Ethical behavior principle Essay

The behavior of each and every person is control by moral and the guiding principles. This is normally portrayed in our daily usual acts, and hence shaping of our ethical behavior is critical in the making sound decision and upholds the trust of the public. A successful business is only possible if there is a strong and profound held value. Most companies will set up strategy of coming up with the required values in order to attract their prospective clients, manage their workers, and attained the expected development of the company. The guiding principles of ethical behaviors which these companies will struggle to uphold are based on the values. According to American Psychological Association, (1953) these values include beneficence and nonmaleficence, fidelity and responsibility, integrity, justice, respects for people’s rights, and dignity. Coordination and active participation of the workers will be of great importance in attracting the attention of the clients. In any organization, leaders will continually strive to ensure that their company achieved its standard. Their main aim is to make sure that the rights of the employees are taken care of, and that the company in general performs well at all cost. In order to achieve this, their actions will be guided by the ethical values which will assist them in the decision making processes (Leal, 1998).

Mobilization for War Essay

Herman Goering thought that no Air force or military in the world could stand up to that of the Nazi Luftwaffe. His boastful statement was made with well acclaim in that the Luftwaffe was a very powerful aerial force, but he was being narrow-minded when he made this statement against the production potential of the United States, which has time and time again has proved to be the most powerful nation in the world. Without the military production of the United States, the Allies would not have had a chance against the Germans and their powerful forces. Through many changes, the labor and production force of the U.S. changed from producing civilian goods, to producing military goods. These goods were supplied to all nations of the Allied Powers, and the United States quickly became the most important factor in World War II. Starting in 1940, President Franklin D. Roosevelt promised to help the United Kingdom fight Nazi Germany by providing them with military supplies, but while staying out of actual combat. Roosevelt gave a radio broadcast on December 29, 1940, to address Americans to support the Allies in Europe and China, in their war against Germany and Japan. He called the nation an â€Å"Arsenal of Democracy† to  reference the powerful industrial machine it is, and how it can be the supplier of military goods to the Allied war effort. The United States military forces and most allied forces relied on the United States production of food and military goods. This meant that Americans on the home-front had to be rationed for what they can have, which meant they can only purchase so much of certain items. Many consumer goods had to be severely rationed or taken out of the market totally, because they were needed for the war effort. This is why Americans were encouraged to grow â€Å"Victory Gardens† so that they produced their own food, and what food they normally consumed from markets could help contribute to our troops as well as those of the Allied forces. Food production was then focused on providing for the troops instead of the everyday consumer, because they were expected to contribute for themselves and thus help contribute to the soldiers. The United States also made many technological innovations that helped revolutionize certain aspects of war, one of these being the pressurized air cabin in air planes. This helped prevent pilots from getting hypoxia (low oxygen levels in the blood), while also letting planes fly higher, and with more comfort for its passengers. This meant allied bombers like the b-29 could fly higher and escape low anti air missiles and fire from the ground. The Manhattan Project that the U.S. held with the United Kingdom and Canada also helped produce many technological innovations. The main product of this research program was the atomic bomb that would eventually be ordered into use on Japan, and would usher in their surrender and the end of the Second World War. We all know now that Goering’s statement was terribly misinformed, otherwise Germany and the Axis Powers would not have been defeated by the Allies. The United States was the team Captain in this effort and without them the chances of winning would have been slim to none. In the case of this war, and in the case of any war, production plays a key role, and in World War Two, the United States â€Å"Arsenal of Democracy† provided the Allies with the goods and resources necessary for victory.

The role of immune therapy in breast cancer Essay

The role of immune therapy in breast cancer - Essay Example s of breast cancers that can affect women, with some forms being rare, and also some where two or three forms of cancers occur within the same form (Types of Breast Cancer 2014). The different forms of breast cancers include: Ductal carcinoma in situ, Lobular carcinoma in situ, invasive ductal carcinoma, invasive lobular carcinoma which are more common. The less common types include inflammatory breast cancer, triple negative breast cancer, paget disease of the nipple, phyllodes tumor, and angiosarcoma (Types of Breast Cancer 2014). The above figure reflects on the statistics of cases of breast cancer in the UK, as recorded for the year 2011. It can be observed that the number of cases is significant and hence immunotherapy seems to be highly essential, particularly for women are the most affected ones. Although the concept of immunotherapy has developed as a revolution over the recent times; however its roots can be found dated back to 1778 when the first vaccine was administered against smallpox by Edward Jenner who was an English physician (Cancer and the Immune System: The Vital Connection n.d.). The immune system involves collection of cells that protect the body from microbes and bacteria and hence tries to protect the body from diseases. Innate immunity and adaptive immunity are the two divisions in which the defense of the body against microbes works (Mooi 2010; The innate and adaptive immune systems n.d.). The innate immune system is such where cells and proteins are ready to fight the microbes always and hence protect the body at the site where the infection takes place. The major constituents of this system include physical epithelial barriers, phagocytic leucocytes, dendritic cells, natural killer cell which is a special type of lymphocyte, and circulating plasma proteins (Mooi 2010; The innate and adaptive immune systems n.d.). The adaptive system is different from the innate immune system in the sense that it is initiated to overcome or avoid the

Personal statement on going to graduate school for speech pathology Essay

Personal statement on going to graduate school for speech pathology - Essay Example I am fascinated and want to become a professional. I am confident that as a person I am suitable for admission to the program since, in addition to the interest and motivation, I am highly dedicated, patient, and love to work with children in every way. It is also as a result of this tremendous love for children and for working with them, that I have been exposed to the levels of speech disorders with which many of them are challenged and the need to be appropriately trained and certified in order to effectively assist them and persons associated with them, and to address their needs. I am aware of the fact that the field is not a superficial one as the issues to be addressed are profound and varied, ranging from the sociological, to the biological and economic, if not political, to name a few. However, I am capable of successfully pursuing graduate studies in this area because I have successfully completed undergraduate studies with a GPA of 3.0, and I have scored 700 on my GRE. Besides, I know that studying at the Masters level requires a lot of research, independent work, and a higher level of thinking and analysis. The student at this level must be self-directed, and I know that I possess such capabilities.

HRM - exam preparation Essay Example | Topics and Well Written Essays - 500 words

HRM - exam preparation - Essay Example How much of remuneration is to be paid (the absolute level) is important to the extent that it takes care of a person’s minimum needs. Fixing of a minimum wage by an employer or company, or legislating on minimum wages by the Government, therefore focuses on ‘how much’. This ‘how much’ depends on physical variables (what is needed to keep body and soul together) and cultural variables (what is perceived as ‘necessary’) (Here we may refer to the first two levels of Maslow’s Theory of the Hierarchy of Needs — taking care of the physiological and safety needs. Beyond the level of the minimum wage to be paid, equity and fairness should play an important part in determining wages (the relative levels). Further, equity should be ensured without having to sacrifice the other objectives mentioned. Equity and fairness considerations in pay fixation take care of the social and esteem needs (Maslow) of an employee. Both internal and external equity principles (relative fairness of wages of workers in the same organisation, and outside the organisation) should be kept in mind while fixing pay. Rewards (compensation) are of two kinds — direct and indirect. The direct reward is the salary; and indirect rewards are the benefits or perquisites (perks) that an employee gets. Benefits include company provided house, car, medical facilities, company paid holidays, company sponsored study courses and training and so on. Equity or fairness between one employee and another can be maintained by adjusting both the direct or indirect benefits. 1- Modification of input or output to match pay. A person who is underpaid would reduce work effort; a person who is overpaid may work more sincerely and for longer hours without further compensation. A worker may attempt to change the input/ output of others, by asking them to work/not work harder. 2- Workers may adjust

Automobile Industry in China Essay Example | Topics and Well Written Essays - 4750 words

Automobile Industry in China - Essay Example The aim of this paper is to discuss more thoroughly on these points and more, and to offer a more in-depth and comprehensive point of view on the situation of the impact on the automobile industry in China after China's accession into the WTO. "Since the beginning of economic reform and its opening to the outside world, China's economy has been growing at a rate of nearly 10 percent annually and its external trade has expanded by more than 15 percent a year. In 1999 China's trade volume reached $360.7 billion, ranking 9th in the world, with export volume reaching $195 billion. China has emerged to become an important player in world trading system." (Zhai & Li, 2000). Negotiations over China's accession into the WTO immediately provoked a debate between "pessimists who believed that opening the economy would lead to a flood of imports and a de-nationalization of manufacturing industry, and those who believed that it would spur rationalization of state-owned enterprises, lock in domestic reforms, attract foreign investment, and open the way for trade expansion." (Noble et al). Th The aim of this paper is to thoroughly realize and discuss these interests and more, in order to come to a clearer and more understanding point of view on the particular situation. In order to do this, the following questions must be addressed: 1. What is the WTO 2. What was China's automobile industry like before China joined the WTO. 3. What was the impact on the automobile industry in China after China's accession into the WTO 4. What conclusions can be drawn from this occurrence By discussing these three questions, we can more precisely comprehend and opinionate on this subject matter. This is what will be dissertated in the following. What is the WTO The WTO (World Trade Organization) is an organization which consists of 123 signatory countries. Established on January 1, 1995, and based in Geneva, the WTO replaced the GATT (General Agreement on Tariffs and Trade) as the most primary legal and institutional foundation among the multilateral trading system of member countries. The aim and prime purpose of the WTO is to set forth the principal contractual obligations which determine how governments outline and execute domestic trade legislation and regulations. Through debate, negotiations, and adjudication, the WTO is the literal platform on which trade relations among separate countries evolve. The WTO is in all actuality the sole organization which deals with the rules of trade between nations. Since the time of its inception, which took place in 1999, protestors and anti-globalization movement contesters have targeted the WTO as a main place of impact. This is because the WTO promotes economic

