Last Minute Speaking Activities for ESL Teachers

Any teacher whos been in the business for more than a few months knows its important to have short speaking activities on hand to fill in those gaps that inevitably occur during class.  Try these practices for yourself! Student Interviews Introducing Students to Each Other / Expressing Opinions Choose a topic that will interest your students. Ask them to write five or more questions about this topic (students can also come up with the questions in small groups). Once they have finished the questions, they should interview at least two other students in the class and take notes on their answers. When the students have finished the activity, ask students to summarize what they have found out from the students they have interviewed. This exercise is very flexible. Beginning students can ask each other when they do their various daily tasks, advanced students can make up questions concerning politics or other hot topics. Conditional Chains Practicing conditional forms This activity specifically targets conditional forms. Choose either the real/unreal or past unreal (1, 2, 3 conditional) and give a few examples: If I had $1,000,000, Id buy a big house. / If I bought a big house, wed have to get new furniture. / If we got new furniture, wed have to throw away the old. etc.   Students will catch on quickly to this activity, but you might be surprised by how the story always seems to come back to the beginning.   New Vocabulary Challenge   Activating New Vocabulary Another common challenge in the classroom is getting students to use new vocabulary rather than the same old, same old. Ask students to brainstorm vocabulary. You can focus on a topic, a particular part of speech, or as a vocabulary review. Take two pens and (I like to use red and green) and write each word in one of two categories: A category for words that should not be used in conversation — these include words like go, live, etc., and a category that students should use in conversation - these include vocabulary items youd like to get students using. Pick a topic and challenge students to only use the target vocabulary.   Who Wants a...? Convincing Tell students that you are going to give them a present. However, only one student will receive the present. In order to receive this present, the student must convince you through his/her fluency and imagination that he or she deserves the present. Its best to use a wide range of imaginary presents as some students will obviously be more attracted to certain types of presents than others. A computerA gift certificate for $200 at a fashionable storeA bottle of expensive wineA new car Describing Your Best Friend Descriptive Adjective Use Write a list of descriptive adjectives on the board. Its best if you include both positive and negative characteristics. Ask students to choose the two positive and two negative adjectives that best describe their best friends and explain to the class while they chose those adjectives. Variation:Have students describe each other. Three Picture Story Descriptive Language/Reasoning Choose three pictures from a magazine. The first picture should be of people that are in some sort of relationship. The other two pictures should be of objects. Have students get into groups of three or four students to a group. Show the class the first picture and ask them to discuss the relationship of the people in the picture. Show them the second picture and tell them that the object is something that is important to the people in the first picture. Ask students to discuss why they think that object is important to the people. Show them the third picture and tell them that this object is something that the people in the first picture really dont like. Ask them to once again discuss the reasons why. After you have finished the activity, have the class compare the various stories that they came up within their groups.

Assignment #1 Health Information - 1661 Words

1 Running Head: Information Technologies Applications Information Technologies Applications Haya Zeidan Strayer University HSA 315 Dr. MOUNTASSER KADRIE Assignment #1 April 26, 2011 Information Technologies Applications 2 Abstract The information Technologies Applications is widely used nowadays. Information technology (IT) has the potential to improve the quality, safety, and efficiency of health care. But before everything we should increasing our understanding of the information technologies in the health care. Also, we should understand what types of (IT) applications are most useful for improving health care? In this paper I will compares†¦show more content†¦The system can remind providers to offer the service during routine visits and remind patients to schedule care. Reminders to patients generated by EMR systems have been shown to increase patients’ compliance with preventive care recommendations when the reminders 5 are merely interjected into traditional outpatient workflows. This system helps in disease management and preventive services. It provides very vital information like patients without an exam for certain time, patient with certain levels BP, patients who are taking a certain class of medication, patients who are suffering from a certain type of disease, screening and immunization information, Lab tests Results, etc. This is a complete DB driven system and user can create any rule that she wants on any of the modules in the EMR and he will be alerted for the same. -HER: its Improve clinical processes or workflow efficiency, Improve quality of care and Improve clinical documentation to support appropriate billing service levels. Share patient information among health care practitioners and professionals. Reduce medical errors (improve patient safety). Establish a more efficient and effective information infrastructure as a competitive advantage. Also, it is can Share patient information among health care practitioners and professionals. Improve clinical documentation to support appropriate billing service levels. -E- prescribing: Improved patient safety and overall quality of care.Show MoreRelatedHlt 314v Week 1 Complete Assignment and Dqs1189 Words   |  5 PagesHLT 314V WEEK 1 COMPLETE ASSIGNMENT AND DQS To Purchase this tutorial visit following link: http://wiseamerican.us/product/hlt-314v-week-1-complete-assignment-and-dqs/ Contact us at: SUPPORT@WISEAMERICAN.US HLT 314V WEEK 1 DISCUSSION 1 Select an allied health care profession and provide a description of the jobs and services provided by that profession. Research regulatory or professional organizations that serve the profession you chose, and describe an area in which the profession seeks toRead MoreUnit 8 P1 and M11566 Words   |  7 Pagesï » ¿Assignment brief – QCF BTEC Assignment front sheet Qualification Unit number and title Level 3 BTEC National Diploma in Health and Social Care (QCF) Unit 8 – Psychological Perspectives for Health and Social care. Learner name Assessor name Kamila Patrycja Zgadzaj Kwame Attikpoe Date issued Hand in deadline Submitted on 5th December, 2014 15th December, 2014 15/12/14 Assignment title Explain the principal psychological perspectives and assess different psychological approaches to study. InRead MoreHcs 533 Study Education on Your Terms/Hcs533Study.Com Essay866 Words   |  4 PagesHCS 533 Week 1 Individual Assignment Definition Worksheet (2 Answer) FOR MORE CLASSES VISIT www.hcs533study.com This Tutorial contains 2 Answers for each Question HCS 533 Week 1 Definition Worksheet Definition of Terms The health care environment is constantly changing, new systems arise every day with terminology of their own to reflect the changes. As a health care professional, it is important for you to stay up-to-date with the terminology and its proper use. Define each termRead MoreHealth and Social Care822 Words   |  4 PagesHealth and Social Care Assignment UNIT 1 - PRINCIPLES OF COMMUNICATION IN ADULT SOCIAL CARE SETTINGS ASSIGNMENT OVERVIEW In this assignment, you will complete tasks to demonstrate your understanding of the importance of communication in adult social care settings, and ways to overcome barriers to meet individual needs and preferences in communication. You will also address the issue of confidentiality. TASKS There are two task to this assignment. TASK 1 2 EVIDENCE Short answer questions Read MoreUnderstand how health and safety legislation is implemented in the health and social care workplace1565 Words   |  7 PagesAssignment Front Sheet Qualification Unit Number and Title Pearson BTEC Level 4 HND Diploma In Health and Social Care Student Name Unit 3: Health and Safety in the Health and Social Care Workplace Assessor name: Christine Pratt Date of Issue Completion date 27/01/2014 18/04/2014 Student No. Submitted on Assignment title Learning Outcome Learning outcome Assessment criteria LO1 Understand 1.1 how health and safety legislation is implemented in the health and social care workplaceRead MoreRandom1474 Words   |  6 PagesPurpose The purpose of this assignment is to increase self-awareness of the student by analyzing personal nutritional intake and activity routine throughout the course. In turn, the student will be able to help others modify their diet and activity, and improve overall wellness. An examination of a personal food and activity assessment will provide the student with essential data from which to change their health and wellness behaviors. Course Outcomes This assignment enables the student to meetRead MoreAssignment 1 Acc 100 Careers in Accounting1553 Words   |  7 PagesASSIGNMENT 1 ACC 100 CAREERS IN ACCOUNTING To purchase this tutorial visit here: http://mindsblow.us/question_des/ASSIGNMENT1ACC100CAREERSINACCOUNTING/17 contact us at: help@mindblows.us ACC 100 ASSIGNMENT 1 CAREERS IN ACCOUNTING Assignment 1: Careers in Accounting Due Week 8 and worth 240 points Accounting is the study of how businesses track their income and assets over time. Accountants engage in a wide variety of activities besides preparing financial statements and recording businessRead MoreNutrition and Food Guide Servings1201 Words   |  5 PagesNutrition for Health and Changing Lifestyles Assignment 1 (Section A and B) Late assignments can be submitted to the Human Ecology General Office (Room 209, Human Ecology Building). Assignments are considered late if they are not submitted in class on the due date. Policy for Late Assignments: 10% of the total marks will be subtracted for each day that the assignment is late (i.e. 10% for assignments submitted after 10:20 on October 10, 20% for assignments submitted OctRead MoreCurrent Trends And Issues Of Digital Health Essay1569 Words   |  7 PagesCurrent Trends and Issues in Digital Health and How this Impacts the Nurse Practitioner Jami Smith Chamberlin College of Nursing Fundamentals of Nursing Informatics NR512 Professor Glenn October 4, 2016 Current Trends and Issues in Digital Health and How this Impacts the Nurse Practitioner To improve the health of our nation changes need to be made in the health care delivery system. Digital health has made strides in patient’s access to health care and has provided nurse practitioners with newRead MoreHealth and Social Care Essay659 Words   |  3 PagesHealth and Social Care Assignment UNIT 2 - PRINCIPLES OF PERSONAL DEVELOPMENT ASSIGNMENT OVERVIEW In this assignment, you will investigate standards that influence adult social care practice. You will look at examples of these standards and how they affect the role of social care workers. Personal development and reflective practice are important for social care workers, and you will be completing tasks that cover these concepts. You will look at the different ways that this is done, how you

