply argues is that this difference in classes can no longer be seen in Marx’s idea of proletariat – bourgeoisie dynamics but has transferred to other aspects such as meritocracy, where a man who starts out poor can actually strike it rich if he had what it takes. It is my stand to agree with Scott and Leonhardt that the concept of class has shifted into from hereditary wealth to the idea of meritocracy. On the first level of argumentation, I say that the assumption of untouchability of the upper class no longer applies today, where big companies such as Enron can be brought to its knees by the public and where several big business tycoons such as Bernard Ebbers of Worldcom can actually be put behind bars for a good long time. This means that both worker and capitalist stand on equal footing where the law is concerned which implies that the supposed unfair, overwhelming power that big companies hold over its employees has been reduced to a memory. On the second level of argumentation, I believe that meritocracy has transcended barriers between countries and provided an avenue by which worth is determined by what a person can do rather than what his heritage is. The first support to this is the advent of public corporations. These entities build an administrative base that is dependent on meritocracy. A public corporation is owned by all the people who invest in it which can be considered as capitalists, but the top notch directors that they hire don’t need to be stockholders, nor do these executives get hired because they are relatives of the shareholders. More so they get hired because their credentials, from educational background to previous work experiences, says that they can get the job done better than anyone who has money in the company, and that if they should be handsomely compensated if they are expected to work for that particular company. The top CEOs’ incomes usually surpass the lot of a public corporation’s investors. I disagree with Marx’s portrayal of class and class struggle on two levels. The first level is that workers have at present various protections against exploitation by their employers. Labor unions lobby for progressive compensation based on the company’s own profits. This means that laborers today are actually getting their wages based on their company’s progress. The more profits they bring in, the better leverage their union has in negotiating wage increases. On the second level, even today’s capitalists recognize the importance of obtaining and maintaining an efficient labor force. Corporations consistently compete for worker bases in the country and abroad, trying to outdo each other with better benefits, more convenient working conditions, and higher salaries. This indicates that the capitalist can no longer be viewed as the laborers’ enemy. Rather, quality labor itself has become the product of laborers that makes them capitalists in their own right, since the demand for quality labor has become so that capitalists are willing to purchase their labor at their price. In conclusion, class is a concept that has evolved through the years. Situations that may have been applicable during Marx’s time may no longer be effectively used to describe what is apparent in today’s economic world. We must reflect on the value of labor today and see our own worth that for us to market, making us all equitably equipped for life’s challenges ahead. Sources: Martin, Malia. (1998). The Communist Manifest of Marx and Engels. New York: Penguin group. Scott, Janny Leonhardt, David (2005). Shadowy Lines That Still Divide. Retrieved May 6, 2007 from New York Times Website: http://www. nytimes. com/2005/05/15/national/class/OVERVIEW-FINAL. html? ex=1273809600en=2fb756e388191419ei=5088partner=rssnytemc=rss

Language and vocabulary Essay Example for Free

Language and vocabulary Essay Language can be defined as a means of communication through spoken sounds, written symbols, or hand and body gestures. Subject to this simple definition language is neither human nor animal exclusive, meaning that all living creatures use some form of language to communicate. Humans have created the most advanced system of language. Human language has advanced to include listening, speaking, reading, writing, viewing and visual representation. These components are known as the six language arts and while they are individual components they are as well interdependent. What you learn about one affects what and how you learn about the others. Listening is the foundation for speaking, reading and writing. Listening is how we interpret sounds that we hear and what those sounds mean. In the beginning listening is merely receptive. Our brain receives sounds and begins to catalog those sounds. Listening is both an auditory and a visual skill and begins at birth. Children of normal hearing begin by creating mimicking sounds those sounds then become words. Visual listening is often most specifically noted in young children with a hearing impairment and is referred to as sign language. Sign language is not just for the hearing impaired. Parents/caregivers use hand gestures to increase the meaning of a word or to add value or impact to a word. An example of this is seen when a mother shakes her head or finger at a child as she says â€Å"no†. In the classroom children will generally begin a regular routine of listening. Students learn by example and repetition. Teachers explain what is needed, demonstrate the desired task or skill, and repeat. Students will gain good listening skills as they learn their class routine, listen to stories and instruction. Students gain an understanding of the task, and interpret what they have heard. As an understanding has been obtained they