Issues that might affect the success and survival of SKF Essay

Issues that might affect the success and survival of SKF - Essay Example The bearings are used to reduce friction between moving parts of a motor, engine or a wheel. SKF operates across the globe in 70 countries with 110 manufacturing sites. It deals with a wide range of industries such as pulp and paper machinery, steel industry, construction equipment, medical instruments, food and home appliances and many others (Kashani & DuBrule, 2009). SKF majorly deals with the business to business markets which mean that the bearings produced by the company are used as a raw material in other businesses. These kinds of markets are generally more price sensitive as the prices of the raw material producer affect the prices of the end products that the consumers are going to use. The competitive edge of SKF had always been the superior quality products which meant producing bearings that were durable and reliable. With high quality meant high prices to be paid; premiums for premium products. SKF produced highly engineered bearings as they knew that the bearings were being used in critical applications such as jet engines and gas turbines, where a small mistake or malfunctioning could lead to disastrous failures. Service, whether they are post sale or presale are of utmost importance. This helps and ensures the building of goodwill of any organisation. (Vartanian, 2010).  SKF worked with the trained and authorized distributors as rapid fulfillment of orders, delivery and receivables from customers and their collection should be smooth for SKF to work efficiently. Pricing for the aftermarket services was decided in synchronization with distributors who were supplying products from other brands as well. All the post purchase services were provided through SKF’s 1200 distributors which reached out to 50 thousand end users. SKF’s business is divided into three divisions: Industrial, Automotive and Service, each serving different set of customer groups. Industrial served 30 different industries including machine tools’ oil and gas and mining accounted for 30 percent of the sales. Automobile served home appliance manufacturers and OEMs of cars and trucks and served the vehicle repair and maintenance aftermarket and accounted for 35 percent of the companies sales. Service division gave SKF one-third of its sales providing end users, mostly factories, with replacement bearings. It served the industry both directly (20 percent) and with the help of it distribution channels (80 percent) (Kashani & DuBrule, 2009). Developing a full awareness of your situation can help with both strategic planning and decision-making (Bhushan, N & RAI 2004).So doing a SWOT analysis of SKF could help understand the company and the environment it is operating in, better. A SWOT analysis guides you to identify the strengths, weaknesses, threats and opportunities of an organisation. The value of a company doesn’t only lie in the hands of the assets a company own but the perspective of its customers are of utmost importance (L aw 2010).  .The strength of the company is that the SKF is a well established company which has developed to be a brand communicating high quality premium products. It has large customer base serving 2 million customers and it has a variety that no customer could match. The company is in the business for more than a hundred years now and has a global market share of 20 percent with net sales

Identifying Problems and Offering Solutions Essay

Identifying Problems and Offering Solutions - Essay Example For instance, if one of the students was making noise in class, Nick would candidly to stop talking in class because that was the rule. This quite irritated his classmates and hence got him on the wrong side of the school bullies. They would spit in his lunch, knock over his books, call him names such as gay and faggot, and this really hurt his pride. Unfortunately, when Nick’s parents complained to the school authorities about their son’s predicaments, all they got was nothing more than ‘boys will always be boys’ or ‘we’ve done all we can’. One unfortunate morning, Nick Perry changed his pajamas and wore his favorite T-shirt and pair of jeans. Having had enough, Nick strapped a belt around his neck and hanged himself from the top of the shelf of his closet. When his father found him, it was too late to save him. Nick’s life had been cut short at his young age. Bullying in schools is a global problem and as Nick’s suicide case shows, it can have dire consequences. This article therefore looks into the causes of bullying in schools, its impact on students, the short and long term effects it has on the bullies and victims before discussing some of the strategies such as revision of school policies as solution to bullying in schools. Bullying can be defined as aggressive behaviors or actions that are done with the intent of making the victims feel belittled or hurting them. Bullying in schools can further be described as unwanted behaviors among students driven by either perceived or real imbalances of power. Bullying bears the following characteristics: Imbalance of power- the students who act as bullies, use the power at their disposal such as physical strength, popularity, seniority, or access to some embarrassing information about their victim, to control others. However, this imbalance of power is subject to change from time to time depending on the situation. It has to be

Role of brand elements in developing brand equity Essay

Role of brand elements in developing brand equity - Essay Example Competition is immense in current business world and prominent companies are looking for every opportunity to increase their competitive power. Brand building is one way of increasing competitive power. Branding is a process intended for building awareness about a product or service. It enhances customer loyalty towards a particular product or service. It helps a product or service to distinguish itself from other products or services. Brands have different attributes which help them to cement their place in the minds of consumers. According to Kathiravana, et al., (2010) â€Å"Brand attributes consist of ‘bits’ of information that are linked to a brand name in consumer memory and that, when combined with the brand name, make up a brand’s image†( p.21) â€Å"Brand Equity is the value and strength of the Brand that decides its worth. It can also be defined as the differential impact of brand knowledge on consumer’s response to the Brand Marketingâ₠¬  (Brand Equity - Meaning and Measuring Brand Equity, 2013). It is the value that a consumer gives to a particular brand. For example, iPhone 5, Nokia Lumia and Samsung Galaxy S3 are some of the leading smartphones available in the market at present. Apple Inc. is the second largest company in the world in terms of market capitalization and they are the most valuable technology company in the world at present. Samsung on the other hand is one of the rapidly emerging consumer electronics company in the world and its products are well accepted in the market. Nokia was the leader in the mobile phone manufacturing industry until recent times. All these factors or brand elements will influence the consumers when they go for the purchasing of a smartphone. This paper analyses the role of brand elements in developing brand equity. Role of brand elements in developing brand equity Some of the major elements of brand equity are; changing market share, profit margins, consumer recognition o f logos and other visual elements, brand language associations made by consumers, consumers' perceptions of quality and other relevant brand values (Wilson C. 2008). Brand elements such as brand names, URLs, logos, characters, slogans, jingles and packaging are playing an important role in developing the brand equity. Brand names â€Å"Consumer behaviour blends elements from psychology, sociology, social anthropology and economics†(Zeb et al., 2011, p.225). For example, the name Apple actually represents a fruit. However, in consumer electronics industry, Apple represents Apple Company. A fruit stall owner may not be confused when a consumer asks for Apple. Same way, an electronics product dealer may not be confused when a consumer asks for Apple. The name Bill Gates remind us about Microsoft even through there are plenty of people in that name. Moreover, the name Microsoft reminds everybody about the computer OS whereas the name Android reminds about mobile phone OS. In shor t, brand names have the ability to touch the minds of consumers in one way or another. They play an important role in identifying the brand and building brand equity. According to Mishra & Datta (2011), â€Å"Brand  Name  (BN) was seen to have a strong impact on Customer Based  Brand Equity (CBBE),  Brand  Association (BAS) and Perceived  Brand Quality (PBQ) in case of students whereas for professionals brand  name  had a stronger impact on  Brand  Awareness (BA)†(p.109). Students and professionals interpret brand names in different ways. It should be noted that students or teenagers consider the opinions of others while taking any purchasing decision. In other words, they will purchase products based on the mouth publicity. Viral marketing or