Plato Essay Thesis Example For Students

Plato Essay Thesis I know that, for the journal, we are supposed to write something about it everyday, but since the beginning of trying that out, I have found that I was just saying the same things in every paragraph and ending with the same questions and beginning with the same answers. So, I have decided to set up my journal in this format, as to show what I am trying to say in a refined technique. I will try and add my questions and answers at the end, and I hope, Dr. Coyle, that this is an all right journal entry for our first journals. A. Sophistry Or, more correctly, the Platonic likeness of sophistry. At 19d-21a, Socrates claims, in attempting to differentiate himself from the sophists to whom he has become incorporated in the Athenian popular perception, that sophists claim to be experts about human superiority and can make humans exceptional, like horse trainers claim to be able to make horses exceptional. Socrates denies having this kind of specialist knowledge about human brilliance, claiming only to have a certain type of intelligence. The Greek words are significant: expertise = episteme or science; wisdom = sophia. This is an ancient conflict: philosophers trying to differentiate themselves both from divine inspiration and from engineers/scientists. In this case, the things to be studied and controlled by scientific sophists are human beings. We cant be humanists and lament this loss of valuable individuality, as if it were the natural condition, our birthright as free persons that is taken away from us, e tc. The point is to examine the social machine that produces either restricted reaction or flexible decision. What Socrates is irritable about in terms of what he calls virtue or true human excellence is the generalization involved in producing perfect repetition. To be a good citizen, Socrates claims, one cannot be trained into disciplined reiteration, one cannot be simplified, but one must be multifaceted. To have virtue is to have judgment, to be able to respond to the new, the impulsive, or to situations that are too complex for words and can only be responded to aesthetically, by feel or touch, in both the literal and figurative senses of those words. To have such ability, ones brain must be persuaded into exploring complex character zones, where new patterns are able to form: self-organization. Discipline is exactly the channeling of reaction, the installation of huge personality attractors: reception of orders from above. Socrates of course did not have involvedness theory st udies of the brain w/ which to clarify himself. His expressions are that of practical wisdom or judgment, and virtue or brilliance. We could say, Socrates wants to differentiate the good simplified, restricted inevitability from the good complex, flexible judgment. Will this make him popular? We will see. B. Ignorance Socrates claims to have only a human wisdom (20d), not the more than human wisdom (20e) of the sophists. Yet he also, legendary, claims to know that he is not intelligent (21b). Whats going on here? Socrates tells the story at 21a-24b of the oracles saying, no one is wiser than Socrates. Because Socrates knows he is not intelligent, he at first doubts the oracle and sets out to test it. He will try to find someone wiser than he. He first finds someone who appears to be clever to many, and who accepts this trait: he too thinks he is wise. Under inspection, however, the allegedly wise man turns out not to be wise: he is exposed as unwise. This presentation of ignorance on the part of the allegedly wise leads to hatred of Socrates. He then reflects that he is wiser than this interlocutor, because he doesnt pretend to a knowledge that he doesnt possess. In other words, Socrates wisdom lies in recognizing his own lack of knowledge. After a methodical survey of Athens, includi ng the politicians, poets, and craftsmen, Socrates concludes that the oracle was right after all and that human wisdom is worth little or nothing, and that the wisest is one who is aware of his own insignificance. Socrates is here insisting on the need for ruling, that is, complexified bendable reaction to new and/or intricate circumstances, as the property of human wisdom. Such judgment is not verbally understandable, is not able to be put into procedure, because it is exactly the ability to step out of principle, to improvise and create. One can only have a retrospective spoken clarification of already formulated rules. Culture is the security device of judgment. That means that past inventions, past judgments become codified for communication. But truly all that can be put into words are unfilled recipes. The real work comes in the submission of these. When theyre applied, on the spot in the crisis or the workshop or on the stage, they step down from the status of formula and bec ome only hints. But this formula was not the way in Athens. Masters gave commands: they ruled with the voice, by principle. Even though they could do things, craftsmen and workers couldnt clarify themselves. And what they do is not to command matter, to enforce a magnificent form on disordered matter, but to persuade forth-implicit organization by pushing a material system toward an entrance they identify with. So, was he really trying to kill himself or was he trying to save himself; not necessarily from dying, but saving his ideas from dying? C. Death Socrates approach toward death is significant to the history of philosophy. Death is not to be feared, he says, but the fear of death, and the disgraceful actions it may entail, is to be resisted and scorned. He first gives the illustration of Achilleus the warrior, then of himself as a soldier, then of himself as servant of the god. There are essential differences here though: Achilleus the warrior rushes forward, the soldier stays put with his companions. Beyond this dissimilarity, which he does not declare, Socrates says that the fear of death takes for granted a knowledge claim that one knows it to be wicked. Socrates rather says that he has no sufficient familiarity of the underworld. This is key. Socrates does not put into practice philosophy as a way of bringing his equal citizens in line with a exceptional knowledge of the entire universe, including the temperament of the soul after death. Such is hidden to Socrates and to all philosophers. So, I do not know, and who does, whether Socrates is steadfast in his belief of death and his legacy. I do know that he had a lot to say and he always had immense points. I will try to always remember Socrates words. For himself, as reported in the Apology, Socrates will choose to believe that death might be a blessing (40c ff), because of the sensible effect such an attitude will have on him here and now. And, as I have a good imagination myself, believe we all wil l have such an attitude.