evaluate for an appropriate response. Speaking or the act of making a meaningful word comes later than does listening. Speaking is commonly referred to as an expressive skill and must be learned. A child begins to form words somewhere between ten and eighteen months of age. The first word of a child is often momma or dada. The child repeats the sounds or utterances heard from the adults around him. Speech does not actually occur until the spoken word is deliberate and meant to communicate. By the time a child reaches  kindergarten he has likely gained a 2000 – 3000 word vocabulary. While this number may seem excessive Dr. Mary E. Dahlgren states that a beginning kindergartener should have a 6000 word vocabulary for optimum grade and class performance (Dahlgren, 2008). In the classroom a student’s vocabulary size was an effective predictor of reading comprehension. Children with a restricted or limited vocabulary also had declining comprehension scores in the third grade. The elementary teacher can promote speaking by allowing the student the opportunity to speak and by listening to the student completely. Discussing a recently read book, or open discussions are ways in which a teacher can aid a student’s speech development. Reading is the interpretation of written symbols and involves the visual perception of those symbols. Reading connects the meaning of symbols with the words that has been spoken or heard. Kindergarten students build reading skills as they progress from letter recognition to early phonics. They begin to learn the beginning and ending sounds of common or high frequency words. As their vocabulary increases students begin to use words in context. In the classroom reading should be encouraged, should be intentional, and should be fun. Students who learn to read well achieve more and enjoy the learning process more fully. Active readers make for active listeners and intentional speakers and this is when comprehension of the text is experienced. During early reading development children learn by lessons designed around phonemic awareness. Usually this can be seen as student interaction with rhyming games, sing-a-longs, and listening games. As these games become familiar the teacher will integrate visual aids such as letter cards, word flash cards, independent reading time, and writing assignments. All of these early reading techniques aid in the development of early reading skills. Writing like speaking is expressive. This is where the students begin to place their own thoughts into print. This is the most magical of all six language arts experiences. Writing incorporates prior knowledge of reading, speaking and listening. Children begin to exhibit early writing as they experiment with crayons, chalk, and markers. They make scribbles and later form letter-like forms as toddlers. As the child is building his early listening and reading skill they are as well building the early writing skills through pre-phonemic spelling and copying techniques. Some children utilize invented spelling and finally conventional spelling techniques. Writing as it evolves  over time allows for communication on a broad level through time and space that may not have been possible otherwise. In the classroom writing is a means to relay a lesson, message, or concept. Students should be encouraged to write or draw in the best way they know how to. Students should be comfortable making mistakes as this leads to new discoveries and personal satisfaction. Viewing is an important component of literacy and language development. Viewing is extremely broad and is not limited to children’s books. In fact viewing should be stated as any visual content including TV, print ads, multi-media, and even computer software. Students must learn how to comprehend and integrate visual knowledge in the same way that they must learn to comprehend written, spoken, heard and read information (Roe Ross, 2013). As students begin to build on their foundation skills in reading and writing, they are also beginning to use critical thinking skills. This is where children begin to understand that people view things differently. It is important that students learn how to gain important and relevant content from what they see. Students learn to comprehend the message, evaluate the message, and determine the validity of the message. This is an on-going process that follows from infancy through adulthood. Students in the classroom should be taught how to use specific comprehension strategies and to critically analyze the content in everything that they view. Visually Representing is a way of communicating through visual images. It was common practice for the art teacher to have us cut up a magazine and to create a collage of our favorite things. We never thought of this as visual representation, it was just art class. In fact while not always part of the language arts standards it has been used and in practice for many years. In the classroom we make dioramas, models, graphs and maps all of which are visual representations of an idea or concept. Visual representation requires a unique set of strategies such as organization, data collection, and audience identification in order to convey a message. It appears to be impossible at this point to separate the six components of language arts thus far; as one builds on the other, knowledge or insight is gained, it is clear we must have each in order to process the other. Works Cited Dahlgren, D. M. (2008). Oral Language and vocabulary development Kindergarten First Grade. Nashville: Reading First National Conference. Retrieved from http://www2.ed.gov/programs/readingfirst/2008conferences/language.pdf Roe, B., Ross, E. (2013). The Language Arts. Education.com.