What Students Have to Say Middle School Students Essay Example for Free

What Students Have to Say Middle School Students Essay Abstract The central research question of the study asks: how do middle school students experience learning mathematics in middle school mathematics class? The additional research questions that guide the study ask: what are some of the barriers to learning mathematics in middle school mathematics class and what causes students to understand certain mathematics concepts in middle school mathematics class? The purpose of the study is to discover and understand middle school students’ experiences learning mathematics in middle school mathematics classes. Qualitative methods are utilized, and a basic design is employed that uses the interview, document collection, and field notes in order to gather data. The results of the study show repetitive themes communicated by the participants related to how hard middle school mathematics is, how students have to work on mathematics problems by themselves, the fast pace at which middle school students have to work, student disruptions in the mathematics classroom, students playing and talking in the mathematics classroom, and that there are many skills, tools, and resources within the middle school mathematics class that help middle school students learn mathematics. It is concluded that learning mathematics in middle school mathematics classes can be an intimidating experience especially in light of the fact that some of the teachers give little help and that the pace at which some teachers move may be a little too fast for some students. It is also concluded that middle school mathematics students cannot learn mathematics effectively in the presence of competing stimuli such as students talking about things other than mathematics or students simply playing in class. Conversely, however, it is concluded that students have positive experiences learning and understanding mathematics in middle school mathematics classes as a result of certain skills, tools and resources being in place. Based off of the findings of the study, it is recommended that the study be replicated using other American sub-cultures, the â€Å"new† findings of the study be tested as hypotheses, the data from the study be rereviewed, and that the study be completed using observations as the primary means of data collection. Dedication I thought long and hard about to whom (or what) this work should be dedicated. The list would be too many if I were to dedicate to the many possible prospects. As such, I finally remembered who was there with me—unconditionally—up to and through this point in my 44 years on this earth. So, I dedicate this work to myself. Selah. iv Acknowledgments To me, it would make no sense whatsoever if I did not acknowledge my Lord and Savior, Jesus Christ. It would be almost just as nonsensical if I did not acknowledge my wife and children who endured the time I took away from the family as I completed this dissertation—for the former, all praise is due, and, for the latter, thanks for hanging in there with me. This work represents the culmination and expression of a journey I began many years ago. Beyond the journey, the completion of this dissertation is the truest of paradoxes in that it is the beginning of the end. Yes, the acknowledgements already made go without saying; however, and unbeknownst to many, acknowledgement must be made to an individual who is responsible for the impetus and motivation that is and has been an integral part of my journey from having no high school diploma to completing a terminal degree. This individual was the only person who had the effect on  me that engendered a desire to embrace education, so (just under God—smile), one of my greatest acknowledgments go to (the then) Lieutenant Michael Evans (during our tour at the Anti-Submarine Warfare Operations Center [ASWOC] at Guam). I can say with an utmost of certainty I would not be making this acknowledgment if it were not for all of his positive words about the importance of education and the related encouragement about why I should embrace it—Thanks Lieutenant Evans. v Table of Contents Acknowledgments List of Tables CHAPTER 1. INTRODUCTION Introduction to the Problem Background of the Study Statement of the Problem Purpose of the Study Rationale Research Questions Significance of the Study Definition of Terms Assumptions Limitations Nature of the Study Organization of the Remainder of the Study CHAPTER 2. LITERATURE REVIEW Theoretical Framework of the Study Mathematics Achievement Mathematics Underachievement In the United States Factors that Impact Mathematics Achievement—the Child Other Factors that Effect a Child’s Achievement in Mathematics Factors that Impact Mathematics Achievement—the Teacher vi v ix 1 1 2 5 6 8 11 11 13 14 16 17 18 20 20 21 24 26 33 37. Other Problems Linked to the Teacher that may Impact Student Achievement in Mathematics Factors that Impact Mathematics Achievement—School Climate Summary CHAPTER 3. METHODOLOGY Statement of the Problem Research Questions Research Methodology Research Design Population and Sampling Procedure Panel of Experts Sources of Data Validity Reliability Data Collection Procedures Data Analysis Procedures Ethical Considerations Summary CHAPTER 4. DATA COLLECTION AND ANALYSIS Descriptive Data Data Analysis Results Summary vii 42 43 52 57 59 60 60 61 63 65 67 70 72 73 80 86 92 94 95 95 103 105. CHAPTER 5. RESULTS, CONCLUSIONS, AND RECOMMENDATIONS Summary of the Study Summary of Findings and Conclusion Recommendations Implications REFERENCES APPENDIX A. INTERVIEW QUESTION GUIDE/PROTOCOL APPENDIX B. COMPLETE LIST OF CODES AND THE FREQUENCIES IN WHICH CODES OCCURRED ACROSS ALL CASES/PARTICIPANTS 107 107 109 121 124 127 142 144 viii List of Tables Table 1. Student Demographic Data and Student Dynamics Data for the School District During the 2011-2012 School year 96 Table 2. Participant Descriptive Data Table 3. Participant Responses to Research Question Three 96 119 ix CHAPTER 1. INTRODUCTION Introduction to the Problem Within American schools, the current standards-based reform prompts school districts to use standardized tests to account for and highlight the academic progress of its students. In short, these standardized tests emphasize core content areas of learning. Of these core areas, mathematics and reading are the subjects upon which most states report (No Child Left Behind [NCLB] Act of 2001, 2002). Between mathematics and reading, today’s American youth experience lower achievement in mathematics than in reading (Boe Shin, 2005; Ketterlin-Geller, Chard, Fien, 2008). Researchers highlight a myriad of factors that have a potential for contributing to why students experience lower achievement in mathematics to include both cognitive and affective explanations (Koutsoulis Campbell, 2001). However, American mathematics underachievement, at least from grades three and four to grades seven and eight, cannot be explained by a number of important factors since factors that impact mathematics achievement have been shown to be consistent across grade levels through much of the research (Boe Shin, 2005). As a result and because little research has been found related to student perceived experiences in mathematics, it is the intent to listen to what the much ignored student in educational research has to say about his or her experiences in mathematics classes. In previous studies, when getting information about or directly from the student, much of the research involves post-secondary students (Anthony, 2000; Moody, 2003). Therefore, the current study attempts to directly garner the collective voices of a small 1 group of regular education middle school students. The study is accomplished by using a qualitative research methodology and a basic research design (Creswell, 2009; Merriam, 2009). Consequently, students participate in face-to-face semi-structured interviews in order to gather data about the experiences they have had in mathematics classes. Incidental to the interview process, documents offered by participants or asked for by the researcher are collected. Additionally, as suggested by Miles and Huberman (1994), field notes are collected as a third source of data. In turn, in an attempt to â€Å"make sense out of text and image data† (Creswell, 2009, p. 183), a systematic process is used to analyze collected data from student participants so as to identify some themes, patterns, and relationships that emerge between the participants’ experiences in mathematics classes and the actual phenomenon of being a part of the middle school mathematics class. Background of the Study Student learning of mathematics has been characterized as being either cognitive or affective (Singh, Granville, Dika, 2002; Winstead, 2004). For a long time, researchers have only considered the cognitive aspects of the student when providing explanations for student learning and academic achievement; however, recent research has considered the affective component of the student when providing explanations for learning and academic achievement (Singh et al. , 2002). Despite the explanation for how students learn, it is now known that there are a number of factors that play a role in student learning and achievement both in general, and more germane to this study, in middle school mathematics classrooms (Stevens, Olivarez, Lan, Tallent-Runnels, 2004). 2 In a study conducted by Singh et al. (2002), a number of important factors were pointed out as salient pieces to students’ learning of mathematics. Within middle school mathematics classrooms, a student’s achievement is a behavioral outcome that is impacted by other factors within that environment  (Schweinle, Meyer, Turner, 2006). More specifically, the researchers of the above mentioned study observed how a mathematics teacher’s instructional practices greatly impact a student’s impetus and subsequent achievement within that environment. Other researchers support the idea that student mathematics achievement is an outcome response that stems from factors such as test-taking, the level of mathematics, task difficulty, self-perception, and utility or intrinsic value (Eklof, 2007; Trautwein, Ludtke, Marsh, Koller, Baumert, 2006; Watt, 2006). In the case of test-taking, evidence points towards students taking low-stakes test less serious than high stakes tests (Eklof, 2007). In one study, it was found that a positive correlation existed between providing eighth grade students with a monetary incentive and their subsequent effort and test achievement (O’Neil, Abedi, Lee, Miyoshi, Mastergeorge, 2004). However, in the same study, it was found that a similar incentive had no effect on twelfth graders and their respective effort and test achievement (O’Neil et al., 2004). Karmos and Karmos (1984) found that the level of motivation to achieve in mathematics was stronger in boys than in girls, but, in a study conducted by Brown and Walberg (1993), no correlation was found between the level of motivation to achieve in mathematics and the sex of the child. All of the aforementioned research has made it known that test-taking is a factor that impacts student mathematics achievement in both negative and positive ways. 3 Other research has shown that there is a connection between the level of mathematics (i. e. , Pre-Algebra, Algebra, or Geometry) and how difficult the mathematics task is and student mathematics achievement (Trautwein et al. , 2006; Watt, 2006). Both studies conducted by the aforementioned researchers showed that despite the level of mathematics or the difficulty of the mathematics task, boys were still more motivated and displayed higher levels of achievement within higher level mathematics classes. The level of mathematics was shown to impact student mathematics achievement in the case of middle school students who show a decline in their ability to obtain success in mathematics courses (Eccles et al. , 1993). Another study showed this same diminished achievement ability in mathematics at the high school level (Chouinard Roy, 2008). A study conducted by Watt (2006) showed, although indirect, the difficulty of mathematics tasks impacts a female student’s mathematics achievement, choices in advanced mathematics classes, and choices in mathematics related career choices. In similar fashion, student achievement in mathematics has been impacted by such things as the student’s own self perception of mathematics as well as the student’s intrinsic and extrinsic values. Students’ achievement at higher levels of mathematics courses dwindles as they get into higher grades as these higher levels of mathematics are perceived by students as being more challenging (Eccles et al. , 1993; Chouinard Roy, 2008). In this same vein, Skaalvik and Skaalvik (2004) found that boys may perceive themselves as being better at mathematics than girls. Other literature suggests that mathematics achievement can be an outcome construct of one’s intrinsic and extrinsic value (Ryan Deci, 2000). Andrews and Hatch (2002) clarify that intrinsic value is the desire to do something that is self-satisfying while extrinsic value is the desire to do 4 something to get an outside reward (such as pay). Unfortunately, factors that deal with the student and teacher are not the only variables impacting student performance within the United States. Other researchers have pointed towards the climate of the school as yet another piece that effects mathematics achievement for students within the United states with the brunt of the effects of diminished mathematics achievement being felt by students at the middle school level (Cohen, Pickeral, McCloskey, 2009; Good Weinstein, 1986; Kuperminc, Leadbeater, Emmons, Blatt, 1997; Rutter, 1983). According to Boe and Shin (2005), data from the Program for International Student Assessment (PISA) presents a larger problem that involves American students lagging behind other industrialized nations in mathematics achievement at all grade levels. For American students in the middle school, 31 percent of included industrialized nations scored better in mathematics. For many of these American students, there are a myriad of factors that come into play that impedes access to and achievement in mathematics; many of these factors have been proven to negatively impact a student’s overall success in mathematics (Center for Teaching/Learning of Mathematics, as cited in Newman, 2008; Pustjens, Van de gaer, Van Damme, Onghena, Van Landeghem, 2007; Fuchs et al.  , 2008; Newman, 2008; Walsh, 2008; White-Clark, DiCarlo, Gilchriest, 2008). As for middle school mathematics students, providing some explanations of the phenomena of learning mathematics has become a continued priority of research (Singh et al. , 2002). Statement of the Problem There is a gap in literature regarding regular education middle school students’ experiences learning mathematics in mathematics classes. This gap in literature 5  perpetuates a practice problem for administrators of education as administrators focus more on the needs and wants of the administration instead of the needs and wants of the student (Armstead, Bessell, Sembiante, Plaza, 2010). For many of the studies completed concerning today’s youth, the research does not taken into account the perceptions of the student except in cases in which the research involves post-secondary students (Angier Povey, 1999; Anthony, 2000; Moody, 2003). Armstead et al.