Looking At The Issues Surrounding Adoption Social Work Essay Essay Example

Looking At The Issues Surrounding Adoption Social Work Essay Essay This short survey concerns my experiences in covering with an adoptive service user who wishes to set up contact with her birth female parent. The essay takes up the instance of J, a 46 twelvemonth old divorced lady who finds out about her history of acceptance after the decease of her adoptive parents. J tries to straight set up contact with her biological female parent, who refuses to run into her, go forthing J traumatised and emotionally devastated. The instance scenario is provided in the appendix to this essay and is considered as read. This brooding and analytical history concerns ( a ) my experiences in covering with J s jobs and demands, ( B ) my ideas and theoretical cognition of societal work theory and pattern with respect to kids who are put up for acceptance at birth, ( degree Celsius ) their assorted emotional and physical challenges, and ( vitamin D ) the desire that is sometimes manifested by them during assorted phases of their lives to set up contact with their biological parents. It makes usage of established societal work theories like the fond regard theory and the separation anxiousness theory. We will write a custom essay sample on Looking At The Issues Surrounding Adoption Social Work Essay specifically for you for only $16.38 $13.9/page Order now We will write a custom essay sample on Looking At The Issues Surrounding Adoption Social Work Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer We will write a custom essay sample on Looking At The Issues Surrounding Adoption Social Work Essay specifically for you FOR ONLY $16.38 $13.9/page Hire Writer I besides take up the turning prevalence of the usage of societal networking sites by adoptive kids to set up contact with their long separated birth parents, and the societal work mechanisms available in the UK to ease meetings between adopted kids and their birth parents. The Challenges of Adoption J was put up for acceptance at birth and was adopted by surrogate parents. She grew up in her Foster place in the company of her siblings, who were the birth kids of her adoptive parents. The fact of her acceptance was nevertheless concealed from her by her adoptive parents. J grew up with some feelings of malaise between her and her siblings and adoptive parents and suffered from low ego regard when she was immature. She besides displayed some behavioral jobs and found it hard to set up friendly relationships with other kids. Adoption is doubtless an of import and good societal procedure. It serves the critical demands of different persons ( Howe and Feast, 2000, p 34 ) . It relieves natural parents of the burdensome duties of conveying up kids when their fortunes make it impossible for them to make so, on history of societal and economic grounds. It ensures safety, security, physical and emotional nutriment, instruction and improved life opportunities for unwanted, orphaned or abandoned kids ( Howe and Feast, 2000, p 34 ) . It besides fulfils the demands of childless twosomes, individual people, and households for a kid. Whilst acceptance is doubtless an of import societal procedure, it brings along with it different types of societal, economic and emotional challenges for all involved people, the kid placed for acceptance, the birth parents and the adoptive parents ( Howe and Feast, 2000, p 34 ) . Adopted kids, legion surveies have revealed, are prone to the inauspicious effects of fond regard upsets and separation anxiousness ( Cassidy A ; Shaver, 1999, p 11 ) . John Bowlby, good known for his promotion of the fond regard theory, explains the critical importance for babies to develop unafraid fond regards to their primary attention givers. Bowlby states that fond regard processes between babies and health professionals are biologically based, chosen by development to maximize survival opportunities, and purpose to supply babies with feelings of security ( Cassidy A ; Shaver, 1999, p 11 ) . Such security provides babies with the foundations required to research their environments, with the full cognition that their health professionals will be able and available to supply them with protection in the face of hardship or emphasis ( Cassidy A ; Shaver, 1999, p 11 ) . The separation of kids from their primary health professionals frequently consequences in feelings of separation anxiousness and the development of fond regard upsets if their fond regard demands are non met or resolved efficaciously ( Blum, 2004, p 538 ) . Studies on adoptive kids show that positively formed fond regards between kids and health professionals improve opportunities of good adjusted lives, irrespective of the biological relationships of attachment figures with kids ( Blum, 2004, p 538 ) . Whilst it is known that J was put up for acceptance at birth, the exact age at which she was adopted is non clear. Research shows that that kids adopted after 6 months of age are at greater hazard for development of fond regard upsets ( Blum, 2004, p 538 ) . Such attachment upsets can take to emotional perturbation, eating upsets, bedwetting, deficiency of public presentation at school, trouble in development of positive relationships, backdown from society and hapless life results ( Blum, 2004, p 538 ) . The adoptive parents need to take particular attention to guarantee good accommodation of their adoptive kids. It is of import for them parents to run into the demands of babies for love and fostering on a consistent footing ( Brisch, 1999, p 79 ) . Adoption requires an active function from adoptive parents who assume the function of health professionals. As adoptive babies explore their new and foreign environment, adoptive parents must supply the needed counsel, supervising and construction to guarantee their safety ( Brisch, 1999, p 79 ) . Health professionals must besides hold the capacity and ability to supply degrees of stimulation that do non overpower or smother the baby s developmental degree. They must be attentive to the internal universe of babies by being emotionally available to assist them during periods of defeat, rejoice in their accomplishments and portion their joy of geographic expedition ( Brisch, 1999, p 79 ) . Secure fond regards create positive feelings in kids that relationships can be helpful, fulfilling, and valuable and supply equal protection in an on occasion overpowering universe ( Blum, 2004, p 545 ) . Whilst secure fond regards do non procure unsusceptibility from subsequent abnormal psychology, childhood security is surely related to ( a ) increased capacities for stress direction and ability to bounce after periods of psychological perturbation, ( B ) capacity to pull off household stressors, ( degree Celsius ) increased self-pride, ( vitamin D ) good equal relationships, and ( vitamin E ) good psychological accommodation ( Blum, 2004, p 545 ) . Contemporary psychiatric theory provinces that adopted kids frequently need curative parenting, instead than normal domestic environments. Such parenting should be based on rules like sensitiveness, reactivity, following the lead of the kid, the sharing of congruent and inter-subjective experiences and the creative activity of an environment of safety and security ( Goldsmith, et Al, 2004, p 2 ) . Parents, in order to prosecute in such curative parenting, necessitate to be committed to adopted kids, have brooding abilities, good acumen and secured mental provinces with regard to fond regard ( Goldsmith, et Al, 2004, p 2 ) . With J demoing grounds of emotional perturbation and behavioral jobs during her childhood, it is possible that her parents, whilst supplying her with a normal and unafraid domestic environment, did non put great accent in reacting to her specific emotional demands. Their privacy of her adoptive position is perchance an index of their concern for the kid and their desire to protect her emotions and feelings. Contemporary psychological and societal theories nevertheless recommend that kids be informed of their adopted position ( Hollingsworth, 1998, p 303 ) . Such information, when provided with sensitiveness and in appropriate fortunes and environmental milieus, prevents adopted kids from sing emotional traumatisation when they otherwise necessarily come to cognize of their history of acceptance and helps them in seting to their new places ( Hollingsworth, 1998, p 303 ) . Knowledge of birth parents is besides of import, both for the adoptive parents and the adoptive kids, in order to efficaciously get by with possible medical jobs ( Hollingsworth, 1998, p 303 ) . J came to cognize about her adopted position by accident when she was 42, after the decease of her adoptive parents. The cognition left her emotionally traumatised and brought back memories of her childhood and of feelings of strain in her relationships with her adoptive parents and their birth kids. It is nevertheless but just to gain that J s parents really perchance had her best involvements at bosom and were besides incognizant of the future impact of non informing her of her adoptive position. Reunion of Adopted Children with Birth Parents J, on knowing of her adopted position and the name of her birth female parent, became emotionally disturbed because was non informed of the facts of her acceptance, or about her birth parents. Adopted kids, as they grow older, frequently become funny about their birth parents, particularly so in state of affairss of small or no contact ( Adoption UK, 2010, p 1 ) . Surveies by Adoption UK, a national charity operated by adoptive parents, reveals that all adopted kids do non wish to cognize or reach their birth parents. Such desires are basically personal, with some adoptees wishing to cognize more and others holding small involvement ( Adoption UK, 2010, p 1 ) . It is nevertheless besides true that people who are non interested in reaching their birth parents when they are immature, alteration when they become older, particularly after they become parents and experience desires of cognizing, reaching and set uping relationships with their ain birth parents ( Adoption UK, 2010, p 1 ) . The outgrowth of societal networking sites like Facebook and My Space have made it far easier for adoptive kids, who wish to cognize more about their parents, to set up contact with their birth households ( Fursland, 2010, p 1 ) . Such handiness has introduced important complexnesss in the societal relationships of adoptive kids with their adopted and birth parents and is making hard challenges for societal workers when they are asked for aid by persons in demand ( Fursland, 2010, p 1 ) . Constitution of contact between adopted kids and birth parents is an highly sensitive issue and needs to be handled with attention and sensitiveness ( Adoption UK, 2010, p 2 ) . Adoption reunion can be a truly enriching and joyful experience, full of expectancy, turns and bends, joy, confusion, exhilaration, and fright. However reunion, like acceptance, is non simple and can turn out to be a hard, complex and sometimes saddening event ( Adoption UK, 2010, p 2 ) . Reconnecting with birth parents and kids is seldom seamless and easy. It requires dedication, motive, and a spring of religion ( Adoption UK, 2010, p 2 ) . Adoption reunions frequently give rise to complicated issues that have been hibernating for decennaries and have to now be dealt with and resolved. Many birth parents may hold neer have shared their kid s acceptance with anybody else ( Howe and Feast, 2000, p 57 ) . Some birth female parents protect their secret because they are afraid of how others might or will respond. For some female parents it is a affair of shame and they are instructed non to uncover their secrets to others ( Howe and Feast, 2000, p 57 ) . The National Adoption Standards for England, ( Department of Health, 2001 ) , along with the Adoption and Children Act 2002, provided birth parents in England and Wales entitlement to a support worker, apart from the kid s societal worker, from the point of designation of the acceptance program for the kid ( Goldsmith, et Al, 2004, p 4 ) . The Standards province that birth parents ( a ) should be able to entree different types of support services, including guidance, advice and information before and after acceptance, which recognise the long term deductions of acceptance, and ( B ) should be treated with transparence, equity and respect during the acceptance procedure ( Goldsmith, et Al, 2004, p 4 ) . Most adoptive kids now have programs for direct or indirect post-adoption contact with birth relations. Agencies are required to place contact agreements in acceptance programs and see post-adoption support demands of all concerned ( Goldsmith, et Al, 2004, p 4 ) . Existing ordinances like The Adoption Support Services Regulations entitle adopted kids, adoptive parents, and birth relations for demand appraisal sing contact agreements and authorization bureaus to keep services to assist such contact agreements ( Adoption UK, 2010, p 2 ) . Helping J J contacted us for support on doing contact with her birth parents. The Adoption and Children Act of 2002 has established a model that provides adoptive people, who are more than 18 old ages old and their birth relations, rights to bespeak for intermediary services if they wish to do such contacts. Such mediators are provided by registered acceptance bureaus, ( either voluntary or local authorization ) , or registered acceptance support bureaus and act as go-betweens between adopted people and their birth relations. It is recommended that people wishing to do contact with birth relations do so through mediators. J was informed about the intermediary procedure and services that could be provided by me in interceding with her birth female parent but decided to reach her straight. When J contacted our bureau and the instance was assigned to me to assist her with her emotional challenges and her desire to set up her birth female parent, I engaged her in a long treatment in order to measure her emotional position, her positions about her adoptive childhood and her desire to run into her birth female parent. I met her at her place on two occasions after taking anterior assignments in order to guarantee that she was prepared for the meeting and would be able to convey her ideas better in familiar milieus. I took attention to follow the individual centred attack and intentionally avoided all judgemental feelings about her background as a relinquished and adoptive kid. The acceptance of a individual centred attack is necessary for the true execution of anti-oppressive and anti-discriminatory attacks and I was able to understand J s emotional and mental status with greater lucidity and empathy ( Mearns and Thorne, 2007, p 9 ) . Whilst my pick of unfastened and near complete inquiries did assist her in opening up and in casting her suppressions and reserves, I found her to be disturbed about her adoptive position. She appeared to be disturbed with her adoptive parents for their privacy of information about her birth, her birth parents and her acceptance, and kept speaking of little incidents of her childhood about her parents and siblings. She besides spoke about her behavioral jobs, her disturbed slumber and her troubles in doing friends at school. J was nevertheless determined to set up contact with her female parent and decided to reach her every bit shortly as she found out her contact inside informations. I offered to move as intermediary and reach her female parent in order to measure ( a ) her positions on the relinquishing of her birth kid, ( B ) her current emotional position and ( degree Celsius ) her attitude towards set uping contact with J. The lady ( J ) was nevertheless unwilling to wait even for a few yearss and was convinced that her female parent would wish to run into her every bit much as she did. I did mildly explicate to her that her female parent could hold different sentiments on the issue and even offered to hasten the procedure. Whilst J did supply some indicant of being ready for my aid at the closing of our 2nd meeting, she later changed her head and established direct contact with her birth female parent. Her birth female parent, from what J told me subsequently, was perfectly surprised at having the call and was taken aback by the development. She responded to J s introductory communicating with abruptness and grimness, informing her that she did non wish to react to her overture or to set up contact. I do experience that J acted with great hastiness and the consequence of the enterprise could good hold been really different with the usage of an intermediary. I would hold telephoned J s female parent and asked for a personal meeting. I would hold once more adopted a individual centred attack, refrained from being judgemental, and would hold engaged her in treatments about her grounds for releasing her birth kid. I would hold so gently brought up the affair of J, her adopted childhood, the privacy of information about her adoptive position, and her current emotionally disturbed status. I do experience that such an attack would hold yielded a better response from her female parent than J s arbitrary method of set uping contact. Decisions This brooding history inside informations my experiences of covering with an adoptive service user, who tried to unsuccessfully set up contact with her birth female parent. Modern twenty-four hours theory on societal work and psychological science emphasiss upon the complexness of acceptance and the assorted challenges that the procedure brings up for the adoptive kids, the adoptive parents and the birth relations. Adoptive parents have peculiarly important duties in guaranting, perchance through the usage of curative parenting methods, that their adoptive kids do non endure from separation anxiousnesss and do non develop attachment upsets. It is of import for societal workers to understand the emotional deductions of these complexnesss and see the emotional demands of all involved people with empathy and understanding. It is besides of import, as my experience with J reveals, for acceptance reunion processes between adopted persons and their birth relations to be handled with great attention and idea. I do experience that I should hold been more persuasive and perchance more blunt, without being judgemental, with J on ( a ) the perchance really different perceptual experiences of her birth female parent towards the meeting, ( B ) the irresistible impulses that forced her to release her birth kid for acceptance and ( degree Celsius ) her current emotional status and societal environment. Such an action would hold perchance produced better consequences at the terminal. My cognition of societal work theory and pattern has been significantly enhanced by my experience with J and will assist me to cover with such state of affairss much better in future. Word Count: 2625, without commendations and bibliography Bibliography Adoption UK, 2010, Desiring to cognize more or non, Available at: www.adoptionuk.org/information/217131/wanting_to_know_more/ ( accessed January 30, 2011 ) . Blum, H. P. , 2004, Separation-Individuation Theory and Attachment Theory , Journal of the American Psychoanalytic Association, A ( 52 ) : 535-553. Bowlby, J. , A ; Parkes, C. M. , 1970, Separation and loss within the household , In E. J. Anthony A ; C. Koupernik ( Eds. ) , The kid in his household: International Yearbook of Child Psychiatry and Allied Professions, pp. 197-216, New York: Wiley. Bowlby, J. , 1973, Attachment and loss, Vol. 2: Separation, New York: Basic Books. Brisch, K. H. , 1999, Treating fond regard upsets, New York: Guilford Press. Cassidy, J. , A ; Shaver, P. R. , 1999, Handbook of fond regard: Theory, research, and clinical applications. New York: Guilford. Feast, J. , A ; Howe, D. , 1997, Adopted grownups who search for background information and contact with birth relations , Adoption A ; Fostering 21:2, pp 8-15. Fursland, E. , 2010, Facebook has changed acceptance forever , www.guardian.co.uk, Available at: www.guardian.co.uk/ /19/facebook-adoption-tracing-birth-mother ( accessed January 30, 2011 ) . Goldsmith, F. D. , Oppenheim, D. , A ; Wanlass, J. , 2004, Separation and Reunion: Using Attachment Theory and Research to Inform Decisions Affecting the Placements of Children in Foster Care , Juvenile and Family Court Journal, pp. 1-12. Hollingsworth, L. , 1998, Adoptee unsimilarity from the adoptive household: clinical pattern and research deductions , Child A ; Adolescent Social Work Journal 15, ( 4 ) : pp 303-19. Howe, D. , A ; Feast, J. , 2000, Adoption, Search and Reunion: The long-run experience of adopted grownups, London: The Children s Society. Mearns, D. , A ; Thorne, B. , 2007, Person-Centred Counselling in Action, 3rd edition, London: Sage Publications. Levant, F. R. , A ; Shlien, M. J. , 1987, Client-Centered Therapy and the Person-Centered Approach: New Directions in Theory, Research, and Practice, USA: Praeger Paperback. Appendixs