How Organizations Ensure Job Satisfaction

How Organizations Ensure Job Satisfaction INTRODUCTION The world has been changing into the global village quite rapidly since the beginning of 21st century. Gone are the days of dark ages when employers could exploit their workers by receiving maximum output in exchange with no or awfully minimal rewards or incentives. In todays world, due to improved communication networks, one cannot keep others in dark about their rights and organizations have to fulfill their responsibilities according to the global standards. Similarly, the world of internet has enabled people to link themselves with others through websites. This new reality is working towards the objective of creating new sociological arrangements within the context ofÂÂ  culture, and same is the case with corporate culture. After realizing the force of competitiveness in global markets and between individual organizations, it has become really essential for any organization to make certain that it develops and keep holding a kind of personnel that is dedicated and faithful w ith the organization for an unlimited time. The workers or employees who are happy and satisfied with the work that they are assigned to do, or by the culture of the organization regarding relations with their employees ultimately feel motivated to continue their relationship with that organization as a faithful, devoted, committed and talented workforce. But many theorists feel that a great number of employees do not have this level of job satisfaction that they can be taken as motivated towards achieving the goals of the organization. Because of this unsatisfied nature of the employees, they keep seeking for alternate job resources where they may be able to experience a higher degree of job satisfaction. A high degree of job satisfaction shows high retention rate and low turnover rate. In other words, turn over rate can be taken as a measure of Job satisfaction level of the employees in any organization. The organizations that fail to retain their able and talented workforce and cannot make them loyal to the organizational g oals face problems in escalating their production level and profitability. Finck, Timmers and Mennes (1998) highlighted the problem that the business excellence can be achieved only when employees are excited by what they do, i.e. the employees should be satisfied with their work and job conditions in order to achieve high goals of an organization. Employee motivation and its link to job satisfaction of employees has been a matter of study for ages. Managers have to rely on their human resources to get things done and therefore need to know what factors would be most helpful for them in having a workforce that has a high level of job satisfaction. Making employees motivated is considered as a factor that has a power of making workers satisfied with their jobs. But this is an understood fact that one cannot directly motivate others; one can just create the conditions where people feel motivated themselves. Spector (2003) says that a number of factors can help in motivating people at work, some of which are tangible, such as money, and some of which are intangible, such as a sense of achievement. The accomplishment of any organization greatly depends on the contribution of its labor force. This is also said that such contributions are triggered by those features of peoples work environment that motivate them to devote more material and intellectual vigor into their work. In this way the organizations objectives are chased and accomplished. Motivation and job satisfaction are therefore regarded as key determinants of organizational success, both of which have an inter link between themselves. In order to have a highly productive and loyal workforce, organizations strive to take measures that would create a feeling of satisfaction and well being in their workers. But does it really matter, or is it only a common myth that the aspect of motivation does have an influence on the job satisfaction level of the employees. The aim of this study is to observe the relationship between motivation and job satisfaction of employees and to authenticate it through statistical measures. 1.2 Concepts of Employee Motivation and Job Satisfaction Definitions of employee motivation: The term motivation is derived from the Latin word movere, which means to move (Baron, Henley, McGibbon McCarthy, 2002). This means that motivation is a kind of energy that helps people in advancing towards the achievement of some certain goals. A great number of researchers over the years have been studying the concept of motivation and have been trying to extract the true definition of motivation but motivation can not be defined in explicit manner. Rather, motivation can be taken as a phenomenon or a concept instead of a simple remark. Campbell and Pritchard (1976) defined motivation as a label for the determinants of the choice to begin effort on a certain task, the choice to expend a certain amount of effort, and the choice to persist in expending effort over a period of time. Therefore, motivation is considered as an individuals behavior which is the result of some inter-related factors where some variables have to be taken as constants such as individuals skills, abilities and