(2010) suggest that when soliciting information directly from the student, a clearer picture of what has and has not changed in the classroom is garnered. Furthermore, DeFur and Korinek cite the importance of getting information directly from students and state that, overall, getting information directly from the student is the equivalent of a â€Å"powerful tool for school improvement† (2009, p. 15). Preble and Taylor (2008) put it succinctly by stating the voice of the student is a valuable source of information. As a result of the aforementioned absence of the much ignored student in educational research and because little research has been found that asks middle school students about their experiences learning mathematics within the mathematics classroom, it is the goal of this dissertation to investigate those experiences as perceived by this group of students. Purpose of the Study Ultimately, the purpose of this study is to discover and understand middle school students’ experiences learning mathematics in mathematics class. Collected data regarding these experiences will more than likely have spoken to the larger problem that involves American students lagging behind other industrialized nations in mathematics achievement at all grade levels (Ross, 1992; Tschannen-Moran et al. , as cited in Charalambous, Philippou, Kyriakides, 2008; Chouinard Roy, 2008). In American 6 schools, underachievement in mathematics has placed us far behind other industrialized nations (Boe Shin, 2005). Much research has been done in an attempt to explain possible causes to mathematics underachievement, and this study is completed in order to provide further contributions to that body of research. Research on mathematics at the middle school level is important as achievement in mathematics at the middle school level may determine course enrollment and mathematics choices in high school (Singh et al. , 2002). Additionally, mathematics achievement at the middle school level is an indicator of other things such as students’ abilities to handle advanced mathematics courses that are predicated on middle school mathematics skills. Moreover, mathematics achievement at the middle school level makes available or limits postsecondary and occupational opportunities for students as they move from childhood to adulthood (Gonzales et al. , 2008; Singh et al. , 2002). Unfortunately, while there is a great deal of literature on mathematics that highlights such things as mathematics achievement as well as other mathematics phenomena, little is done in terms of interviewing the middle school student directly when it comes to mathematics research (Angier Povey, 1999). To date, when students are involved directly in mathematics research, the participants are postsecondary students (Anthony, 2000; Moody, 2003). As a result, the purpose of this dissertation is to listen to sixth, seventh, and eighth grade middle school students from one middle school within a large school district in the eastern United States regarding their experiences learning mathematics in mathematics classes. In a few past studies, getting information directly from the student provided for an assessment of the needs and wants of the student as opposed to the needs and wants of 7  the administration (Armstead, Bessell, Sembiante, Plaza, 2010). In the same fashion, by soliciting the thoughts and experiences of the student, a clearer picture of what has and has not changed in the classroom can be ascertained (Armstead et al. , 2010). Having provided a collection of experiences pertaining to learning mathematics in mathematics classes, data students share about such experiences should resonate in the form of their beliefs, attitudes, likes, dislikes, motivation, lack of motivation, etc. when it comes to being a part of a middle school mathematics class. By gaining this type of information, the proposed study is also meant to contribute to mathematics instruction by providing teachers, principals, superintendents, and curriculum specialists with data that highlights both impediments and compliments to middle school students’ acquisition of and overall achievement in mathematics courses. Simultaneously, the intent of this study is to yield data that may also help school administrators to determine whether or not the proper resources are available for students to learn mathematics as well as to train school personnel and teachers in matters regarding the presentation of mathematics concepts. Rationale A study such as this one requires the view of the participants being studied—the students. Accordingly, a Social Constructivist philosophical stance has been undertaken that follows under the assumption that â€Å"individuals seek understanding of the world in which they live and work† (Creswell, 2009, p.8). For many of the studies completed concerning today’s youth, the research does not taken into account the perceptions of the student (Angier Povey, 1999). When gathering information directly from the student, much of the research involves post-secondary students (Anthony, 2000; Moody, 2003). Therefore, the current study takes the Social Constructivist stance in an attempt to 8 construct some meaning from what middle school students have to say concerning their experiences in mathematics classes. In many studies, listening to what the student has to say about his or her own experiences pertaining to a specific phenomenon provides for an assessment of the needs and wants of the student as opposed to the needs and wants of the administration (Armstead, Bessell, Sembiante, Plaza, 2010). In the same fashion, listening to what students have to say about their own experiences provides a clearer picture of what has and has not changed in the classroom (Armstead et al. , 2010). Although little has been gathered in the way of actually interviewing and listening to the middle school student concerning mathematics in general, the research suggests the importance of considering that actual words of the student as, in the case of the current study, listening to the experiences of the middle school student regarding their experiences learning mathematics in mathematics class can be the equivalent of a â€Å"powerful tool for school improvement† (DeFur Korinek, 2009, p. 15). Preble and Taylor (2008) conclude that the voice of the student is a valuable source of data. Mertens (1998) suggests that qualitative research usually dictates a Social Constructivist approach. In identifying the phenomena as described by middle school students, such a stance should provide for the collection of qualitative data surrounding their experiences in mathematics classes through â€Å"multiple stages of data collection and the refinement and interrelationship of categories of information† (Creswell, 2009, p. 13). As part of a larger basic design, the collection of data within this study is accomplished through face-to-face interviews (of which middle school students are the participants), the collection of report card documents, and the collection of field notes. Collected data is constantly compared with emerging categories of information (i. e. , relationships between 9 the students’ experiences and their actual beliefs, attitudes, likes, dislikes, motivation, and/or lack of motivation when it comes to being a part of a middle school mathematics class (2009). In short, the Social Constructivist, qualitative, basic approach of this study provides for the most complete investigative and exploratory coverage of the phenomenon experienced by middle school students in the form their collective experiences in middle school mathematics classes. Because little research has been found that asks the middle school student directly through interviews about his or her experiences within the mathematics classroom, this study is a rational choice and contributes to current mathematics practices used in America with the overall goal being to get children to do better in mathematics. Additional rationale behind conducting a study such as this one evolves from following recommendations for further research by previous researchers surrounding motivation and mathematics. Such recommendations include (a) â€Å"further research on the relationship between test-taking motivation and test achievement† (Eklof, 2007, p. 311), (b) how different aspects of affect interact with each other (Hannula, 2006), (c) the â€Å"need for more research regarding the measurement of affective and motivational variables† (Singh et al., 2002, p, 331), or, in the case of this study, (d) what are the learning experiences of middle school students in mathematics classes. The reason behind conducting a study dealing with students’ perceived experiences in learning mathematics is to contribute to a body of knowledge in which a gap exists. Ultimately, this dissertation is closely linked to providing educational practitioners and educational law makers with some understanding of the phenomenon at hand that could be used to further fine tune teacher quality and selection, modify school—based as well as educational 10  policy in general, create relevant, appropriate, and applicable curriculum, and/or create appropriate placements for students during their matriculation through middle school. In this sense, doing a study such as this one is worthwhile. Research Questions The central research question that guides the dissertation is as follows: R1. How do middle school students experience learning mathematics in middle school mathematics class? The additional research questions that guide the dissertation are as follows: R2. What are some of the barriers to learning mathematics in middle school mathematics class? R3. What causes students to understand certain mathematics concepts in middle school mathematics class? Significance of the Study The current standards-based reform is largely predicated upon education being conducted utilizing research-based ideals (Deshler et al. , 2001). The reform has been occurring in order to provide some cohesion and consistency across local and state educational lines. Engaging in research-based educational practices also provides for a standardization of such practices that is the sounding board and foundation for our current standards-based educational practices and the larger No Child Left Behind (NCLB) policy. In this same vein, the current study is significant. At a federal level, there are many boards and councils that attempt to document mathematics achievement as well as provide suggestions to improve such achievement (Gonzales et al. , 2008; National Mathematics Advisory Panel [NMAP], 2008; National 11 Council of Teachers of Mathematics [NCTM], 2000). In an attempt to continue to contribute to the larger body of research that mandates proven ideas and practices, mathematics research has become a major priority (McKinney, Chappell, Berry, Hickman, 2009). As such, the current study is being offered in order to augment research that seeks to contribute to current mathematics practices used in America. Of course, the overall goal is to get children to achieve at higher levels in mathematics. In terms of mathematics learning and achievement, much has been written about mathematics achievement as an outcome variable that is preceded by a multitude of factors that impact the subsequent behavioral response of students in mathematics classrooms (Schweinle et al. , 2006; Singh et al. , 2002). As a result, doing a study such as this one is in keeping with recommendations for further research by previous researchers. Within the realm of identifying the experiences of middle school students learning mathematics in mathematics classes, a gap exists in the literature when it comes to such experiences as perceived by these students that necessitates that further research be conducted. Studying this area in mathematics contributes to an area of research that has not taken into account what the actual middle school students say about their experience learning mathematics in the middle school mathematics classroom. Overall, the significance of conducting this study is closely linked to providing educational practitioners and educational law makers with some scientific information that could be used to further fine tune teacher quality and selection, modify school—based as well as educational policy in general, create relevant, appropriate, and applicable curriculum, and/or create appropriate placements for students during their matriculation through school. 12 Definition of Terms The following terms are used operationally in this dissertation according to the definitions provided: Affective learning. The dimension of learning that is concerned with the reactions, feelings, and emotions of the learning (Buchanan Hyde, 2008). Attitude. A predisposition to think or act in a particular way in response to a specific stimulus (Fitzsimmons Barr, 1997). Child. An individual who has not attained the age of consent for medical care or for research activities in the jurisdiction in which the research will be conducted (Jonsen, 1978). Coding. The process of organizing qualitative research information in chunks or segments before ascribing any interpretation or meaning to the collected information (Rossman Rallis, 1998). Content standards. Broad, measurable statements about what students should know and be able to do (MSDE, n. d. d). Cross-sectional. A process used to gather data over the course of a few weeks as opposed to over several months as with a longitudinal process (Creswell, 2009). Mathematics Belief. Describing what students see as true in mathematics, in the classroom, and within themselves (Op ’T Eynde, De Corte, Verschaffel, 2002). Middle school. A school configuration in the United States, which in recent decades, includes students in grade six through eight, or occasionally grade five through eight (National Center for Education Statistics [NCES], 2000). 13 Middle School Mathematics. Middle school mathematics is a specific set of learning expectations for the middle school level that emphasizes the learning, development, and strengthening of computational fluency with fractions, decimals, and integers, measurement, statistics, problem-solving, reasoning and proof, communication, connections, representation, and, the ability to represent ideas algebraically and geometrically (NCTM, 2000). Nuremberg Code. A set of standards established for the conduct of human research as a result of Nazi leaders committing and conspiring to commit war crimes against humanity during World War II (Byerly, 2009). Social constructivist philosophical stance. A basic set of beliefs that guide a researcher’s actions during research. A Social Constructivist stance is a stance that follows under the assumption that â€Å"individuals seek understanding of the world in which they live and work† (Creswell, 2009, p. 8). Standardized test. A tool used (either in paper and pencil or on the computer) to measure student academic achievement (Higgins, 2009). Standards-based reform. â€Å"An attempt to boost the academic achievement of all students by establishing rigorous educational standards for all, aligning instruction with those standards, and using accountability assessments to measure progress toward meeting those standards† (Voltz Fore, 2006, p. 331). Assumptions The following assumptions, based off of the characteristics of qualitative research outlined by Creswell (2007), are present in the study: 14. 1. Data is collected in the students’ natural setting where students experience the phenomena. 2. In qualitative research, the researcher is the primary instrument. In this sense, although data is collected by conducting face-to-face interviews, gathering documents, and taking field notes, that data is mediated through the researcher (Patton, 2002). 3. Multiple sources of data (the interview, documents, and field notes) are collected. 4. A variety of procedures are employed in order to check the accuracy of findings within the study (Gibbs, 2007). 5. In an attempt to â€Å"make sense out of text and image data† (Creswell, 2009, p. 183), a systematic process is used to analyze collected data from student participants so as to identify themes, patterns, and relationships that emerge between the participants’ experiences in mathematics classes and the actual phenomenon of being a part of the middle school mathematics class. 6. The research follows under the assumption that themes and categories emerge as the research process progresses. 7. An inductive form of data analysis is used. 8. The study uses a Social Constructivist lens. 9. The researcher makes interpretations of what research participants reveal in each interview as well as what the researcher collects in terms of documents. It is assumed that such interpretations cannot be separated from the researcher’s own background, history, context, and prior understanding (Creswell, 2009). 10. A holistic account of the phenomenon under study is reported. Additionally, 15 11. The sample size is large enough to provide an understanding of the experiences of middle school students learning mathematics in mathematics classes.