Criminal Careers

Criminal Careers Free Online Research Papers The Compact Oxford English Dictionary the study of crime is defined as â€Å"an offense against an individual or the state which is punishable by law; such actions collectively; informal something shameful or deplorable†. Norms come in different forms; potentially criminal acts can be judged against formal moral systems, such as religious beliefs. Under certain circumstances some legally-defined crimes might not be unacceptable when judged against the norms, codes and conventions of socially-acceptable behavior. In other terms a crime is an act or behavior that violates or breaches the rule of political; moral or criminal laws and is liable for punishment and public prosecution. Increasing rate of unemployment is a possible major problem of increasing crime rate. No criminal is by birth a criminal but it is the circumstances which make him do it. High ambitions are also the one source for crime. A person who has high ambitions like if they want to enjoy all the comforts of life or want to achieve the high status in their life, they would want to complete them at any cost and any unfair means to fulfill their wish. To make their wishes come true or to enjoy the luxuries of life they can come in the way of crime, as it seems to be an easy direction of earning what they want. When they do act upon crime their first time, then the advantages of crime compel them to commit such acts again and again. Another important influence that has made crime at ease is the advancement of technology, which is also one of the reasons for increasing of crime rate. This is because technology advancements have broadened the minds of people and they can better think of ways to better commit their crimes. Regardless, crime has multiple meanings which have been socially constructed. The most important differences in the meanings of crime occur between strictly legal definitions and those that relate crime to the breaking of other codes and conventions which can be standardized definitions. These may be formal moral codes such as religions or informal codes of socially-acceptable behavior. Many legally-defined crimes are considered to be legitimate acts in other contexts. These differences explain why many legally-defined criminal acts do not result in prosecution or imprisonment. So crime can simultaneously be normal and abnormal. A fuller explanation requires looking at the social processes involved in getting from an act to a conviction and further asking how is it that at each stage of the process, social forces construct and shape choices and decisions made by individuals? Since the early studies of Sheldon and Eleanor Glueck, the concept of the Criminal Careers has been well know around this great country and the world. Most generically, the criminal career is conceived of as the sequence of delinquent and criminal acts committed by an individual as the individual ages across the lifespan from childhood through adolescence and adulthood. Participation is measure of the proportion of the population that is involved in offending behavior, while frequency is the rate of offending for those individuals who are active offenders Seriousness refers to the level of seriousness of the offenses being committed by a given individual, while career length refers to the length of time that an individual is actively offending. When aggregated across individuals, criminal careers typically exhibit a unimodal age crime curve for the population. Frequency, seriousness, and career length can vary greatly among individuals, who may range from having zero offenses across the lifespan to having one offense of a non serious nature to being chornic or career criminals with multiple, serious offenses across a broad span of their lives. In the United States, Blumstein and others (1986) suggested that population-level participation rates vary between 25 and 45 percent, depending on how participation is measured. Visher and Roth, in a meta-analysis of studies on both United States and British participation rates, found that the level of participation is about 30 percent for non-traffic related offenses. Averages are higher or lower depending on the measure of participation, which can range from the mild contact with the police to the more stringent measure of convicted of a crime. However, despite this consensus on the definition of the criminal career and the career criminal and the aggregate level age-crime curve typically found, controversy has emerged across many other areas within criminal careers research. For example, do juvenile delinquents criminals comprise a unique segment of the population or is delinquency a behavior that is a typical part of the growing-up process, from which most adults desist? Are criminal propensities relatively constant across the lifespan or do they vary with age Studying criminal careers implies the use of longitudinal panel data. In criminology, this has been difficult due to a lack of available resources, hampering the development of testable theories. As Sampson and Laub point out, criminology has been dominated by narrow sociological and psychological perspectives, coupled with a strong tradition of research using cross-sectional data on adolescents. This combination of a lack of data and limited theoretical perspectives and methodological techniques has particularly hampered the ability to understand the criminal career, which is both longitudinal and dynamic in nature. Crime is here to stay because so many jobs depend on it. From academic ivory towers to gritty mean streets, the criminal justice system is a growth industry. Whether chasing speeders or hunting down serial killers, policing is big business. The uniformed cop on the street is the tip of the human resource iceberg. To their numbers can be added detective and criminalist teams, then civilian staff ranging from technicians and auto mechanics to bean counters and file clerks. Law enforcement budgets are further swollen by equipment costs. Think only of the average police patrol car, often equipped with radios, onboard computers and cameras. Nor are those police stations built with only a few thousand dollars. Think millions, lots of millions. Not enough: multiply by levels of jurisdictionlocal, state provincial, national. In the United States we have the FBI, DEA, ATF, ICE, Border Patrol, on and on, and these are just federal. Calling it all Homeland Security doesnt reduce the bottom line. If anything, it adds another level of cost. Nor is all of this enough. How about by law enforcement? Meter maids, dog catchers, anti-smoking and anti-noise sleuths, and, of course, the army of civilian security guards in our malls and warehouse districts. For serious felonies and misdemeanors, arrest doesnt end the cost. Now come phalanxes of lawyers and judges, plus their support staff, their equipment, and their buildings. Many of these are definitely high-priced help. They securely argue that justice must be seen to be done and in nations of laws this is essential. Conviction for a crime may result in probation. More workers and infrastructure are needed to fill this niche in the supply chain. Or theres imprisonment, and here, the costs get very heavy. Local lock-ups, county provincial jails, state and federal prisons. Thousands more workers, plus operating and capital costs. Yet, build it and they will come isnt just a motivator for more fields of dreams. It also work s for prison construction. Of what use is a prison without inmates? Moreover, many prisons are now operated by private for-profit contractors. At the end of imprisonment may come parole. That means parole supervisors, their support staff, and their infrastructure. Nor can halfway houses be forgotten. Not so much topping up all of this, but actually helping to get the budgetary ball rolling and keep it rolling are social scientists, trainers, instructors, seminar leaders, etcetera. Indirect costs, to keep the system operative are the Shadowland of criminal justiceitems like insurance, health care, family relief, and victim compensation. Finally, the system is a bureaucracy; for that matter, many intertwined bureaucracies. Bureacracies do two things, for sure: they self-perpetuate and they grow. In this case, crime and criminals are the feed stock. To conclude there are many aspects to which we can factor in are thoughts of the criminal justice system. We as the people rarely take a look into what work is being done behind the scene, money being spent, all the agencies invouled in cutting downon the crime throughout the country. It’s great to explore and dig deep into history in order to see what improvement have been made also, what has came up new and what is lacking in shutting down a lot more of the crime. Reference (2010). Uniform Crime Reports. Journal of Security Letter , New York : Jan 2010 Vol. 40, Iss. 1; part 2 page 1 fhttp://proquest.umi.com/pqdweb?did=1950371201sid=4Fmt=2clientId=74379RQT=309VName=PQD Dansie Fargo, E.J. (April, 2009). Crime prevention community safety. Social Criminal Justice, pp. 124, 17. Research Papers on Criminal CareersCapital PunishmentThe Relationship Between Delinquency and Drug UseThe Effects of Illegal ImmigrationUnreasonable Searches and SeizuresEffects of Television Violence on ChildrenPETSTEL analysis of IndiaStandardized TestingAssess the importance of Nationalism 1815-1850 EuropeArguments for Physician-Assisted Suicide (PAS)Analysis Of A Cosmetics Advertisement