knowledge. There are a lot of perspectives about motivation; some of them are given below. Beck (1983) stated that four basic philosophies trigger a variety of angles about motivation on workplace. According to him, a man can be about his economic conditions, he wants to involve in more social activities and strong social relations, he wants to satisfy his need of self-actualization, or he may be a mixture of all the above mentioned needs. Theories that are about the rational economic man assume only the power of economic conditions on the overall behavior of a man. These theories assume that men are rational and they may make a right decision for their economic well being. The organizations that emphasize on the extrinsic rewards for their employees for example pay raise or fringe benefits actually follow this school of thought that man is rational about his economic conditions. Second kind of theories assume that the basic need of a man is only being social, these theories assume that man is mainly motivated by his social needs such as making friends and having good relationship with their colleagues. In this case, organizations want to make a more conducive and happy environment where their employees are satisfied with the people around them and where they can maintain good inter-relationship with the people t their workplace. Third perspective of motivation, according to theorists, is that a mans basic need is self actualization. It says that people can be motivated through intrinsic measures as they get pleasure in making good job and receiving compliments in response to a good job. That is, people derive satisfaction through their accomplishments. Organizations that believe in this approach may make a system where rewards are based on high performance. Lastly, the complex man approach argues that there is a much more complex system about motivation of people and this can be based on many factors such as emotions, motives, abilities and experiences. These factors may change their places on the scale from high to low or from low to high level from time to time. The changes in these levels are because of newly learnt behaviours of people as time passes. All of these above mentioned perspectives of motivation have triggered the researchers and theorists to present a number of different definitions about motivation. According to Schultz and Schultz (1998), motivation can be regarded as only the characteristics of people at workplace or personal characteristics of people that may explain the behaviour of people on their job. Some authors are of the view that intrinsic conditions are more powerful than the work related characteristics of a person. Spector (2003) regarded motivation as inner state of mind of a person that persuades him to involve in some particular kind of behaviours. Spector argued that motivation may be studied from two perspectives. One perspective, according to him is that motivation is the direction for behaviour to develop that people choose from a number of behaviours. The intensity of such behaviour can differ with the amount of effort that is required to be put in a task to accomplish. The second perspective is that an individual gets motivated by the desire to attain some particular goals. This motivation is derived from a persons individual needs and desires. Petri (1996) also stated that motivation can be taken as a force that acts on an individual to start and take initiative in showing some special behaviour. This theory explains that why it happens that some behaviour is mor e intense than others in particular situations, but not in others. The definition of motivation according to Gouws (1995) is that motivation originates from within an individuals own self, either consciously or unconsciously, to fulfill a given task with success because the person takes pleasure in fulfilling this particular job, rewards from others are not important for such kind of individuals who are motivated intrinsically. Beach (1980) regarded motivation as a readiness to use up energy to achieve a target or incentive. According to him, behaviours tend to be repeated when they are rewarded by others, but the behaviours that are not properly rewarded or are punished will tend to die with the passage of time. He, however, recognized that intrinsic motivation has a link with the job content and it comes in light when people are satisfied by performing some activity or just by involving in some kind of activity. Van Niekerk (1987) regarded motivation at workplace as created by the workplace environment and conditions that exert an influence on workers to perform some kind of activity by their own wish. According to him, workers want to reach some specific goals to have an inner satisfaction and to satisfy their own needs. Pinder (1998) gave his idea by keeping in mind the work place of organizations. He explained work motivation as a set of internal and external forces that help in initiating behaviours that are work related. According to the definition of Pinder (1980), work motivation has features that are invisible, and they are created from a persons inner self and that researchers therefore must rely on the theories that are already established in order to have some guidance in measuring work motivation. For the purpose of this