Developing a Motivational Plan Essay

A motivation plan for any school is extremely important for the success of any educational program. Students who are not motivated will not learn and in turn won’t succeed. Many components should be included in a motivational plan so that all the needs of students are met and each student has goals that are attainable and can be reached. According to Hersey (2008), â€Å"Goals should be set high enough that a person has to stretch to reach them but low enough that they can be attained.† Goal setting, rewards, both tangible and non-tangible, and a sense of belonging are motivational components that should be included in a motivational plan. The first part of a motivational plan that I would feel essential for my school would be goal setting. At the current school that I work at, I feel like this is a missing part of our motivational plan and it greatly affects our students. Without goals, the students don’t know what they are working towards, this creates confusion and a detachment from the meaning of education. Although some students may set personal goals, I feel like it’s important for there to be group goals so that the students can work together to achieve them and be more motivated. Goals should be set high, but not so high that students can’t achieve them. Goals that are too high would do the opposite of motivate, it would create despair and students would give up eventually because they would know that their effort is not worthwhile. Setting goals that are attainable will motivate students and will give students the confidence that they need to continue their efforts in reaching additional goals. If students know that they can reach a goal, something that is attainable and reachable, they’ll be more motivated to try so that they can have that feeling of accomplishment. Another important aspect of goal setting is that the goals are changed and updated frequently so that students constantly have something to work for. Once a student achieves a particular goal, the motivation will be gone unless they have something else to work towards, something else to motivate them. Hersey (2008) also supports this idea by stating, â€Å"Once the child becomes proficient in attaining a particular goal, it becomes appropriate for the parent to provide an opportunity for the child to identify and set new goals.† So, it’s my plan to work with the students to create attainable goals frequently so that students have constant motivation and something that they can always work towards. I believe that goal setting is a major component of any motivation plan and this will be the main focus behind mine. I feel that it’s extremely important that students have goals and something to work towards, otherwise there will be no motivation behind their actions. The second component of my motivation plan will be tangible and intangible rewards. Students will work towards something and be more motivated if they receive something in return. This is similar to why anyone get a job. They work hard and complete actions in order to receive the tangible reward of money and the intangible reward of accomplishment. Students are going to be more motivated and work harder if they will get something in return for their hard work, whether it’s intangible like a feeling, or tangible, like good grades or rewards. â€Å"It is no surprise, then, that to improve academic achievement of middle school students, successful programs incorporate the social contexts for both intrinsic motivation and internalized extrinsic motivation† (Wilson & Corpus, 2001). Although studies have shown that extrinsic rewards are only beneficial short term and can be detrimental in long term situations, (Corpus &Wilson, 2001), I believe that every now and then a tangible reward is needed and can result is a positive outcome and increased motivation. An example of this is a current motivational strategy that we use at my current school regarding awards for good grades, citizenship, and good attendance. Students get awards every semester for achieving milestones in these categories and I believe that it does increase student motivation. If a student is close to the end of the semester and has a B+ in one class, they will are motivated to raise that one grade in order to get the highest award presented to them in front of their parents, teachers, and students, since we do the award ceremony during the school day. I have personally seen the motivation that is created by these awards and I plan to include this in my motivational plan as well. Intangible awards can also be very successful in creating motivation and are more beneficial long term although short term effects may not be as common as with the tangible rewards. Students respond to intrinsic rewards like praise, self assurance, and accomplishment. â€Å"There are, however, many intangible rewards, such as praise or power, that are just as important and effective for use as incentives when endeavoring to evoke a particular behavior† (Hersey, 2008). To incorporate this into my plan I would like to see more praise for good behavior, as well as giving students more choices in the classroom. By giving students choices, they will feel more empowered by their choice and feel more accomplished when they achieve it, resulting in increase motivation. Finally, I would like to see a good sense of community and belonging in my school community. According to Glasser (1985), the five basic needs common to all people are the need for belonging, power, fun, freedom, and survival. With a sense of belonging, students will have more ownership over their behavior and will be more motivated to succeed. It’s been my experience that students that are out-casts aren’t motivated to succeed because they have no reason to, no one to share their success with. The opposite would happen if students feel like they belong and have someone to share their motivation and success with. Overall, more than one component is important to any successful motivational plan. My plan will focus on goal setting, rewards, and a sense of belonging or community within my school. With these factors I hope that my students will be motivated to learn and become better students and people. It’s my belief that although many factor are essential to a motivation plan, it’s crucial that goals are set so that students have something to work towards. Without a goal to work towards, students won’t feel like they have a reason to be motivated. These are the components that will be included in my motivational plan for my future school.