Complete List of Performing Arts Colleges in California

Complete List of Performing Arts Colleges in California SAT / ACT Prep Online Guides and Tips If the stage calls your name, and you are interested in pursuing a degree in one of the performing arts (theatre/dance/music) in California, this article is for you. I have compiled a comprehensive list of all of the universities and conservatory programs in California that offer performing arts degrees (Bachelor’s, Master’s, and Doctorate’s). How to use this article I recommend using this article as a jumping off point to do more research on which performing arts schools are right for you.If you need help with how to identify What College Should You Go To? How to Choose a College, check out our other article.Consider what you are looking for in a performing arts college: Are you looking for a conservatory? Or are you looking at a program at a four-year university with other non-art related majors? Do you want to be in a city or a small town? Do you want a big or small program? Do you want a BA, BM or BFA? MA or MFA? How much can you afford to spend? Will you get financial aid? In this article, I will list every school, location, tuition price, and degree programs offered.I am only including schools that offer Bachelor’s Degrees or higher.I have included the degrees because the schools offered varied performing arts degrees (this way you can find the school that offers the degree you want). Each school offers a slightly different curriculum for their specific performing arts degree, so I encourage you to click on the links for the major to explore the curriculum for that specific program at that school. First, here is the list of schools (scroll further down for the list of schools plus the location, tuition price, and degree information): American Academy of Dramatic Arts American Conservatory Theater California Institute of the Arts CSU, Chico CSU, Fresno CSU, Fullerton CSU, Long Beach CSU, LA CSU, Northridge CSU, Stanislaus Humboldt State University San Diego State University San Francisco State University San Jose State University Stanford University University of California, Berkeley University of California, Davis University of California, Irvine UCLA University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of San Diego University of Southern California List of Performing Arts School in California in Alphabetical Order American Academy of Dramatic Arts Location: Los Angeles, CA Tuition: $29,900 per year Degree Programs: Associate of Occupational Studies: Two-Year Program Certificate of Advanced Studies in Acting: For Third Year, after completing Associate BA or BFA Degree: offered in conjunction with these universities St. John's University: students who complete their two-year AOS (Associate in Occupational Studies) degree may transfer up to 60 credits toward a Bachelor of Science degree in Television and Film Studies at St. John’s University. Hunter College: Students entering Hunter with an AOS degree from The Academy will receive 27 credits toward a Bachelor of Arts degree in Theatre at Hunter College. Antioch University Los Angeles: Academy students can enter Antioch with as much as half of their coursework toward a BA in Acting and Dramatic Arts degree completion. Students who complete one year at The Academy may also transfer their coursework credits of C- or better. The Academy Alumni are also eligible to participate under the terms of this agreement. Oklahoma City University: Students complete the full-time Conservatory Program at The Academy in New York City or Los Angeles and transfer to OCU in Oklahoma City for their last two years to receive a BFA in Acting. American Conservatory Theater Location: San Francisco, CA Tuition: $26,750 per year Degree Programs: MFA in Acting California Institute of the Arts Location: Valencia, CA Tuition: $43,400 per year Degree Programs: BFA in Dance MFA in Choreography BFA, MFA, DMA in Music Performer-Composer BFA and MFA in Music Composition BFA and MFA in Jazz Studies BFA and MFA in Winds BFA and MFA in Brass BFA and MFA in Percussion BFA and MFA in Guitar BFA and MFA in Harp BFA and MFA in Piano/Keyboard BFA and MFA in Strings MFA in African Music and Dance Program MFA in Balinese and Javanese Music and Dance Program MFA in North Indian Music Program MFA in World Percussion Program BFA in World Music Program BFA and MFA in Music Technology Program: Interaction, Intelligence and Design BFA in Musical Arts Program BFA and MFA in Voice Arts BFA and MFA in Acting Program MFA in Directing Program MFA in Writing for Performance Program BFA and MFA in Scene Design Program BFA and MFA in Costume Design Program BFA and MFA in Lighting Design Program BFA and MFA in Sound Design Program BFA and MFA in Technical Direction Program BFA and MFA in Management Program CSU, Chico Location: Chico, CA Tuition: $7,022 per year (an extra $382 per unit for non-California residents) Degree Programs: BA in Theatre BA in Musical Theatre BA in General Music BA in Recording Arts BA in Music Industry CSU, Fresno Location: Fresno, CA Tuition: 0-6 units per semester $4,013 per year, 6.1+ units per semester, $6,3 per year (an extra $372 per unit for non-California residents) Degree Programs: BA in Music MA in Music BA in Theatre Arts BA in Theatre Arts (Dance Option) CSU, Fullerton Location: Fullerton, CA Tuition: $6,436 per year (did not specify non-California resident cost) Degree Programs: BA in Theatre Arts BFA in Theatre Arts MFA in Theatre Arts BA in Dance MFA in Acting MFA in Musical Theatre MFA in Design Technical Production Direction CSU, Long Beach Location: Long Beach, CA Tuition: Undergraduate $5,472, Graduate $6,738 (additional per unit charge for non-California resident) Degree Programs: Bachelor of Arts in Dance Bachelor of Arts in Dance – Option in Dance Science Bachelor of Fine Arts in Dance Master of Arts in Dance Master of Fine Arts in Dance Bachelor of Arts in Theatre Arts Master of Fine Arts in Theatre Arts Information Master of Fine Arts in Theatre Arts – Option in Acting Master of Fine Arts in Theatre Arts – Option in Technical Theatre/Design Master of Fine Arts in Theatre Arts – Option in Theatre Management Master of Business Administration/Master of Fine Arts in Theatre Management Bachelor of Arts in Music Bachelor of Music – Music Education: Instrumental Music and Choral-Vocal Music Options Bachelor of Music – Option in Instrumental Music Bachelor of Music – Option in Choral-Vocal Music Bachelor of Music – Options in Performance, Composition and History Literature Information Bachelor of Music – Option in Performance Bachelor of Music – Option in Composition Bachelor of Music – Option in History and Literature Master of Arts in Music Master of Music Degree CSU, LA Location: LA, CA Tuition: $6,344 per year (Resident), $15,272 per year (Non-California Resident) Degree Programs: BA in Music BA in Theatre Arts and Dance BA in Theatre Arts Option BA in Dance Option BA in Theatre Arts and Dance Minor BM in Composition Option BM in Jazz Studies Option BM in Vocal Performance Option BM in Instrumental Performance Option BM in Keyboard Performance Option BM in Music Education Option BM in Commercial Music Option BM in Credential Program MA in Music MA in Theatre Arts and Dance MFA in Acting MFA in Dramatic Writing CSU, Northridge Location: Northridge, CA Tuition: Undergraduate $5,472, Graduate $6,738 (additional per unit charge for non-California resident) Degree Programs: BA in Music Education BA in Music Industry Studies BA in Music Therapy BA in Breadth Studies in Music BM in Orchestral Strings Performance BM in Classical Guitar Performance BM in Winds Brass Performance BM in Percussion Performance BM in Keyboard Performance (piano and organ) BM in Vocal Arts BM in Composition BM in Commercial and Media Writing BM in Jazz Studies MA in Music Industry Administration MM in Composition MM in Conducting (choral or instrumental) MM in Collaborative Piano MM in Instrumental MM in Organ MM in Piano MM in Voice DMA BA and MA in Theatre CSU, Stanislaus Location: Stanislaus, CA Tuition: Undergraduate $6,704, Graduate $7,970 (most likely more for non-California residents, although the website did not say) Degree Programs: BM in Music Education - Choral BM in Music Education - Instrumental BM in Instrumental Performance BM in Jazz Performance BM in Piano Performance BM in Vocal Performance BM in Composition BA in General Music BA in Music Technology BA in Theatre Humboldt State University Location: Arcata, CA Tuition: $7,152 per year Degree Programs: BA in Composition Option BA in Education Option BA in Music Studies Option BA in Performance – Instrumental Emphasis BA in Performance – Guitar Emphasis BA in Performance – Piano Emphasis BA in Performance – Vocal Emphasis BA in Theatre Arts San Diego State University Location: San Diego, CA Tuition: Undergraduate $6,976 per year (Resident), $,160 per year (non-California Resident), Graduate $8,242 per year (Resident), $13,822 per year (non-California Resident) Degree Programs: BFA in Dance BFA in Dance (BFA) BA in Dance (BA) BM in Composition BM in Jazz Studies BM in Music Education BM in Performance BM in Professional Studies BM in Professional Studies: Music Entrepreneurship and Business BM in Professional Studies: Music Recording Technology and Audio Design Bachelor of Arts in Music MA in Ethnomusicology (currently not accepting applications) MA in Musicology (currently not accepting applications) MA in Music Theory (currently not accepting applications) MA in Piano Pedagogy (currently not accepting applications) MM in Performance MM in Composition MM in Conducting MM in Jazz Studies BA in Theatre Arts MA in Theatre MFA In Design and Technical Theatre MFA In Musical Theatre San Francisco State University Location: San Francisco, CA Tuition: Undergraduate $6,476 per year (Resident), Graduate $7,742 per year (Resident) (an extra $372 per unit for non-California residents) Degree Programs: BM Music BA in Music MA in Music MM Music BA in Dance BA in Drama MA in Drama MFA in Theatre Arts San Jose State University Location: San Jose, CA Tuition: Undergraduate $7,378 per year, Graduate per year $8,644 (an extra $372 per unit for non-California residents) Degree Programs: BA in Music BM in Bachelor of Music, Concentration in Composition BM in Bachelor of Music, Concentration in Performance BM in Bachelor of Music, Concentration in Music Education BA in Creative Arts (Interdepartmental) BA in Dance BFA in Dance MA in Music BA in Theatre Arts BA in Theatre Arts, Preparation for Teaching MA in Theatre Arts Stanford University Location: Stanford, CA Tuition: Undergraduate and Graduate $45,729 per year Degree Programs: BA in Theatre Performance Studies Ph.D. in Theatre Performance Studies BA in Music MA in Music, Science and Technology Ph.D.Musicology Ph.D.Computer-Based Music Theory and Acoustics DMA University of California, Berkeley Location: Berkeley, CA Tuition: Undergraduates and Graduates $13,432 per year (Resident), Non-California Resident Undergraduates $38,140 per year, Non-California Resident Graduates $28,534 per year Degree Programs: BA Music MA/Ph.D. or Ph.D. in composition and scholarship BA Theatre Performance Studies BA Dance Performance Studies MA/Ph.D. in Performance Studies University of California, Davis Location: Davis, CA Tuition: $13,951 per year (Resident), $38,659 per year (Non-California Resident) Degree Programs: BA in Theatre Dance BA in Music Ph.D. in Musicology Ph.D. in Ethnomusicology MA in Conducting Ph.D. in Composition and Theory MA/Ph.D. in Performance Studies MFA in Dramatic Art University of California, Irvine Location: Irvine, CA Tuition: Undergraduate and Graduate $,220.00 per year (Resident) Non-California Resident Undergraduates $35,928 per year, Non-California Resident Graduates $26,322 per year Degree Programs: B.A. Dance B.F.A. Choreography B.F.A. Performance B.A. Drama B.F.A. Music Theatre B.A. Music B.Mus. Performance M.F.A. in Dance M.F.A. in Drama, with emphasis in Acting, Directing, Design or Stage Management Ph.D. in Drama and Theatre M.F.A. in Music with emphasis in Collaborative Piano, Guitar/Lute Performance, Instrumental Performance, Piano Performance, Vocal Arts, Integrated Composition, Improvisation and Technology (ICIT), or Musicology M.A./Ph.D. in Integrated Composition, Improvisation, and Technology (ICIT) UCLA Location: Los Angeles, CA Tuition: Undergraduate $13,251 per year (Resident), $37,959 per year (Non-California Resident), Graduate approximately $15,900 per year (Resident - varies by program), approximately $31,000 per year (Non-California Resident) Degree Programs: BA in Theater BA in Music MM and DMA in Performance and Conducting MA and Ph.D. in Composition MFA in Acting MFA in Design for Theatre and Entertainment Media MA in Theatre Ph.D. in Theater and Performance Studies University of California, San Diego Location: San Diego, CA Tuition: Undergraduate $13,557 per year (Resident), $38,265 per year (Non-California Resident), Graduate approximately $16,435 per year (Resident - varies by program), approximately $31,537 per year (Non-California Resident) Degree Programs: BA in Music BA in Music Humanities BA in ICAM (Interdisciplinary Computing and the Arts - Music) BA Theatre BA Dance BA Theatre Dance MFA in Acting MFA in Dance Theatre MFA in Design MFA in Directing MFA in Stage Management Ph.D. in Theatre and Drama MA in Music Ph.D. in Music DMA University of California, Santa Barbara Location: Santa Barbara, CA Tuition: Undergraduate and Graduate $12,240 per year (Resident), $36,948 per year (Non-California Resident), Graduate $27,342 per year (Non-California Resident) Degree Programs: BA in Theater BA in Dance BFA in Acting BFA in Dance Ph.D. in Theater Studies MA in Theater Studies BA in Music Studies BM in Keyboard BM in Strings BM in Woodwinds BM in Voice BM in Brass BM in Percussion MA and Ph.D. in Composition, Ethnomusicology, Musicology, and Theory. MM and DMA in Conducting, Keyboard, Piano Accompanying, Strings, Voice, and Woodwinds, Brass and Percussion. University of California, Santa Cruz Location: Santa Cruz, CA Tuition: Undergraduate $13,461 per year (Resident), $38,169 per year (Non-California Resident), Graduate $13,308 per year (Resident - varies by program), approximately $28,410 per year (Non-California Resident) Degree Programs: Music: M.A., D.M.A., Ph.D. Theater Arts: M.A. BA or BM in Music BA in Theater Arts University of San Diego Location: San Diego, CA Tuition: Undergraduate $44,000 per year, Graduate (varies by program, charged per unit) Degree Programs: BA in Music BA in Theatre Arts and Performance Studies MFA in Dramatic Arts University of Southern California Location: Los Angeles, CA Tuition: $49,464 per year Degree Programs: BFA in Dance BA in Theatre BFA in Acting BFA in Design BFA in Sound Design BFA in Stage Management BFA in Technical Direction BA in Visual Performing Arts MFA in Acting MFA in Dramatic Writing BA in Choral Music MM in Choral Music MM in Sacred Music DMA in Choral Music DMA in Sacred Music BA in Music (Guitar) BM in Performance (Guitar) MM in Performance (Guitar) GCRT Performance (Guitar) DMA in Performance (Guitar) BM in Composition MM in Composition DMA in Composition MM Keyboard Performance DMA in Keyboard Performance BA Music – Piano BM in Piano Performance MM in Piano Performance DMA in Piano Performance BA in Organ Music BM in Performance MM in Performance DMA in Performance BA in Strings Music BM in Double Bass Performance BM in Harp Performance BM in Violin, Viola and Cello Performance MM in Strings Performance DMA in Strings Performance BA in Vocal Arts Music BM in Vocal Performance MM in Vocal Performance DMA in Vocal Performance BA in Winds and Percussion Music BM in Winds and Percussion Performance MM in Winds and Percussion Performance DMA in Winds and Percussion Performance BA in Jazz Studies Bachelor of Arts BM in Jazz Studies MM in Jazz Studies DMA in Jazz Studies Performance BA in Popular Music Performance MM in Studio Jazz Guitar Performance DMA in Studio Jazz Guitar Performance MA in Early Music Performance DMA in Performance in Early Music Performance Ph.D. in Musicology What’s next? Learn more about acing the SAT and ACT to help you get into a performing arts college: 15 ACT Tips and Tricks to Improve Your Score 15 SAT Tips to Improve Your SAT Score Want to improve your SAT score by 240 points or your ACT score by 4 points?We've written a guide for each test about the top 5 strategies you must be using to have a shot at improving your score. Download it for free now:

Joint ventures within the energy sector Essay Example | Topics and Well Written Essays - 2500 words

Joint ventures within the energy sector - Essay Example A combined force of Shell and Aramco strengthens the venture’s competitiveness. For instance, Saudi owns oil reserves, but lacks the ability to exploit them (Johnson, 2011). Therefore, this influences the government of Saudi to strike a deal with Shell. The state of Saudi has efficiently exploited the oil resource, while the investor gains some profit. The energy sector takes different forms, this report will primarily focus on oil and gas as sources of energy. Apart from that, market factors in the petroleum sector contribute significantly to the well-being of an economy. Therefore, key stakeholders in this micro-economy continue to effect and affect the industry (Johnson, 2011). The primary players include National Oil Companies, International Oil Companies, and petroleum organizations. Therefore, when these parties’ work in harmony, petroleum players realize an increase in the efficiency of oil production. However, economic factors such as demand, supply, and industrial regulations influence the pricing and distribution of petroleum products. Consequently, competition among stakeholders increases since oil is a rare commodity. Motive enterprise is a joint venture between Shell (an IOC) and Saudi Aramco (an NOC). Both of the shareholders own equal shares of the company. The company has its headquarters in Houston Texas. In 2004, the company posted a fiscal net profit of 24 billion dollars. Motiva owns and operates three oil refineries in the United States. Important to say, the expansion of Port Arthur refinery increased its capacity to 600000 meters cubic per day (Stevenson, 2011). Subsequently, Port Arthur refinery became the largest in North America and the fifth largest in the globe. Motiva produces diesel, petrol and petroleum liquid gasses and other crude oil products. United states are the fundamental customers of the company’s products. Joint ventures between national and international firms can be realized through

Humanities- Assinment Assignment Example | Topics and Well Written Essays - 500 words

Humanities- Assinment - Assignment Example The humanities and the arts contribute to epistemology because their works have elements that help people achieve a deeper understanding of the world, and they stimulate imagination that produces knowledge; therefore, students should still take humanities courses, because they promote creative thinking, critical analysis, and communication skills that are essential to succeeding in numerous fields. People can learn knowledge from the arts because they have elements that help people see the world or themselves, or both, in a new light. Worth (2005) considered that art can inspire certain â€Å"emotions or activities that are able to facilitate or produce knowledge† by tapping into something that cannot be stated in words. Consumers of the arts and literature can gain new insight and awareness through their interpretations of the latter. Stolnitz (1992), however, argued that the arts do not produce knowledge because they do not offer any kind of truth (cited in Worth, 2005). Plato, however, contended that knowledge can be attained through artwork that represents it (cited in Worth, 2005). He gave the examples of poets, who can talk about courage and beauty, even when they lack complete knowledge of what they mean (cited in Worth, 2005). In other words, it is possible to produce knowledge without using the traditional ways of knowing and learning. Moreover, people can just ify knowledge gained from the arts through using its own elements. For example, literature analysis proposes arguments that are based on evidence from the text or artwork. The arts can offer knowledge through non-conventional processes that lead their audience to new ways of seeing their world and lives, while it can also use argumentation methods to justify gained knowledge. The arts also stimulate imagination that generates knowledge. Romantic epistemology argued that imagination is also a valid source of knowledge (cited in Worth,

Human Rights and Communication Essay Example for Free

Human Rights and Communication Essay Every individual has a right to communication and we are governed by standards and codes of practice to ensure that these needs are met. Communication is a basic human right, without communication the individual is unable to realise or exercise their rights. Under the human rights act 1998 all people have the right to ‘freedom of expression’. 1. 2 When working with service users who have specific communication needs it is important to have a good understanding of what their needs are, so they can be supported and encouraged in everyday activities. If I didn’t understand their specific communication needs, I would not be able to communicate fully with the individual, their needs would be unmet and basic skills of effective communication may be forgotten. 1. 3 The environment I am in is important for communication towards service users. If I am communicating with a service user that has hearing loss or poor sight the lighting needs to be sufficient enough for them to see clearly or lip read. Background noise may hinder communication between the service user and I as they may get distracted by the noises and not hear what is being said. Positioning is important so that the service user and I can both see the body language and facial expressions between ourselves. All these can be helpful with effective communication. 1. 4 Some service users because of certain health conditions have their own way of communicating; this can be due to hearing difficulties, in which case they will use sign language. Another could be because of learning problems and these people use a form of body language, some might use their eyes whilst others communicate by making facial expressions, sounds or even pointing. A further reason could be due to a severe medical condition and in some of these cases the individual can learn to use electronic equipment to communicate. 1. 5 No matter what a person’s disability if it affects their communication they will need help and support to express them in a way that will make them to be understood. Some forms of communication aids are listed below:- Augmentative and alternative communication (AAC) most of us use this form one way or another every day without thinking about it. Objects, photographs, symbols Hearing aids British sign language (BSL) Makaton, which is used to help those who have difficulty in forming words Braille Picture exchange communication systems (PECS) Pen and paper Touch Translator Interpreters 1. 6 When having difficulties in expressing yourself it can lead to becoming distressed and agitated, without the right communication aids to help their needs they may become depressed, isolated and withdrawn, which can change their behaviour to frustration, violence and acts of anger. Some people may give up trying to communicate altogether which can end up having their rights denied as they weren’t given the right communication aids, support or listened to in the first place. 2 2. 3 It is important to access information for specific communication needs so that you can support the person in the best possible way. In my work setting before the service users arrive we are sent a care plan of the needs they may have, if they use any communication aids, I will then talk to the individual to try and get any extra information, also talking to the family/carers, friends and other professionals involved in their care. Internet can be useful when you are unsure of a certain illness, disability or communication aid an individual may have. As their needs change so will their care plan. 5 5. 1 As electronics are ever increasing and upgrading so have various aids to support communication and promote independence. Example, people with sight loss can have access to talking microwaves, talking clocks, talking photo albums and talking books. Also there is a lightwriter which is a portable device which the user types what they want to say and it says it for them, this is handy for those who have trouble getting their words out or cannot speak at all. 5. 2 There is support and training available to help an individual use communication aids, this is important to ensure they are using it properly. In many cases the aid fails because the individual received little or no support in setting up the aid. Training is important to the individual, staff, family and friends, the training can continue for a while as their needs change so might the aid to help them. It is important that the communication aid is set up properly, if not this may result in a fault with the aid and the aid not being used to its full potential. With all electrical aids a qualified electrician must check all pieces to ensure they work properly and are fit for use. The aid needs to be charged at all times and ready for use else the individual may lose communication halfway through a conversation which can then affect the behaviour of the individual by becoming frustrated and angry.