particular study, employee motivation is taken as an instinctive force, that is maintained and shaped by a set of personal characteristics as well as workforce characteristics, that depend on the particular needs and motives of the workers. As it is already mentioned above, the concept of motivation is of very high importance with regard to the effectiveness of an organization, as many researches show that motivation creates a link between job satisfaction and job performance of the employees, and job performance is the determinant of profitability and success of the organization. So, in order to make their employees optimally motivated, it is necessary for an organization to focus on the factors in job content that result in employee motivation and job satisfaction. It is quite necessary for the managers and leaders to have a good knowledge about different motivational theories in order to have an effective management. Managers and leaders would need to choose the right theory to motivate a particular person in a particular situation and therefore have higher-performing and more satisfied employees. Here we are going to discuss different theories of motivation and a critical view of these theories. These motivation theories are categorized as: Need Theories of Motivation, Cognitive Theories of Motivation, and Reinforcement Theory of Motivation. THEORIES OF MOTIVATION Motivation can be regarded as a widely researched concept in the field of management and behaviour sciences. The concept of motivation is drawn on a broad spectrum as it is based on a variety of perspectives. But all of these perspectives have not been of same influence as they had once they were presented by theorists. One example of less influential perspectives is Maslows Hierarchy of Needs theory (Wicker Wiehe, 1999). But their contribution in this regard cannot be neglected and denied as the basis of motivation theories have originated from these perspectives. Motivation theories are generally categorized into three classes; these classes are named as, Need theories of motivation, cognitive theories of motivation, and reinforcement theories of motivation. (Baron et al., 2002). Needs Based Theories of Motivation Need theories of motivation are also named as content theories as they explain the substance of motivation (Hadebe, 2001). These theories propose that internal states of mind of individuals invigorate and express their behaviours. Maslows hierarchy of needs theory Abraham Maslows theory of hierarchy of needs is considered as most common theory in the field of motivation research (Van Niekerk, 1987). It as introduced by Abraham Maslow in 1943. The basic principle of the theory is that people get motivated by their urge to fulfill their needs, or shortcomings. These needs may be grouped in five categories. This theory also argues that all these needs come in hierarchical shape where lower order needs have to be satisfied first before going to the higher order needs (Gouws, 1995). Maslow (1968) emphasized that gratification of one basic need opens consciousness to domination by another. These needs are numbered below going from lower level to higher level needs. Physiological needs, Safety needs, Social needs, Egotistical needs, and Self-actualization needs Physiological needs are the basic needs of a man necessary for his survival, e.g. hunger or thirst. Safety needs do not only mean that a person wants physical safety and security of life. Rather it also means personal security such as a safe and secure job life without any tension. Social needs are referred to as a wish to have friends and family from which a person derives internal pleasure and love. Whereas egotistical needs are based on a persons desire to have a respectable and familiar personality in his society. Self-actualization need is the top most need in the hierarchy of needs as it stands for a persons motivation towards the full growth of his prospective personality, which is basically never totally achieved (Gouws, 1995). Existence-Relatedness-Growth (ERG) theory The theory presented by Alderfer is in fact an expansion of Abraham Maslows theory of hierarchy of needs. Alderfer presented the argument that human needs are not based on hierarchical level, rather they reside on a continuum (Spector, 2003). Alderfer reduced Maslows five needs into only three needs, which he termed as Existence, Relatedness and Growth hence termed as ERG theory. Existence is basically the need of a human being to survive physically from hunger and fear, Relatedness need is attached with the social needs of a man and Growth is basically the need of a person to grow personally and develop his or her personality. Alderfer put emphasis on the argument that as these needs occur on a continuum, all these needs can be experienced at a time. (Alderfer, 1969). Regardless of the fact that Maslows hierarchy of needs theory gathered very less support from empirical data, his theory had a positive effect on the policies of organizations as now managers policies could be more focused on the basic needs of employees. Also the highest level need in the hierarchy that is self-actualization need has been accepted by executives and managers who are now considering it as a compelling motivator (Schultz Schultz, 1998). Herzbergs two-factor