Literature Review Importance Of Motivation Commerce Essay

Literature Review Importance Of Motivation Commerce Essay Motivation has so many definitions, and it has been discussed, assimilated and referred to in many aspects, as people have come to understand the importance of Motivation, Motivation itself refers to in one study as the reasons underlying behaviour (Guay et al., 2010, p. 712). This is a major phrase as it refers to a simple but major fact. That behaviour is promoted and supported by motivation. This means that what we do and how we do it is based on motivation. In the same context Gredler, Broussard and Garrison (2004) generally defines the motivation concept as attributes that propels us to do or even not to do something (p. 106) This means in the right hands and in the right management motivation can ensure that people behave and act the way factors dictate them to behave. A powerful tool that is worth all the man hours spent in researching this element. In the past few decades Human motivation has become a diversified and extremely researched field with good reasons as it plays a major role in todays organisational front. Motivation has comprehensive roots in a varied collection of educational disciplines that has come to play a big part in todays culture some of which is psychology, sociology, education, political science, and economics. In simplified terms, motivation can be defined as, what makes someone do what they are doing (Denhardt et al., 2008, p. 146). The part motivation plays in all these fields has come to be so immense that everyone today respects and tries to understand the depth of motivation. The general view as to the definition of motivation which shows us in a broad way that: (1) motivation is an a goal directed process (Lawler, 1994), (2) motivation outlines the attainment and search of goals (Denhardt et al., 2008) and (3) motivation is environmentally dependent (Pettinger, 1996). Campbell and Pritchard (1976)has explained motivation as being the set of psychological processes that cause the initiation, direction, strength, and persistence of behavior. All these factors have a direct impact on productivity and the positive human influence in the environment. Motivation has been identified as an internal drive towards ones self and not to other people, its is an internal occurrence within ones heart and mind. Sometimes managers have the influencing power to motivate the process, but the said managers cannot control it or wield it (Denhardt et al., 2008, p. 147).Which makes it harder to wield, however if management can make the conditions such it can promote motivation. Its has become important to know and understand as much as possible when it comes to motivation so that management can do everything that is possible to make the environment a motivation zone Also Young (2000, p1) in his studies makes a valued and simple statement, what motivation is depends on who you ask he states. He further suggests that motivation has the depth to be conveyed in many ways and means, and it depends of a persons view point .If you ask a general bystanader the response would be in the lines of,its what drives a person to do what they do or its the force that make us make the small decisions that change the things we do. Hence motivation is the energy within an person that accounts for the level, course, and tenacity of effort spent at work. Again before management decisions that may or may not involve cost is taken it is important that an assessment on which relevant motivators for the relevant situation is assessed and assimilated prior. Again a statement and study that will help managers get the best out of the people states that according to a study by Antomioni (1999, p29), the quantity of energy individuals are ready to put in their work is dependent on the degree to which they feel their motivational needs will be fulfilled. From another view point, people become de-motivated if they feel something in the company or workplace plays a role in preventing them from achieving positive and lucrative outcomes. In another study by Bartol and Martin (1998) they go on to define motivation as a control that reinforces and fortifies behaviour, again stating the fact that motivation drives behaviour, as such drives performance or in most instances the lack of it. Also it is said that the process of motivation is an evolution of moving and supporting goal-directed behavior (Chowdhury.M.S, 2007). It is an internal strength that drives individuals to pull off personal and organizational goals (Reena et al, 2009). Motivation is such a factor that exerts a driving force on our actions and work. According to Baron (1983, p. 123), The main Motivational theories can be divided to two content theories, centred around the hypothesis that all persons share a almost identical set of human needs, and as a whole we are all motivated to satisfy and achieve those needs (Maslow, 1946; McGregor, 1957; Herzberg, 1968; Alderfer, 1969; McClelland, 1988) however other theories have clarified that while the majority of the human beings might have very related needs the standing and the engagement of those needs are different to each other and motivation needs to be adjust accordingly (  Skinner, 1935; Festinger, 1957; Adams, 1963; Vroom, 1967; Porter Lawler, 1968; Kahler, 1975; Locke et al., 1990)this study will look in to most motivation theories that are applicable in this context and review them accordingly. Employee motivation Motivation and Employees go hand in hand in todays context. And there are theories born every day on motivation, how to motivate etcà ¢Ã¢â€š ¬Ã‚ ¦.Most concepts are centred around the hypothesis that persons all share a similar set of human needs and as humans we will always tend to satisfy those needs any way we know how, and at all times. The afore mentioned needs as per the fundamental motivational gurus (e.g., Maslow, 1946; McGregor, 1957; Herzberg, 1968; Alderfer, 1969; McClelland, 1988) Which has started an immediate creation of new theories both proving and disproving these fundamentals. Most theories are centred around the coherent reasoning process and explain that while most human beings share similar needs, the value that is placed in the lives of people for those needs and how those needs are placed is different for everyone, which is a very genaralized way of reasoning; this though process leads in the direction that motivation within individuals is something that is hi ghly subjective in nature(e.g., Skinner, 1935; Festinger, 1957; Adams, 1963; Vroom, 1967; Porter Lawler, 1968; Kahler, 1975; Locke et al., 1990). In a early study in this regards Bassett-Jones Lloyd (2005, p931) has presented the community with two views of human nature and a look towards early research into employee motivation. The primary view emphases on Taylorism, which regarded individuals as fundamentally idle lazy and and work -shy, which has been disproved in the later years from motivators and hygiene factors theories that were formulated. This thought process explained that the said individuals or in the work context employees can only be motivated by external stimuli. The secondary thought process was based on the popular Hawthorn experimental studies, which identified the opinion that workers are motivated to work well for work and nothing else but work, also and not only for the social and financial paybacks, later this motivation was described as internal motivation. It has been said that if you took into account monetary, financial and human capital, the later are more essential and have the capability to ensure an organisation has a competitive edge as compared to the competition (Rizwan et al, 2010). As the human capital is gaining its repute as the most important factor an organisation has in its position, all these studies become paramount in todays context. Employee motivation has become a main item in the to do list for most managers to ensure the increase job satisfaction amongst employees within organizations (Shadare et al, 2009). Motivated employees are said to be responsive of the predefined goals and objectives that he or she must achieve, thus they direct their complete efforts in that direction. Rutherford in 1990 explained that motivation formulates a company more successful because it triggers employees to constantly look and improve practices to do their work, this is vital and extremely important to ensure that the staff are motivated and in a motivated environment (Kalimullah et al, 2010). As motivation and job satisfaction go hand in hand it has been said that, an individulas feeling of being satisfied at work is directly associated with the level of internal motivation of employees that in a chain reaction increases the satisfaction levels of the workers. (Salman et al, 2010) Motivation and performance Motivation and Performance has been linked together for a long time, and managers everywhere are now digging deeper to understand the roots of these theories. As motivation is considered an internal drive, it is important that managers understand what moves their staff to perform. In Beyond the Fringe, Simms is seen to analyse how different companies use tailor made versions of cashless rewards as employee incentives. In todays research it has now been determined that cash is but a quick fix solution to a problem. Simms goes on to say that as Herzbergs described monetary incentives as non-motivators is on the money. Motivation leads to greater employee satisfaction and performance (Simms, 2007).All the more reason why managers should focus on this element in a human resource point of view. When looking at real life examples we consider the study by Whiteling who looks at the cases of Reuters and Salisburys the super store chain to explain the importance it is creating a culture where workers become directly involved in the changes within the organisation.Motivation since it goes hand in hand with empowerment this study becomes a important one. By making a value chain that pays importance to an workers views and used in implementing change, the outlook of the organisation is better understood and accepted and brought in by the employees. This process has positive effects that is it motivates the individuals to support and ensure that the goals and vision of the organisation is met (Whiteling, 2007). Today managers have understood that the silo system of yesterday that had managers in one segment and employees in another made the working environment a de motivated one. A good communication chain and even the grape wine has provided the employee to discuss problems etc, if this fails and communication is halted de-motivation has a way of creeping in. A common thread of communication between employers and employees emerges as a requirement for employee motivation (Simms, 2007; Jakobson, 2007; Whiteling, 2007; Silverman, 2006; Sharbrough, 2006). And studies have shown that motivated staff are more energised and more geared to perform. The majority of studies into this stream show a definite connection with better motivated employees that ture into better performers within the organisation.(Simms, 2007; Jakobson, 2007; Whiteling, 2007; Silverman, 2006; Sharbrough, 2006). In their studies it is suggested that motivation is the process that exerts that a person will be willing to give it their best and their total dedication the ensure that the organisational objectives will be met at every turn. This process can be self driven as well. Robbins and Coulter (2005, 392.) and managers have but one way to ensre that the organisational goals are achieved and that is by ensuring the process of motivation is implemented successfully. Also research dictates that any form of reward will ensure that employees are motivated and thus better perform. (Kalimullah et al, 2010). All organisations use the basic monetary and development pospects and other rewards to motivate employees to work harder and perform better.(Reena et al, 2009). So the age old debate of what motivates employees is being studied and researched to identify what motivates employees. Leadership is the art of getting people to do their allocation of work the way you want them to, as leaders trust among the workers towards you is paramount. And trust comes as well as hard work through motivation and motivated individuals.(Baldoni.J, 2005). Studies show that together both leaders and followers motivate and boost each others moral in successful environments of motivation.(Rukhmani.K, 2010).Motivation is purely and simply a leadership behaviour. It stems from wanting to do what is right for people as well as for the organization. Leadership and motivation are active processes (Baldoni.J, 2005). As per La Motta (1995) it is stated that performance at the work place is directly correlated to motivation and motivation based environment. The above theories all point at the direction that motivation and performance shares strong links, and that if management can identify what motivates their employees, performance can be enhanced, and through which the all-important bottom line can be enriched. Theories of Motivation Motivation due to its importance had spawned many theories and those theories can be broadly categorized as Content theories and Process theories. Content theory Observing the Content theories they rotate in the basic principal that what drives any person to strive to achieve anything or work towards anything is based on the understating people act in a certain manner because all human beings have needs to satisfy, these are the most renowned and spoken of theories in motivation. Nevertheless, there are serious failings in these approaches that can contribute in practice due to the complexity of human nature. Because of this it is imperative that organizational managers know what the workers needs and also have an undersating that employee needs will change and evolve over a time period and also will change from one employee to another. Afterwards the development of a evolving reward system (McShane, Von Glinow 2000, 74.) that will take into account the needs of the employees. In this instance, the ever changing wants of workforces will determine the efficiency of motivations used to motivate them. Needs theory The foundation to motivation and the theory that almost started everything is easily noted kmown and taught in almost every motivational study. This theory was propounded by American psychologist Abraham Maslow; He theorized the famous five stage model of human needs that influence human motivation as this pyramid of Maslow illustrated below: FIGURE1: Maslow Hierarchy of Needs (Griffin2008,438.) The most basic needs are named as Physiological needs such food and shelter that outlines the basis for motivation and are necessary to ensure the continuation of life in its most basic form. The second tier are the needs that are named as Safety needs that are required by persons to feel protected from emotional and physical peril. Companies can establish these needs by providing a secure working environment, by providing job security and added benefits that may include a complete benefit package. The third layer is Belongingness needs are with reference to the need for a connection and group identification persons attain from members of family, friends or colleagues. This includes, to friendship, interactions both social and work environment and belongingness, or acceptance by ones peers. The fourth is the Esteem needs can be described as feeling good about the individual. Self- esteem and personal accomplishment through challenging assignments are part of internal esteem needs whi le nice job