Ad analysis

We know this because not only is the watch predominantly black in color, normally men's etches are black, but also because it's a large watch with a precise and detailed whiteface. We can tell that the advertisement also is aimed at more athletic, or sporty, men who would want to be like NFG quarterback Eli Manning. The advertisement is using the technique of giving the reader an idea of what they could possibly be if they bought the product. The advertisement is inadvertently saying that if you wear a Citizen Codeine watch, that you could possibly be a superstar, Super Bowl winning, quarterback.They are trying to entice men to buy the watch cause most men have dreams of being a handsome, sophisticated, superstar like Eli Manning and the company Is hoping that men will buy this watch In order to try and become like Eli Manning. This advertisement also features 4 large sentences on the right side of the page. The first sentence Is simply â€Å"Unstoppable†. It then goes on to s ay how Ell Manning Is unstoppable and then It makes the claim saying â€Å"It's unstoppable, Just like the people who wear It†.These sentences are the mall part of the ad, they are trying to make men realize that If they want to be sophisticated and unstoppable† then they must have this watch Like Ell Manning. The advertisement also boasts the fact that the watch will never require a battery. This Is meant to show men that they will not have to worry about buying a new watch battery and getting It Installed. In this ad we see mostly ethos, they are saying that Ell Manning wears this watch so It must be sophisticated and classy. They are using his credibility and hoping that people will trust a NFG superstar.Pathos Is also found In this ad, they use very vivid language when describing Ell Manning and people who ear the watch. They use one word and It Is bolted and repeated throughout the ad. Pathos Is also found In this ad because they are making the reader feel Like If they don't have this elegant watch then they are able to be stopped, but If you do have this watch you are Indeed unstoppable. They are trying to make the reader feel Like they need to buy this watch In order to be successful. Ad analysis By Maydays Eli Manning and the company is hoping that men will buy this watch in order to try the right side of the page.The first sentence is simply â€Å"Unstoppable†. It then goes on to say how Eli Manning is unstoppable and then it makes the claim saying â€Å"It's unstoppable, Just like the people who wear it†. These sentences are the main part of the ad, they are trying to make men realize that if they want to be sophisticated and â€Å"unstoppable† then they must have this watch like Eli Manning. The advertisement also boasts the fact that the watch will never require a battery. This is meant to getting it installed. In this ad we see mostly ethos, they are saying that Eli Manning wears this watch so it must be sophistic ated and classy.They are using his credibility and hoping that people will trust a NFG superstar. Pathos is also found in this ad, they use very vivid language when describing Eli Manning and people who wear the watch. They use one word and it is bolted and repeated throughout the ad. Pathos is also found in this ad because they are making the reader feel like if they don't have this elegant watch then they are able to be stopped, but if you do have this watch you are indeed unstoppable. They are trying to make the reader feel like they need to buy this watch in order to be successful.