Charles W. Chesnutt :: essays research papers

Charles W. Chesnutt Though born in Cleveland in 1858, the grandson of a white man and the son of free blacks, Charles W. Chesnutt grew up in Fayetteville, North Carolina where his family, having left the South originally in 1856, returned after the Civil War. Chesnutt who had little formal education taught himself and also received tutoring from family members. Chesnutt is known as one of the great American novelist and short-story writers of the late 19th century. Chesnutt lived most of his childhood in Fayetteville, NC where he worked part time in a family grocery store and attended a school founded by the Freedmen's Bureau. By 14 he had published his first short story in a Fayetteville newspaper. "I think I must write a book It has been my cherished dream and I feel an influence that I cannot resist calling me to the task."(1) At 15 Charles dropped out of school to support his family. By the age of 16, he had come to Charlotte to teach the city's black schoolchildren and also to support his family. He had an intense thirst for knowledge. At a time when few educational opportunities existed for black Americans, he studied math, music, literature and languages. He left Charlotte to take a job as assistant principal of the State Normal School. By age 22, he was its principal. "There's time enough, but none to spare."(1) Lack of opportunity to advance led him to go to New York City to find work at Dow, Jones and Company and also writes a financial news column for the New York Mail and Express. Later that year his son Edwin J. Chesnutt is born. In November, he leaves New York for Cleveland where he begins to work in the accounting department of Nickel Plate Railroad Company. While in Cleveland Chesnutt studied Law. While in Cleveland Chesnutt supports his mother and father while supporting his own family. Chesnutt begins to write for Family Fiction. While working at Nickel Plate Railroad Company and writing for Family Fiction he continues to study law. A year later, he passes the Ohio Bar Exam and joins the law offices of Henderson, Kline, and Tolles. Chesnutt published "The Goophered Grapevine" in the Atlantic Monthly became the first work written by a black author. The success of "The Goophered Grapevine" leads him to publish "Po’ Sandy" and "Dave’s neckliss" in the Atlantic Monthly. Chesnutt decides to start his own firm of Attorneys, stenographers,