theory Frederick Herzbergs Two-Factor theory is a well known theory in the study of motivation concept. Herzberg developed this theory in 1954 while he was studying the behaviours of the workers towards their jobs (Gouws, 1995). In fact, Herzberg wanted to study the behaviour of workers in order to judge their job satisfaction measures, but over the time this study got its reputation as motivation theory due to its motivational factors (Baron et al., 2002). Beach (1980) gave his opinion this theory represents aspects that are related to motivation at work place rather than general human motivation factors. The hygiene factors may be associated with lower order needs in the Maslows hierarchy of needs. These hygiene factors are placed on a continuum from the factors which cause dissatisfaction going towards the factors which cause no dissatisfaction. The point to be noted here is that the here no dissatisfaction does not mean satisfaction, as these factor involve such kind of circumstances that help in preventing dissatisfaction but they do not lead to job satisfaction. Some examples of these hygiene factors include the job status of employees, level of supervision, work conditions, pay and benefits and interpersonal relationships (Herzberg, 1966). Motivators are the factors that produce satisfaction in the employees and the absence of these factors would result in no satisfaction rather than dissatisfaction. The presence of these factors has a positive impact on the employee performance and job productivity. These factors may be associated with Maslows higher order needs in hierarchy but they are placed on a continuum from the factors which are highly motivated to the factors that are highly unmotivated. Job contents such as pleasure of performance, recognition level, opportunities of advancement and promotion are included in motivator factors (Herzberg, 1966). This theory has shown a great impact on the organizational psychology as now organizations are giving their employees a greater opportunity to plan and perform their own job descriptions (Baron et al., 2002). The two-factor theory has been very effective in the sense that now employees get the work that is pleasurable and meaningful for them (Spector, 2003). McGregors Theory X and Theory Y Theory X and Theory Y of Douglas McGregor (1960) correspond to an expansion of his thoughts on motivation to the course and organization of employees in the workplace. McGregors theory X postulates that people do not take interest in their work and try to get rid of making any effort to accomplish the task, so they have to be coerced and pressurized by some strict actions so that they perform up to the desired level. In his theory, the common man is believed to be a highly unmotivated person and lacks the sense of responsibility. He only strives to meet his lower order needs. They are selfish, and do not consider and care about organizational goals. In contrast of theory X, theory Y has a more modern approach to motivation. . it postulates that people seem to be highly motivated toward achievement of organizational goals, they are keen to discipline themselves, they are eager to take up responsibility, and are talented enough to create solutions for problems. McGregor then regarded T heory Y as a more truthful and rational description of human behaviour and attitudes, since it represents the incorporation of individual and organizational goals. However, McGregor acknowledged the fact that the theory does not propose a complete clarification for employee motivation (McGregor, 1960). McClellands learned needs theory McClellands theory is also referred as three needs theory. McClelland argues that the people who are achievement oriented strive to meet their three needs that are: the need for power (nPow), the need for affiliation (nAff), and the need for achievement (nAch). nPow denotes that people strive for a control over others, they want to influence others behaviour and be responsible for their behaviour. The nAff refers to the desire to create and uphold enjoyable relations with other around them. The nAch is the need to compete with others and to succeed in achieving goals et by the individuals themselves. According to McClelland these needs are not instinctive, but these are obtained through experience and learning (McClelland, 1987). Cognitive Theories: Cognitive theories present motivation as a process of cognition or inner thoughts, values and beliefs which are used by people when they want to make some choice regarding their behaviour at work (Schultz Schultz, 1998). Equity theory Equity theory was first introduced by Stacy Adams in 1965. Its basic principle is that individuals are motivated to attain a state of equity and fairness in their connections with other people, and with the organizations that they are working for (Adams, 1965). People make judgments or comparisons between their own and their companions or competitors inputs at workplace, e.g. their experience, qualifications, efforts and the outcomes that they receive as a result e.g. fringe benefits and pay, working conditions and status at job. Then they allocate weights to these effort and outcomes according to their significance and magnitude to themselves. The summed total of these efforts and outcomes creates an input/output