Learning from Mass Media Campaigns for Hiv/Aids Prevention

Learning from Mass Media Campaigns for HIV/AIDS Prevention Reviews of mass media campaigns have a special interest for me. They demonstrate what can be done, and as importantly, what cannot be done, by relying on a 1P approach. I have talked about the 5% Solution before, and noted another review of mass media campaigns for changing health behaviors. This post focuses on the findings from a review of recent campaigns to prevent HIV/AIDS. What is interesting in this report are the comparisons it draws to reviews of earlier campaigns in this area as well as the current state of the art and science.The authors used seven principles to guide their analysis: (1) conducting formative research on and about the target audience; (2) using theory as a conceptual foundation; (3) segmenting one’s audience into meaningful subgroups; (4) using a message design approach that is targeted to the audience segment(s); (5) utilizing effective channels widely viewed by and persuasive with the targe t audience; (6) conducting process evaluation and ensuring high message exposure; and (7) using a sensitive outcome evaluation design that reduces threats to internal validity and allows causal inferences about campaign impact to be made.The question they explore is: to what extent have recent HIV/AIDS campaigns in the literature adhered to these principles? Noar et al (2009) began with a search of peer-reviewed articles appearing from late 1998 through October 2007. Mass media had to be a central or prominent part of a campaign that focused on increasing safer sexual behaviors, reducing risky sexual behaviors, or encouraging HIV testing.At least one outcome measure had to be reported; 38 articles were identified that met these criteria, representing 34 different campaigns. The results on the variables of interest were: Formative research – 16 of the 34 studies (47%) reported any type of research with the audience or pretesting of messages. the most commonly reported activity was research about campaign messages, including pretesting messages or examining message preferences of members of the target audience.Only two studies used formative research to develop or test their outcome measures (a neglected part of the research process in too many studies). Using theory – 44% reported using theory, most often the Health Belief Model, Reasoned Action and Planned Behavior, Social Cognitive Theory, the Transtheoretical Model and Stages of Change and the Information-Motivation-Behavioral Skills Model. Audience segmentation – 94% (all but 2) described an approach to audience segmentation.Message design – very few campaigns used theory to guide development of persuasive messages. The authors note that while behavioral theories can suggest the type of content to include, HOW that content is formed into messages is often approached without explicit reference to relevant theoretical models such as message framing, emotional appeals, sensation-see king, elaboration likelihood model and the use of narratives.Channels – 21% used a single media channel with television, radio and print media being the channel of choice. The remaining campaigns used other channels (billboards, brochures, Internet, newsletters) and a variety of promotional materials such as baseball cards, postcards, condom packs; a variety of interpersonal strategies including peer education and skill-building workshops and hotlines; and some also included community partners, coalitions and community mobilization in their activities.Process Monitoring – 82% of the campaigns reported audience exposure to messages, with a mean exposure of 77% of the targeted audience (a range of 35% – 100%). There was little reporting of frequency of exposure to campaign messages, and when those data were reported, it was difficult to make comparisons across studies. Outcomes – Pre-Post test designs using independent sampling were employed by a plurality of the campaigns (13 of the 34, or 38%). Eleven studies used only a post-test measure.The authors note that this means that 70% of the campaigns used weak outcome evaluation designs. In 24 of the campaigns (71%) behavioral outcomes were reported, most often either condom use or HIV/STD testing. Among the studies that used stronger designs (the other 30%), only 2 of the 10 found no statistically significant effects. Six studies reported significant changes in outcomes including talked with others about safer sex, continued abstinence, initiated condom use, increased condom use, reduced number of sexual partners, or were tested for HIV.The other two reported changes in behavioral intentions (for example, to use condoms and shifts in stages of change). The authors conclude that, when compared to another review of this literature in 2000, HIV/AIDS mass communication campaigns are increasingly: (1) targeting defined audiences developed through audience segmentation procedures; (2) design ing campaign themes around behavior change (rather than solely knowledge or attitude change – though given their selection criteria, this is hardly surprising); (3) using ehavioral theories to inform campaign design; (4) achieving higher message exposure to campaign messages; (5) using stronger quasi-experimental designs with control groups for outcome evaluation (although still far too few studies use these stronger designs); and (6) including measures of behavior change (or behavioral intentions) in outcome assessments. This review highlights how mass communication efforts for HIV/AIDS prevention have shifted from general awareness and knowledge outcomes to ones more tightly focused on achieving behavioral changes among defined segments of the population.While formative research has become commonplace, there are relatively few studies that use research designs that allow for drawing strong conclusions from their findings. This latter point does not mean that research design s must be randomized controlled studies, but as the authors note, even the addition of control groups or using time-series with control communities help address the question of whether there are alternative explanations for the observed effects (for example, that the respondents are not simply placating researchers with favorable or socially desirable responses to their questions).Social marketing is more than mass communication campaigns, but we often use mass media in conjunction with products and services, providing incentives and reducing costs of engaging in new behaviors, and increasing access and opportunities to perform these behaviors. Learning what works with mass media is important, but as other reviews have pointed out, it is not enough to achieve public health outcomes.Some marketers will note that health communication planners have adopted our practices of segmentation, targeting behavior change and using formative research. However, the importance of using theories th at fit the problem of designing persuasive messages is one important takeaway. The other takeaway is the challenge of designing better studies to assess outcomes.Thinking about using comparison populations, or simply delaying intervention among some priority groups while continuing to assess important outcomes, can help us demonstrate that we have more than a very elaborate, and perhaps even effective, placebo. Reference: Noar, S. M. , Palmgreen, P. , Chabot, M. , Dobransky, N. & Zimmerman, R. S. (2009). A 10-year systematic review of HIV/AIDS mass communication campaigns: Have we made progress. Journal of Health Communication, 14: 15-42. 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Effects on Saudi Arabia due to the events of the winter of 2010-2011 Research Paper