Motivation Case Study on Gp Essay

When people join an organization, they bring with them certain drives and needs that affect their on-the-job performance. Sometimes these are immediately apparent, but often they not only are difficult to determine and satisfy but also vary greatly from one person to another. Understanding how needs create tensions which stimulate effort to perform and how effective performance brings the satisfaction of rewards is useful for managers. Several approaches to understanding internal drives and needs within employees are examined in the chapter. Each model makes a contribution to our understanding of motivation. All the models share some similarities. In general, they encourage managers not only to consider lower-order, maintenance, and extrinsic factors but to use higher-order, motivational, and intrinsic factors as well. Behavior modification focuses on the external environment by stating that a number of employee behaviors can be affected by manipulating their consequences. The alternative consequences include positive and negative reinforcement punishment, and extinction. Reinforcement can be applied according to either continuous or partial schedules. A blending of internal and external approaches is obtained through consideration of goal setting. Managers are encouraged to use cues—such as goals that are accepted, challenging, and specific—to stimulate desired employee behavior. In this way, goal setting, combined with the reinforcement of performance feedback, provides a balanced approach to motivation. . : . Additional approaches to motivation presented in this chapter are the expectancy and equity models. The- expectancy model states that motivation is a product of how much one wants something-and the probabilities that effort will lead to task accomplishment and reward. The formula is valence X expectancy X instrumentality = motivation. Valence is the strength of a person’s preference for an outcome. Expectancy is the strength of belief that one’s effort will be successful in accomplishing a task. Instrumentality is the strength of belief that successful performance will be followed by a reward. The expectancy and equity motivational models relate specifically to the  employee’s intellectual processes. The equity model has a double comparison in it a match between an employee’s perceived inputs and outcomes, coupled with a comparison with some referent person’s rewards for her or his input level. In addition, employees use the procedural justice model to assess the fairness of how rewards are distributed. Managers are encouraged to combine the perspectives of several models to create a complete motivational environment for their employees. Motivation: Motivation is the set of internal & external forces that cause an employee to choose a course of action and engage in certain behavior. A Model of Motivation : Although a few spontaneous human activities occur without motivation, nearly all conscious behavior is motivated or caused. Growing hair requires no motivation, but getting a haircut does. Eventually, anyone will fall asleep without motivation (although parents with young children may doubt this), but going to bed is a conscious act requiring motivation manager’s job is to identify employees’ drives and needs and to channel their behavior, to motivate them, toward task performance. The role of motivation in performance is summarized in the model of motivation in Figure 5.1. Internal needs and drives create tensions that are affected by one’s environment. For example, the need for food produces a tension of hunger. The hungry person then Environment Opportunity Needs and drive Tension Effont Performance Rewards Goals and incentive Ability Need satisfaction FIGURE 5.1 A Model of Mitivation examines the surroundings to see which foods (external incentives) are available to satisfy that hunger. Since environment affects one’s appetite for particular kinds of food a South Seas native may want roast fish, whereas a Colorado rancher may prefer grilled steak. Both persons are ready to achieve their goals, but they will seek different foods to satisfy their needs. This is an example of both individual differences and cultural influences in action. As we saw in the formulas in Chapter 1, potential performance (P) is a product of ability (A) and motivation (M). Results occur when motivated employs are provided with the opportunity (such as the proper training) to perform and the resources (such as the proper tools) to do so. The presence of goals and the awareness of incentives to satisfy one’s needs are also powerful motivational factors leading to the release of effort. When an employee is productive and the organization takes note of it, rewards will be distributed. If those rewards are appropriate in nature, timing, and distribution, the employee’s original needs and drives are satisfied. At that time, new needs may emerge and the cycle will begin again. It should be apparent, therefore, that an important starting point lies in understanding employee needs. Several traditional approaches to classifying drives and needs are presented first; these models attempt to help managers understand how employees’ internal needs affect their subsequent behaviors. These historical approaches are logically followed by a discussion of a systematic way of modifying employee behavior thought the use of rewards that satisfy those needs. Achievement Motivation Achievement motivation is a drive some people have to pursue and attain goals. An individual with this drive wishes to achieve objectives and advance up the ladder of success. Accomplishment is seen as important primarily for its own sake, not just for the rewards that accompany. A number of characteristic define achievement-oriented employees. They work harder when they perceive that they will receive personal credit for their efforts, when the risk of failure is only moderate, and when they receive specific feedback about their past performance,. People with a high drive  for achievement take responsibility for their actions and results, control their destiny, seek regular feedback, and enjoy being part of a winning achievement through individual or collective effort. As managers, they tend to export that their employees will also be oriented toward achievement. These high expectations sometime make it difficult for achievement-oriented managers to delegate effectively and for â€Å"average† employees to satisfy their manager’s demands. Affiliation Motivation : Affiliation motivation is a drive to relate to people on a social basis. Comparisons of achievement-motivation employees with affiliation-motivation employees illustrate how the two patterns influence behavior. Achievement-oriented people work harder when their supervisors provide detailed evaluations of their work behavior. But people with affiliation motives work better when they are compli9mentions of their work behavior. But people with affiliation motives work better when they are complimented for their favorable attitudes and cooperation. Achievement-motivated people select assistants who are technically capable, with little regard for personal feelings about them; those who are affiliation-motivated tend to select friends and likable people to surround them. They receive inner satisfactions from being with friends, and they want the job freedom to develop those relationships. Managers with strong needs for affiliation may have difficulty being effective managers. -Although a high concern for positive social relationships usually results in a cooperative work environment where employees genuinely enjoy working together, managerial overemphasis on the social dimension may interfere with the vital process of getting things done-. Affiliation-oriented managers may have difficulty assigning challenging tasks, directing work activities, and monitoring work effectiveness. Power Motivation Power motivation is a drive to influence people, take control, and change situations. Power-motivated people wish to create an impact on their organizations and are willing to take risks to do so. Once this power is obtained, it may be used either constructively or destructively. Power-motivated people make excellent managers if their drives are for  institutional power instead of personal power. Institutional power is the need to influence others’ behavior for the good of the whole organization. People with this need seek power through legitimate means, rise to leadership positions through successful performance, and therefore are accepted by others. However, if an employee’s drives are toward personal power, that person tends to lose the trust and respect of employees and colleagues and be an unsuccessful organizational leader. Managerial Application of the Drives Knowledge of the differences among the three motivational drives requires managers to think contingently and to understand the work attitudes of each employee. They can then deal with employees differently according to the strongest motivational drive that they identify in each employee. In this way, the supervisor communicates with each employee according to that particular person’s needs. As one employee said, â€Å"My supervisor talks to me in my language.† Although various tests can be used to identify the strength of employee drives, direct observation of employees’ behavior is one of the best methods for determining what they will respond to. HUMAN NEEDS When a machine malfunctions, people recognize that it needs something. Managers try to find the causes of the breakdown in an analytical manner based on their knowledge of the operations and needs of the machine. Types of Needs Needs may be classified in various ways. A simple classification is (1) basic physical needs, called primary needs, and (2) social and psychological needs, called secondary needs. The physical needs include food, water, sex, sleep, sir, and reasonably comfortable temperature. These needs arise from the basic requirements of life and are important for survival of the human race. They are, therefore, virtually universal, but they vary in intensity from one person to another. For example, a child needs much more sleep than an older person., . Needs also are conditioned by social practice. If it is customary to eat three meals a day, then a person tends to become hungry for three, even  though two might be adequate. If a coffee hour is introduced in the morning, then that becomes a habit of appetite satisfaction as well as a social need. Secondary needs are more vague because they represent needs of the mind and spirit rather than of the physical body. Many of these needs are developed as people mature. Examples are needs that pertain to self-esteem, sense of duty, competitiveness, self-assertion, and lo giving, belonging, and receiving affection. The secondary needs are those that complicate the motivational efforts of managers. Nearly any action that management takes will affect secondary needs; (here/ore, managerial planning should consider the effect of any proposed action on the secondary needs of employees, Here are seven key conclusions about secondary needs. They: 0 Are strongly conditioned by experience 1 Vary in type and intensity among people 2 Are subject to change across time within any individual 3 Cannot usually be isolated, but rather work in combination and influence one another. 4 Are often hidden from conscious recognition 5 Are vague feelings as opposed to specific physical needs 6 Influence behavior in powerful ways Whereas the three motivational drives identified earlier were not grouped in any particular pattern, the three major theories of human/needs -presented in the following sections attempt to classify those needs. At least implicitly, the theories of Maslow, Hertzberg, and Alerter build on the distinction between primary and secondary needs. Also, there are some similarities as well as important differences among the three, approaches. Despite their limitations, all three approaches to human needs help create an important basis for the more advanced motivational models to be discussed later. Maslow’s Hierarchy of Needs According to A. H. Maslow, human needs are not of equal strength, and they emerge in a definite sequence. In particular, as the primary needs become reasonably well satisfied, a person places more emphasis on the secondary needs. Maslow’s hierarchy of needs focuses attention on five levels.This  hierarchy is briefly presented and then interpreted in the following sections. Lower-Order Needs First-level needs involve basic survival and include physiological needs for food, air, water, and sleep. The second need level that tends to dominate is bodily safety (such as freedom from a dangerous work environment) and economic security (such as a no-layoff guarantee or a comfortable retirement plan). These two need levels together are typically called lower-order needs, and they are similar to the primary no discussed earlier. Higher-Order Needs There are three levels of higher-order needs. The third level ia the hierarchy concerns love, belonging, and social involvement at work (friendships and compatible associates). The needs at the fourth level encompass those for esteem and status, including one’s feelings of self-worth and of competence. The feeling of competence, which derives from the assurance of others, provides status. The fifth-level need is self-actualization, which means becoming all that one is capable of becoming, using one’s skills to the fullest, and stretching talents to the maximum. Interpreting the Hierarchy of Needs Maslow’s need-hierarchy model essentially says that people have needs they wish to satisfy and that gratified needs are not as strongly motivating as unmet needs, Employees are more enthusiastically motivated by what they are currently seeking than by receiving more of what they already have. A fully satisfied need will not be a strong motivator. Interpreted in this way, the Maslow hierarchy of needs has had a powerful impact on contemporary managers, offering some useful ideas for helping managers think about motivating their employees. As a result of widespread familiarity with the model, today’s managers need to: ‘ Identify and accept employee needs 7 Recognize that needs may differ among employees  8 Offer satisfaction for the particular needs currently unmet 9 Realize that giving more of the same reward (especially one which satisfies lower-order needs) may have a diminishing impact on motivation. The Maslow model also has many limitations, and it has been sharply criticized. As a philosophical framework, it has been difficult to study and has not been fully verified. From a practical perspective, it is not easy to provide opportunities for self-actualization to all employees. In addition, research has not supported the presence of all five need levels as unique, nor has  the five-step progression from lowest to highest need levels been established. There is, however, some evidence that unless the two lower-order needs (physiological and security) are basically satisfied, employees will not be greatly concerned with higher-order needs. The evidence for a more limited number of need levels is consistent with each of the two models discussed next. Hertzberg’s Two-Factor Model On the basis of research with engineers and accountants, Frederick Hertzberg, in the 1950s, developed a two-factor model of motivation. He asked his subjects to think of a time when they felt especially good about their jobs and a time when they felt especially bad about their jobs. He also asked them to describe the conditions that led to those feelings. Hertzberg found that employees named different types of conditions that produced good and bad feelings. That is, if a feeling of achievement led to a good feeling, the lack of achievement was rarely given as cause for bad feelings. Instead, some other factor, such as company policy, was more frequently given as a cause of bad feelings. Maintenance and Motivational Factors Hertzberg concluded that two separate sets of factors influenced motivation. Prior to that time, people had assumed that motivation and lack of motivation were merely opposites of one factor on a continuum. Hertzberg upset the traditional view by stating that certain job factors, such as job security and working conditions, dissatisfy employees primarily when the conditions are absent. However, their presence generally brings employees only to a neutral state. The factors are not strongly motivating. These potent dissatisfies are called hygiene factors, or maintenance factors, because they must not be ignored, They are necessary for building a foundation on which to create a reasonable level of motivation in employees. Other job conditions operate primarily to build this motivation, but their absence rarely is strongly dissatisfying. These conditions are known as motivational factors, motivators, or satisfiers. For many years managers had been wondering why their custodial policies and wide array of fringe benefits were not increasing employee motivation. The idea  of separate motivational and maintenance factors helped answer their question, because fringe benefits and personnel policies were primarily maintenance factors, according to Hertzberg. Job Content &Context: Motivational factors such as achievement and responsibility are related, for the most part, directly to the job itself, the employee’s performance, and the personal recognition and growth that employees experience. Motivators mostly are job-centered; they relate to job content. On the other hand, maintenance factors are mainly related to job context, because they are more related to the environment surrounding the job. This difference between job content and job context is a significant of is. It shirrs that employees are motivated primarily by what they do for themselves. When they take responsibility or gain recognition through their own behavior, they are strongly motivated. Intrinsic and Extrinsic Motivators The difference between job content and job context is similar to the difference between intrinsic and extrinsic motivators in psychology. Intrinsic motivators are internal rewards that a person feels when performing a job, so there is a direct and often immediate connection between work and rewards. An employee in this situation is self-motivated, Extrinsic motivators are external rewards that occur apart from the nature of work, providing no direct satisfaction at the defter the work is performed Examples are retirement plans, health insurance, and vacations. Although employees value these items, fey are not effective motivators. Interpreting the Two-Factor Model Harrier’s model provides a useful distinction between maintenance factors, which are necessary but not sufficient, and motivational factors, which have the potential for improving employee effort. The two-factor model ‘ broadened managers’ perspectives by showing the potentially powerful role of intrinsic rewards that evolve from the work itself. (This conclusion ties in with a number of other important behavioral developments, such as job enrichment, empowerment, self-leadership, and quality of work life, which are. discussed in later chapters.) Nevertheless, managers should now be aware that they cannot neglect a wide rare. go of facers that create at least a neutral work environment. In addition, unless hygiene factors are reasonably adder; their absence will serve as significant distractions to workers. The Hertzberg model, like Maslow’s, has been widely criticized. It is not universe applicable, because it was based on and applies best to  managerial, professional, an; upper-level white-collar employees. The model also appears to reduce the motivation* importance of pay, status, and relations with others, since these are maintenance facto; This aspect of the model is counterintuitive to many managers and difficult for them k , accept. Since there is no absolute distinction between the effects of the two major factors the model outlines only general tendencies,† maintenance factors may be motivators to some people, and motivators may be maintenance factors to others. Finally, the model also seems to be method-bound, meaning that only Hertzberg’s approach (asking for self-reports of favorable and unfavorable job experiences) produces the two-factor model. In short, there may be an appearance of two factors when in reality there is only one factor. Alderfer’s E-R-G Mode: Building upon earlier need models (primarily Maslow’s) and seeking to overcome some their weaknesses, Clayton Alderfer proposed a modified need hierarchy—the E-R-G model—with just three levels three levels. He suggested that employees are initially interested in satisfying their existence needs, which combine physiological and security factors. Pay, physical working conditions, job security, and fringe benefits can all address these needs. Relatedness needs are at the next level, and these involve being understood and accepted by people above, below, and around the employee at work and away Growth needs are in the third category; these involve the desire for both self-esteem at self-actualization. The impending conversation between the president and the marketing manager could be structured around Alderfer’s E-R-G model. The president may first wish to identify which level or levels seem to be satisfied. For example, a large disparity between their salaries could lead the marketing manager to be frustrated with his existence needs, despite a respectable salary-and-bonus package. Or his immersion in his work through long hours and heavy travel as the stores prepared to open could have left his relatedness needs unsatisfied. Finally, assuming he has mastered his present job assignments, he may be experiencing the need to develop his no marketing capabilities and grow into new areas. In addition to condensing Maslow’s five need levels into three that are more consistent with research, the  E-R-G model differs in other ways. For example, the E-R-G model does not assume as rigorous a progression from level to level. Instead, it accepts the likelihood that all three levels might be active at any time—or even that just one of the higher levels might be active. It also suggests that a person frustrated at either of the two higher levels may return to concentrate on a lower level and then progress again. Finally, whereas the first two levels are somewhat limited in their requirements for satisfaction, the growth needs not only are unlimited but are actually further awakened each time some satisfaction is attained. Comparison of the Maslow, Hertzberg, and Alderfer Modes The similarities among the three models of human needs are quite apparent,but there are important contrasts, too. Maslow and Alderfer focus on the internal needs of the employee, whereas Herzberg also identifies and differentiates the conditions (job content or job context) that could be provided for need satisfaction. Popular interpretations of the Masiow and Herzberg models suggest that in modern societies many workers have already satisfied their lower-order needs, so they are now motivated mainly by higher-order needs and motivators. Alderfer suggests that the failure to satisfy related-ness or growth needs will cause renewed interest in existence needs. Finally, all three models indicate that before a manager tries to administer a reward, he or she would find it useful to discover which need or needs dominate a particular employee at the time. In this way, all need models provide a foundation for the understanding and application of behavior modification. BEHAVIOR MODIFICATION The models of motivation that have been discussed up to this point are known as content theories of motivation because they focus on the content (nature) of items that may motivate a person. They relate to the person’s inner self and how that person’s internal state of needs determines behavior. The major difficulty with content models of motivation is that the needs people have are not subject to observation by managers or to precise measurement for monitoring purposes. It is difficult, for example, to measure an employee’s esteem needs or to assess how they change over time. Further, simply knowing about an employee’s-needs does not directly suggest to managers what they  should do with that information. As a result, there has been considerable interest in motivational models that rely more heavily on intended results, careful measurement, and systematic application of incentives. Organizational behavior modification, or OB Mod, is the application in organizations of the principles of behavior modification, which evolved from the work of B. F. Skinner. OB Mod and the next several models are process theories of motivation, since they provide perspectives on the dynamics by which employees can be motivated.