ratio. This input/output ratio is the key factor in terms of motivation. A state of equity means that the output/input ratios of a person are equal to the ratio of others. If the inequity exists in this ratio, the person wants to change it by reducing one factor i.e. effort or enhancing the other one i.e. outcome. Apparent state of inequity by the person is consequently the foundation for motivation (Baron et al., 2002). This theory helped in providing the foundation to study the motivational repercussions of apparent injustice and biasness in the place of work. It also put down the basis for more fresh theories on justice (how job requirements and rewards are rewards are determined) (Cropanzano Folger, 1996). Goal-setting theory Edwin Locke proposed Goal-setting theory in 1968 (Beck, 1983). Spector (2003) portrayed this viewpoint on motivation as the theory that the internal intentions of people motivate their behaviours; it can be explained by the fact that that the behaviours are established by people needs to achieve a certain goal. Locke and Henne (1986) explained that behaviours are affected by goals in four ways. According to them, individuals are concerned with the behaviours that they believe would result in achievement of some particular goal; they assemble effort to reach the goal; they add up to the persons diligence which results in spending more time on the behaviours that are necessary to reach the preferred goal; they inspire the persons quest for successful policies for goal attainment. The prerequisites for goals before setting them are; they should be specific, challenging, attainable, need commitment, need regular feedback, and self-set by the individual. Only then individuals get motivated by the goals. Expectancy theory Vroom presented his expectancy theory in 1967 in which he argued that peoples behaviour is based on their expectations and beliefs about future events, which are extremely important and beneficial to them (Baron et al., 2002). Basically, the theory clarifies importance of rewards in establishing the behaviours of individuals. This theory is focused on internal cognitive conditions that go ahead towards motivation. It can be stated as, people are motivated to do some task only when they are sure that a certain task will lead to sme kind of rewards that are beneficial to them. The cognitive states given in expectancy theory are named as expectancy, valence and instrumentality (Spector, 2003). Expectancy means that the individual is expecting that he has the ability to perform the behaviour that is required to lead to a most wanted outcome, e.g. working hard to achieve a promotion in future. Valence stands for the value that is given to an outcome by the individual. An individual wants to know how attractive an outcome of a certain task would be for him. Instrumentality is the term used for a perceived probability of an individual that a certain behaviour will guide to the preferred outcome. Since its introduction, expectancy theory stands for a well known and important approach, but at the same time it has been disapproved on the basis that the assumption about individuals rational and calculating behaviour in their decision making process is not true in all senses. Another criticism for this theory is that fail to take into account the limited cognitive skills of individuals (Baron et al., 2002). Reinforcement Theories Reinforcement theories assume that the behaviour of people at workplace is mainly established by its apparent encouraging or harmful consequences (Baron et al., 2002). The reinforcement theories are based on the idea presented in Law of Effect. This idea was developed by Hull (1943). Hull presented his Drive theory in which he suggested that effort has a direct relationship with drive multiplied by habit. Where habit is a resultant of reinforcement of behaviour. The rewards for behaviour can be tangible, for example money and pay raise, or intangible, for example admiration of a certain behaviour (Spector, 2003). As a result, reinforcement theory has been taken as highly significant in setting up the ideas relating to rewards and monetary incentives as well as appreciation techniques. These reinforcement techniques have been practiced in many organizations now days (Schultz Schultz, 1998). Reinforcement theory is considered as out of track from other motivation theories as it does not take into account the basic factors or need for which a person wants rewards. It only takes into account the relationship between reinforcement and behaviours of employees at workplace. But its importance cannot be denied as the research on this topic has shown empirical evidence that rewards can be highly influential in the improvement of job performance (Spector, 2003). All these theories which are discussed above have added considerably towards different current viewpoints on motivation and appreciating the concept of motivation in the workplace. Undoubtedly, the theories of all the researchers and authors over the years have an impact on organizations ability to change their organizational psychology by taking effective and practical measures in order to meet the challenge of making their employees motivated and satisfied with their jobs to enhance productivity and profitability. JOB SATISFACTION