Effects on Saudi Arabia due to the events of the winter of 2010-2011 - Research Paper Example Saudi allies have fallen out of power in recent months, including former Egyptian president Hosni Mubarak. King Abdullah of Saudi Arabia responded quickly by distributing about $36 billion in state funds to youth throughout the country, hoping that money would satisfy any lurking desire to follow the examples of other Arab populations. The result, however, of the Arab uprisings has affected the population of Saudi Arabia, as demands for reform are being offered to the government while protests are emerging for different causes but with small turnouts. The list of demands includes lower taxes, better support for those unable to work, a solution to unemployment rates, higher minimum wages, and a cancellation of some restrictions on women (Bar’el). However, this is hardly radical, as this list calls for only a brief number of economic changes and very little social reform, even concerning women. What it lacks is any demand for governmental reform, regime change, civil liberties, or religious freedom. When compared to the revolutions of other Arab states, the issues in Saudi Arabia are of an entirely different nature. These demonstrations, however, have already been met with a violent response, urging them into the same categories of neighboring movements. Human Rights Watch claims that over 160 dissidents have been locked up since February. Protests were not limited to the usual Sunni Muslim citizens of Saudi Arabia, but also consisted of separate movements by Shia members of society who were speaking out against religious intolerance and the imprisonment of peaceful activists. As if reaffirming what the Shia Muslims were protesting, Saudi police made arrests in April that included a prominent intellectual leader of the Shia sect, Al-Saeed al-Majid. (HRW) The Saudi government has been forced into a position of vigilance, as it intends to swift put down any attempt to destabilize the country. Grand Mufti Sheikh Abdul Aziz bin Abdullah al-Sheikh, a top Muslim authority with close ties to the Saudi royal family, decried the uprisings as â€Å"chaotic acts† that â€Å"have come from the enemies of Islam and those who serve them†. (Saudi) This statement may refer to Western powers, although Saudi Arabia usually depends on the American military for security on its borders and throughout the region—especially in the Gulf. The Gulf itself is in many ways entirely separate from the greater Arab world in that it tends to look inward rather than out. While Tunisia, Libya, and Egypt all have been concerned with their own neighbors as well as what is happening within their borders, Saudi Arabia looks across the Gulf to Iran, a rising Persian Shia power that is the antithesis of the Arab Sunni monarchy in the Arabian Peninsula. The Grand Mufti’s quote may indeed be referring to Iran and the Shia sect as the enemies of Islam, thus supporting Saudi crackdown on Shia protests. Saudi Arabia has taken specific action outside its borders, and has arguably put more focus into its foreign policy over its domestic policy in reaction to the regional uprisings. Saudi Arabia’s neighbor, Bahrain, is a Sunni monarchy as well, but rules over a Shia Muslim majority. In Bahrain, the government faced a grave threat as its citizens sought to uproot the monarchy, and the Saudi