titles, recognition, rewards and reputation are external esteem needs. And lastly Maslow speaks of the highest level of the evolution of needs which are Self-actualization is the higest tier of achievement in the Maslows need hierarchy. It suggests that the maximum potential of an individual has been reached. This is a complex need, however, is almost impossible for managers to address as it is completely up to the employees desire to achieve. Griffin (2008, 439.) this suggests that leaders can help foster an environment where attaining self-actualization is possible for instance empower employees to make decisions about work and providing opportunities for self-development. As perceived by Maslow, Maslow resolved that persons are mainly motivated by needs that are unfulfilled in an rising scale. This concept is termed satisfaction-progression process or pre potency whereby individuals will proceed to fulfil a next higher level need only after a lower level need of the hierarchy is fully satisfied. In other words, an individual whose physiological needs are unmet will not escalate to fulfil the next layer i.e. safety needs; instead will motivate oneself to persevere until the currently recognized need is satisfied. (McShane et al. 2000, 67.) What is important when looking at Maslows theory is to note that Maslow informs that you have to satisfy a step by step needs hierarchy. However many state this is not the case. ERG Theory Taking the needs theory into consideration Alderfer reviewed the theory of hierarchical needs by reclassifying the pyramid into three level categories of human needs: The Existence needs combines the first two of Maslows basic needs that are physiological and safety needs. It refers to the essential needs for survival such as the basic food and air and safety, and in a working context safe working environment as well. Relatedness needs is similar to the Maslow aspect of social needs; a need for persons to withstand interpersonal relationships and to feel a string connection to others. The widely spoken Extrinsic motivation falls within this areas as well. The growth needs covers esteem needs and self-actualization of the needs theory. This is a need consisting of the improvement of ones self; develop intrinsic motivation for task through accomplishments; complete meaningful task and be creative. Almost disproving Maslow, Alderfer sates that persons may be motivated by more than one category of needs at the same time where one need appears more central than the other need. This is known to be the frustration-regression process whereby if an individual who is unable to satisfy the growth need will regress to relatedness need which continues to be a strong motivator. (McShane et al. 2000, 68.) Opposing to the theory that states that persons have identical innate needs, David McClelland (1988) contends that some needs differ from person to person and that they are often needs that are learned over time; with some people having higher levels of one need than others. McClelland proposes that individuals are motivated based on three needs: achievement, power, and affiliation. Each person has a certain level of each need and in combination they describe what types of motivation influences would suite them best. Two factor theory Another important theory that will assist this study greatly is Herzbergs theory of motivation affects directly to organisational culture and practices, This theory was formed from an practical research that was conducted on workers to understand and comprehend the amount of job satisfaction. Herzberg stated that factors resulting in satisfaction are shown and understood as motivators, and on the other hand hygiene factors leads to a certain amount of dissatisfaction. He noted that Persons will do their best to fulfil the hygiene factors just to ensure that they are not dissatisfied. However they do not essentially persuade long-term satisfaction. However low or inadequate or the absence of good hygiene factors will cause dissatisfaction in almost all cases. However, dissatisfaction will not result from unsatisfied intrinsic needs nor reduce dissatisfaction when these needs are met. (Herzberg, Mausner, Snyderman 1959, 113-114.) Motivation factors are related to work content while hygiene factors are related to work environment (Griffin 2008, 440.) as summarized below: Motivation factors (Intrinsic) Hygiene factors (Extrinsic) Achievement Recognition Responsibility Work itself Advancement Personal growth Company policies and administration Interpersonal relations Working conditions Salary Job security Status Benefits According to Herzberg et al. (1959, 131-132.), Managers should not relay solely on giving the employees that hygiene factors as this will only motivate them so far, and employees depending too much on extrinsic rewards will only motivate employees for a short time at best. And this will also result in the organisations growth minimisation and profit loss in the long run. The winning solution is for managers to focus on developping more intrinsically challenging tasks and programs, provide recognition and empowerment to employees when motivated behaviour is demonstarted, which are the true motivators, when fulfilled, contribute to long-term positive effect on employees job performance. Process theories The process theories are all about how a person is motivated, this theory revolves around the component of the need, and how that pushes someone to to behave in the way that they do. The secondary and more strong component is people striving towards performance through rewards. Taking an example into consideration individual will see a reward and will display a different set of behaviours. Like working hard and going the extra mile.so this reward turns into a motive for that behaviour. So the employee focus turns towards the reward which is a hygiene motivator. Expectancy theory Victor Vrooms expectancy theory proposes that individual motivation levels depend on factors and he states three predominant factors that are mentioned below, Expectancy (EP) is the theory that informs putting amounts of pressure will ensure that the individual will perform to the best of his or her ability. For this to be a success the individual must have the skills and also the educational background and also the necessary work experience. Instrumentality (PO) this shows that the individuals hard work that leads to performance will lead to a positive outcome. Simply for this to work the individual must understand and belive that his work will be repayed by increase in his wages or promotions etcà ¢Ã¢â€š ¬Ã‚ ¦And the said rewards can vary from intrinsic to extrinsic. Vroom deducted that by using a formula that is seen below an individuals motivation levels can be understood and calculated: Motivation = Expectancy X Instrumentality X Valence This theory believes that motivation exists only when workers see a positive a relationship between the effort that is spent to work and the performance and the awarded reward. (Griffin 2008, 444.) In a nutshell, if the power of any of there factors are zero or insignificant, there will be little or no motivation. If an employee who has the ability to perform well does not expect a reward or does not find the reward attractive, then he/she will not be so motivated to do the job. For motivation levels to be high, all three factors must be high too. It is clear, from the expectancy theory, that incentives play a crucial role in motivating employees. Goal theory In 1968, Edwin Lock concluded that by having a goal present for an individual can be in some instances a motivational factor,(Wofford et al., 1992) and verified Atkinsons (1958) idea that performance and task difficulty were related in a curvilinear, inverse function (Locke Latham, 2002). Locks idea, a seemingly natural outgrowth of Aristotles telos (Barker, 1958), have been supported in a number of studies (Latham Baldes, 1975; RothkopfBillington, 1979; Locke et al., 1990). The main element for this theory was that setting a goal that is not un attainable and specific it can to a certain extent drive and individual to performance, thus creating a motivation factor. Also a goal is a great indicator for an individual to determine the level of achievement as well. Another factor that is a good contributor for the advantages of goal setting is that it gives a sense of team sprit as well as achievement as a team. Specific and measurable performance goals in teams can solidify cohesion, increase performance, and reaffirm purpose (Katzenbach Smith, 2003). Equity theory Social equity theory was introduced by John S. Adams (1963) a simple but brilliant theory that states that most people are happy in relationships in any form only if they get what they give, another way is give and take in equal amounts. (Mowday, 1991),this can mean that a person judges equity by measuring their input to outcome ratio against that of other workers. Adams suggested that we gain our sense of equity through the process of socialization. Therefore according to this theory, someones perception of inequity creates strain which is proportionate to the inequity, and this tension is what serves to motivate individuals to change. Adams outlines six methods to reduce the tension of inequity: (1) altering effort, (2) altering outcomes, (3) changing how people think about effort or outcomes, (4) leave the field (p. 428), (5) try to change the outcomes for others, and (6) change the comparison standards. However, Adams cautions that, Not all means of reducing inequities that have been listed will be equally satisfactory, and the adoption of some may result in very unsteady states (p. 429). Intrinsic and extrinsic motivation What motivates people, Money or something else, this question has been asked by many for the better part of this century. It was identified that there are two main types of motivation, these are called intrinsic motivation and extrinsic motivation. By looking deeper into the multiple theories of motivation, one will find that there are two basic types of motivation: this suggests that and individual can be motivated both internally and externally. Intrinsically motivated individuals show symptoms that they work for nothing else but work itself. (Deci, 1975). Malone and Lepper (1987) have defined it as what people will do without external inducement. Examples for this type of motivation can be taken as serving the country and also the need to be loved. Extrinsic motivation on the other hand is the external factors that make people do something and can be easily identified in many instances (Deci, 1975). Examples of extrinsic motivation are cash, guidelines and laws, and the physical e nvironment. Deci and Ryan (1985) explain that if an individual is intrinsically motivated they can show sighs of creativity and flexibility. And on the flip side extrinsically motivated individuals are more rigid and their behaviour usually is a result of pressure, and low sllf esteem (Scott, 1975; Guzzo, 1979). However both motivator elements are extremely important for managers and can assist in the success of any organisation. From the research into the benefits and other aspects of intrinsic and extrinsic motivation have upon each other, when taking the educational areas in to consideration. It has been found that many students do not find studying to be intrinsically rewarding (Csikszentmihalyi Larson, 1984) and that extrinsic motivation has the exact opposite effect on student achievement than is desired (Lepper Hodell, 1989). In fact, Cameron and Pierce (1994) in their studies have indetified that when an indivudal is praised when they achieve something the motivation in the form of intrinsic goes up And more drastically extrincis motivators not only not motivate people after sometime but can also harm the motivation porcess in the long run. However, Cameron and Pierce also found that reinforcement, unlike reward, does not harm intrinsic motivation (Cameron Pierce, 1994). Factors of motivation There are many factors that motivate individuals, and as the study shows there is no one rule of thumb to motivate someone but a well observed and specific process that is motivation. When looking at research on motivator we see from a sample study with regards to a labour force taking into account seven different countries that was conducted by Harpaz (1991 p.75displays results stating that the best working environments and personal objectives are better pay and the work that one does to be of an interesting nature and this study is a comprehensive one that took into consideration gender and levels across the organisation in review. Quinn (1997) also cited in Harpaz (1991 p.311) concluded, When the ratings of twenty three job related factors (including the need factors) were carried out, the conclusion reached was that no single factor was pre-eminently important. He further pointed out that, The most aspect of the worker job was that of sufficient resources to perform a task. Regardless of the automation of an organisation productivity is a factor that will only be dependant of the motivation levels of its staff. And training and development plays an important part of the strategy to give the staff that motivation that is a major need. One way managers can instigate motivation is to give appropriate information on the sentences of their actions on others (Adeyinka et al, 2007). Cash rewards is considered a incentive; no other incentive or motivational technique comes even close to it with respect to its influential value (Sara et al, 2004). Empowerment Empowerment is and has become as strong a buzz word as motivation. This tool is a carefully planned and processed one that promotes motivation to great lengths. Staffs perform to their best with the sense of belonging, eagerness, and happiness, in empowered organizations. Adding up, they work with a sense of responsibility and prefer benefits of the organization to theirs (Yazdani,B.O. et al, 2011) If the vision of an organisation is success, the trust factor in imperative, and this trust should be kept alive and well to ensure that the organisation is home to a set of motivated individuals, and the trust factor will be a strong motivation tool of enchasing the levels of any organisation (Annamalai.T, 2010). It can make intrapersonal and interpersonal effects and influence on the relations inside and out the organization (Hassan et al, 2010). Empowerment will always be a defining factor in the process to motivation. Empowering makes employees feel that they are appreciated and for making it possible continuous and positive feedback on their performance is essential (Smith, B, 1997) Another positive consequence of empowerment is that will lead any organisation to grow and expand to the maximum. (Smith, B, 1997). Empowerment guides quicker decision of customer issues as employees do not waste time looking for approvals and asking questions but offers solutions. (Mani, V, 2010) Bhatti and Qureshi (2007) informs that employees taking part of the decision making process only makes the organisation stronger (Reena et al, 2009). Sanderson (2003) explains that empowerment is the sole creator of motivation and also is responsible in the creation of positive energy within the organisation (Amin. et al, 2010). Employee participation and empowerment not only direct to efficiency, effectiveness and innovation but they also boost employee gratification, work motivation and trust in the organization (Constant.D, 2001). Recognition Another way of motivating individuals that has an age old history is recognising people for their achievements no matter how big or small they are. In