The concept of job satisfaction attracts great attention by the researchers and theorists and also by the organizations these days. As its importance and popularity has been established in organizational productivity. Managers are now feeling more responsible about keeping their employees at a satisfied stage because their job satisfaction has a prime effect on the productivity of the organization (Arnold Feldman, 1986). Organizations are aware of the fact that having personnel that derive satisfaction from their work add massively towards organizational efficiency and definitive survival. Concept with such marvelous effect on organizational and personal life clearly justifies a matching amount of awareness. Definitions of Job Satisfaction Many definitions of the job satisfaction concept have been given over the time. Arnold and Feldman (1986, p.87) defined job satisfaction as the sum total of overall effect that people have towards their job. Therefore, high level of job satisfaction means that a person generally likes his work and appreciates to do so. He has a positive stance about it. McCormick and Ilgens (1980) regarded job satisfaction as a individuals approach towards his job. They added that a feeling is an exciting answer to the job, which may differ from positive to negative along a continuum. Beck (1983) further added that since a job has many unique angles, job satisfaction is essentially a summary of employee attitudes concerning all these. Theories on Job Satisfaction Beck (1983) said that theories involving the concept of job satisfaction have emotional, motivational and informational workings, as do other approaches about this concept. As we have discussed in detail these theories in the section about motivational theories, only a short summary of these theories is sufficient. Equity theory specifies that people generally want to receive what they consider a fair or equitable return for their efforts at work. Greater satisfaction is experienced if they perceive the return or reward they receive as equitable. Aim of the Study / Research Motivation As the topic of this study suggests, the basic aim of the study is concerned specifically to investigate the relationship between measures taken by the organization to motivate employees and their overall impact on the job satisfaction level of the employees. The organizations need to have a smooth line of production and business functions on a consistent basis in order to be able to perform up to the mark in accord with international standards. For this purpose they have to collect, manage and retain proficient, well trained and optimally productive personnel. The personnel of an organization play an important role in higher production and profit making but the condition is that they should be highly dedicated, devoted and faithful to the objectives of that organization. But the staff can have these characteristics only when they are satisfied with the work that they do and who are consequently motivated to continue their relationship with the organization. A systematic understanding of the nature and considerable causes of employee satisfaction and motivation, will facilitate employers in making the strategies to effect the required positive changes in motivation programs of their organization and ultimately to implement these programs to step forward towards optimal employee reliability and retention. Examples of such strategies may include selecting a number of intrinsic and extrinsic rewards to boost employee motivation and to get rid of certain of its human resource policies and practices that can slow down the process of employee motivation and their satisfaction level. A huge number of researches have been conducted on employee motivation, job satisfaction and their relationship with each other, as well as on a variety of combinations thereof. After having a thorough and deep examination of historical studies, the researcher of this study became able to produce a problem statement that is related to employee motivation and job satisfaction. In this regard, this study aims to add to the already existing knowledge about motivation and job satisfaction and the implications of these terms in organizational psychology. 1.4 Problem Statement Through a deep examination of historical studies, and after a thorough research on the existing literature, the researcher of this study came to know about a strong impact of motivation policies of the companies on the job satisfaction levels of their employees. There are also many studies that show the relationship of these two aspects with many other features in an organizational culture. According to Watson (1994) business in the contemporary era has realized that motivated and satisfied personnel will show an increased production level and deliver output powerfully even to the bottom line. Schofield (1998) conducted a convincing study in which he showed with certainty that the way people are managed has a powerful impact on both productivity and profitability levels of the organization. This study established the importance of job satisfaction, employee motivation and commitment, and corporate culture in organisational capability and limits. By keeping in mind the existing literature about these two variables that are motivation and j