Pursuing a Career in Neuroscience Essay -- Personal Statement

Of all specialties of the Biomedical Sciences, I find Neuroscience very intriguing out of sheer fascination for the epitome of evolution – the brain. The brain directly or indirectly controls almost all functions necessary for survival, which compels me to investigate its complexity and functioning. Unexplored frontiers in Neuroscience - from the neuron to cognition, coupled with an urge to discover what makes us truly living compel me to pursue a career in Neuroscience. When I graduated from college in India, there was a scarcity of institutions offering graduate level courses in Neuroscience, and limitation of facilities and content in teaching, syllabus and research in this field. Hence, in order to obtain graduate level training, and since degrees obtained from American universities are internationally renowned for their academic excellence; I decided to apply to universities in the United States. While researching potential universities, what set Florida State University (FSU) apart was that besides academics, almost equal emphasis was placed on community service, leadership, and social or religious involvement. I really appreciated that students were recognized not merely for academic potential, but also for exemplary character demonstrated in selfless service rendered to the community, hospital or elders in retirement homes. The holistic approach that FSU had to offer during a student's college life, and quality of education in terms of coursework, research, seminars, conference, and specialty guest lecture series in Basic Neurosciences that graduate students were privileged to receive inspired me to apply to this university. My first visit to the United States was in Fall-2007 upon obtaining a scholarship ... ... rigorous academic schedule balancing a full load of course work, teaching, research, co-curricular, extra-curricular and social activities while consistently maintaining a high GPA. During the entire course of my graduate studies, I was awarded a scholarship that covered tuition and stipend. In addition, my academic excellence reached its zenith when I was inducted into the Golden Key International Honor Society in October 2008 which provided additional opportunities for personal and professional development. Unlike many international students keen in settling in the United States, I chose to return to my home country and apply the rich experience and training that I received to serve my own people. Hence, upon graduating with a Master’s degree in Biomedical Sciences, I relocated to India, sought and gained admission into the topmost school for Neuroscience.

Dialectic journal, Huck Finn Ch. 9-16 :: Adventures of Huckleberry Finn, Mark Twain

Quote 1: â€Å"’En all you wuz thinkin’ ‘bout wuz how you could make a fool uv ole Jim wid a lie. Dat truck dah is trash; en trash is what people is dat puts dirt on de head er dey fren’s en makes ‘em ashamed.’ Then he got up slow and walked to the wigwam, and went in there without saying anything but that. But that was enough. It made me feel so mean I could almost kissed his foot to get him to take it back. It was fifteen minutes before I could work myself up to go and humble myself to a ; but I done it, and I warn’t ever sorry for it afterward, neither. I didn’t do him no more mean tricks, and I wouldn’t done that one if I’d ‘a’ knowed it would make him feel that way † (83-84). Analysis: Huck plays this trick on Jim, but doesn’t realize it would hurt him so much. Jim is very hurt, and goes inside the wigwam. Huck has to bring up courage to apologize to Jim because he is black. This is sort of ironic because Jim was just talking about kissing Huck’s feet because he was glad he was back, but then Huck feels so bad for hurting Jim, that he could kiss Jim’s feet, even if he was black. Huck seems to have a moment which will help him along on the path of equality between whites and blacks as well. Quote 2: â€Å"’Jim, this is nice,’ I says. ‘I wouldn’t want to be nowhere else but here. Pass me along another hunk of fish and some hot corn-bread.’ ‘Well, you wouldn’t ‘a’ ben here ‘f it hadn’t ‘a’ ben for Jim. You’d ‘a’ ben down dah in de woods widout any dinner, en gittn’ mos’ drownded, too; dat you would, honey.’† Analysis: This part is actually ironic, because Jim is black, and Huck is white, and Jim has helped Huck a lot, possibly to the extent of saving his life. This is ironic because normally, a white person wouldn’t take the help of a black person. Dialectic journal, Huck Finn Ch. 9-16 :: Adventures of Huckleberry Finn, Mark Twain Quote 1: â€Å"’En all you wuz thinkin’ ‘bout wuz how you could make a fool uv ole Jim wid a lie. Dat truck dah is trash; en trash is what people is dat puts dirt on de head er dey fren’s en makes ‘em ashamed.’ Then he got up slow and walked to the wigwam, and went in there without saying anything but that. But that was enough. It made me feel so mean I could almost kissed his foot to get him to take it back. It was fifteen minutes before I could work myself up to go and humble myself to a ; but I done it, and I warn’t ever sorry for it afterward, neither. I didn’t do him no more mean tricks, and I wouldn’t done that one if I’d ‘a’ knowed it would make him feel that way † (83-84). Analysis: Huck plays this trick on Jim, but doesn’t realize it would hurt him so much. Jim is very hurt, and goes inside the wigwam. Huck has to bring up courage to apologize to Jim because he is black. This is sort of ironic because Jim was just talking about kissing Huck’s feet because he was glad he was back, but then Huck feels so bad for hurting Jim, that he could kiss Jim’s feet, even if he was black. Huck seems to have a moment which will help him along on the path of equality between whites and blacks as well. Quote 2: â€Å"’Jim, this is nice,’ I says. ‘I wouldn’t want to be nowhere else but here. Pass me along another hunk of fish and some hot corn-bread.’ ‘Well, you wouldn’t ‘a’ ben here ‘f it hadn’t ‘a’ ben for Jim. You’d ‘a’ ben down dah in de woods widout any dinner, en gittn’ mos’ drownded, too; dat you would, honey.’† Analysis: This part is actually ironic, because Jim is black, and Huck is white, and Jim has helped Huck a lot, possibly to the extent of saving his life. This is ironic because normally, a white person wouldn’t take the help of a black person.

The Burden of a Guilty Conscience :: essays research papers fc

In Karen Horney’s essay, â€Å"The Distrust Between the Sexes,† she demonstrates how the expectations we have when we are in love can often lead to disappointment. â€Å"An almost unavoidable source of disappointment and distrust in our normal love life derives from the fact that the very intensity of our feelings of love stirs up all of our secret expectations and longing for happiness, which slumber deep inside us (361).† Simply, projecting our desires, expectation and sometimes guilt upon our lover can lead to disappointment. Love, in this way, can be a hugely unsatisfying because our expectations for it can be contradictory in nature and sometimes unrealistic. Ideally we would want a partner who possesses desirable traits. We want a partner who possesses both strength and weakness, who is pure and wicked, and additionally someone who will love us as deeply as we do them. However, it is very rare that someone will find that perfect partner who fulfills all of their desires. In my opinion, men and women usually project their guilt in ornate behaviors that lead to a breakdown in trust. For example, many people who are unfaithful often accuse their partner of cheating due to their own guilty conscience. Also, we can project our insecurities on our relationships; we do this unconsciously when we feel that we are not good enough or unable to fulfill our partner’s expectations in the relationship, and do this in many different ways. I once was in a situation, one I’m confident most of us have been in, where my partner accused me of cheating and was very adamant about this. In addition, there seemed to be no way to assure her of any other reality. I later came to find out that she was the one being unfaithful during this period of time. Shortly afterward I came to the conclusion that she was projecting her guilt on our relationship, and that was the reason why she was convinced that I was being unfaithful.

The Shape of the Water Stain

With my eyes heavy from exhaustion, I roll over and glance at the clock for the eighth time tonight: 2:37am. As I turn back over, my thoughts echoing stresses from the day I just survived, I sigh in desperation. It's only Wednesday, and despite my intense fatigue and futile attempts, for the third time this week, I cannot fall asleep. While I study the shape of the water stain on my ceiling, I try to imagine how many hours I have spent staring at that same spot and how many hours of sleep I have lost over the years. It's maddening. How can I be so incredibly tired but still find it nearly impossible to fall asleep? When I do finally fall asleep, why do I wake up still feeling exhausted? Why does this keep happening to me?Insomnia is acommon sleeping disorder that causes perpetual sleeplessness, and millions of people suffer from this disorder every day. According to Dr. David N. Neubauer of the Department of Psychiatry at Johns Hopkins University School of Medicine, â€Å"thirty percent ofadults experience insomnia at least occasionally, and ten percent have persistent insomnia. † Furthermore, women, elderly people, and those with specific medical conditions are even more susceptible to the effects of insomnia. Routinely experiencing an insufficient amount of sleep has been linked to many extremely dangerous side effects. As stated by the United States Centers for Disease Control and Prevention, adults with sleep insufficiencies are at a high risk for developing chronic diseases such as hypertension, diabetes, depression, and obesity, as well as cancer, increased mortality, and reduced quality of life and productivity (â€Å"Insufficient Sleep†). In the book, Sleep Disorders and Sleep Deprivation, written for the National Academy of Sciences by the Committee on Sleep Medicine and Research, Harvey Colten and Bruce Altevogt note, â€Å"compared to healthy individuals, those suffering from sleep loss and sleep disorders are less productive, have an increased health care utilization, and have an increased likelihood of injury,† and alarmingly, â€Å"almost 20 percent of all serious car crash injuries in the general population are associated with driver sleepiness.† With an estimated 50 to 70 million adults in the US suffering from chronic sleep disorders (Colten and Altevogt), this issue and its side effects continue to grow even more concerning.Possible CausesBehavioral IssuesOne possible cause of insomnia are behavioral issues. In the book Adolescent Insomnia, Dr. J. R. Morrison, a professor of counseling, and Brian Storey, a research assistant at the University of San Diego, explain that, â€Å"behavioral issues that cause insomnia include ‘lifestyle' problems that are not conducive to sound sleep.† Examples of such habits include irregular bedtimes and rising hours, long naps during the day, and use of stimulants like coffee, tea, and other caffeinated beverages. Irregular bedtimes and excessive napping alters a patient's internal clock and makes it difficult for their brain to decipher whether it is the appropriate time for sleep or not. Additionally, The National Sleep Foundation states that, â€Å"certain substances and activities, including eating patterns, can contribute to insomnia.† In the article, â€Å"What Causes Insomnia?† the NSF mentions that consuming stimulants such as caffeine and nicotine, as well as alcohol and heavy meals can cause sleep disruption. Ingesting or using any of these substances creates high levels of brain activity. A hyperactive brain can make it extremely difficult to fall asleep and remain asleep.Even though lifestyle choices are considered to be a very prevalent cause of insomnia, there are certain researchers who believe otherwise. In the Medical News Todayjournal, Peter Crosta, who studied at Columbia University, says that â€Å"[T]here is often an underlying medical condition that causes chronic insomnia.† He continues to explain that lifestyle choices should not be considered a true cause of insomnia. Crosta believes that insomnia is not based on decisions that a patient makes for themselves, and it is solely based on medical factors alone.Chronic Medical ConditionsAnother potential cause for insomnia are chronic medical conditions. The National Sleep Foundation gives examples of these medical issues; those include â€Å"nasal/sinus allergies, gastrointestinal problems, endocrine problems, arthritis, asthma, and parkinson's disease.† These certain medical conditions create symptoms like crippling pain, runny nose, constant coughing, difficulty breathing, and tremors. Such symptoms make it nearly impossible for patients to be able fall asleep and stay asleep.In the article, â€Å"Ask Yourself 8 Questions,† in the Current Psychiatryjournal, Dr. David N Neubauer, describes how, â€Å"pain or discomfort caused by a medical condition may undermine sleep quality.† Neubauer goes on to explain that, â€Å"certain cardiovascular, pulmonary, endocrine, rheumatologic, and orthopedic disorders are associated withinsomnia.† Essentially, he is saying that these medical conditions can cause symptoms that would make insufficient sleep more likely. Although these medical conditions causing insomnia is a widely accepted theory, J. R. Morrison and Brian Storey mention in their book, Adolescent Insomnia, that they believe that, â€Å"poor sleep is a learned habit,† as opposed to something caused by a medical condition. They explain that this theory is based upon how people can examine and adjust their sleeping habits and cure their insomnia. They do not believe that this would be possible if it were truly caused by those specific medical conditions.Psychological DisordersAnother possible cause of insomnia is an underlying psychological disorder. The National Sleep Foundation has found that â€Å"Insomnia can be caused by psychiatric conditions such as depression and anxiety.† Based on their studies, they have found that patients with major depressive disorders are at a much higher risk of developing insomnia. Furthermore, they described that certain symptoms of anxiety, such as tension and excessive worrying, cause high levels of brain activity which leads to chronic sleep deprivation.In the book Adolescent Insomnia, Dr. J. R. Morrison and Brian Storey discuss and explore several different aspects of insomnia. Morrison and Storey state that â€Å"psychological factors [of insomnia] include anxiety and depression.† The pair go on to explain that people who deal with anxiety often struggle to initially fall asleep, while those with depression tend to frequently awaken early in the morning and find themselves unable to fall back asleep. In either scenario, the psychological issue clearly creates a condition where the person is unable to gain sufficient sleep.Even though the evidence seems unambiguous, there is a possibility that psychological issues are not at the root of insomnia. â€Å"Although many people believe that psychiatric disorders such as depression and anxiety cause insomnia, the reverse may actually be true,† argues Henry Olders, an assistant professor of psychiatry at McGill University in Montreal. Olders bases his claim off of research done by The National Institutes of Mental Health. Their studies found that, â€Å"the risk of developing new depression was 39.8 times higher for insomniacs than for those without sleep problems.† Essentially, both the NIMH and Henry Olders have found that insomnia leads to an onset of depression and anxiety, as opposed to the other way around. Considering the results of this study, there is no way to fully conclude that insomnia is actually caused by psychological disorders.The most likely cause of insomnia is behavioral and lifestyle choices. There are more people in the United States that drink excessive amounts of caffeine, smoke cigarettes, and eat heavy meals before bedtime, than people with serious psychological or medical conditions. This means that most people with insomnia, most likely have made specific lifestyle decisions that caused it. If we do not do anything about the climbing rates of insomnia, our society will experience a higher rate of sleep deprivation. This will add to an already growing rate of motor vehicle accidents due to drowsy driving, as well as other sleep deprivation related disasters. On top of that those struggling with insomnia will e