International banking assignment Essay Example | Topics and Well Written Essays - 2000 words

International banking assignment - Essay Example For this reason, they are often regulated through creation of policies and regulations. Most nations have developed fractional banking systems, which are essential in the regulation of the banking industry (Somashekar 2009, 34). Through this system, banks have various liquid assess, which are equal to part of their current liabilities. In addition to different regulations aimed at ensuring liquidity, banks are often subject to the most minimal capital requirements depending on the internationally set standards that are known as Basel Accords. It has often been said that liquidity is something that be recognized easily that being defined; additionally, it is a highly elusive concept. As far as its barest essentials are concerned, is all about having cash at the moment one needs it. In relation to banks, liquidity can be defined as the ability of a bank to provide funding to the increases in assets in order to achieve various obligations as soon as they arise (Hall 2008, 16). This often has to take place without the banks having to incur any unacceptable losses. Management of liquidity risks aims at ensuring that banks can continue performing their most fundamental roles. It is important to note that while outflows are often identified with certainties, risks are often due to need to achieve indecisive obligations about cash flow. In most cases, they depend on the external events as well as the behavior and actions of various agents. The liquidity aspects of a certain bank are ultimately a function of its confidence. This confidence arises from the counterparties and depositors in the banking institution and its presumed capital adequacy or solvency. A liquidity shortfall in a certain individual institution can often have various repercussions in its broad systems. In this case, the withdrawal of one institution has a multiplier effect, having the ability to spread to other systems, which can bring about various

Assess the impact of re-introducing rent control on the market for Coursework

Assess the impact of re-introducing rent control on the market for housing - Coursework Example There are cases when the owners build the houses in order to offer these in rents to the individuals so as to meet the increasing demand for housing (Besanko and Braeutigam, 2013). The owners fix the rent for the houses in order to earn some profit but there is a concept of rent control that imposes a ceiling on the rent in cases when the owners charge an exceptionally high rent (Besanko and Braeutigam, 2013). Hence, the paper aims at carrying out a study on the market structure of the housing market and the impacts of the policies adopted for rent control. The paper also offers a scope to understand the microeconomic theory related to the rent control. The structure of the housing market is based on the model that considers various aspects such as the availability of cheap credit that in turn increases the demand for houses in the international market (Glaeser and Luttmer, 2003). As a result, there is a relative price of the houses due to low availability of the houses. However, there was a high availability of low quality houses which forced the investors to raise the prices of the houses in order to earn high profit. These features are essential for the Life-Cycle model of Housing where the prices of houses match with the quality of the houses available in the international market (Krugman and Wells, 2012). On the contrary, the characteristics of the buyers willing to purchase the houses differ based on the age, wealth and income they earn. In order to bring in equilibrium within the market, the prices of the houses are equalized with the quality of the available houses and also it is based on the demand and supply aspects in th e housing market. Thus, the study suggests that the distribution of the houses depends on the numbers of buyers as well as the quality of houses available in the market. Further, the suitability of the available houses to the buyers is also an essential factor that increases the number of buyers willing to

Emotional intelligence- emotional intelligence vs. IQ in effective Research Paper

Emotional intelligence- emotional intelligence vs. IQ in effective mangers - Research Paper Example As it has always been, academic excellence has always been stressed as an appropriate preparation for an individual to make it life. Emotion on the other hand has been traditionally viewed as a weakness and irrelevant. It has been traditionally thought that emotion has no bearing nor use in professional endeavor and as such, been relegated as inferior to IQ especially in a workplace setting where leadership and management has always been equated with problem solving. This has been the case until EQ was introduced that it is now beginning to change the paradigms about leadership and work efficacy. II. Literature Review The idea of Emotional Intelligence can be first traced on the work of Thorndike (1920) who theorized that intelligence is not only confined to academics but also includes emotional and social component (qtd. in Mandell & Pherwarni, 2003). Later, investigators like Guilford (1967) and H. Eysenck (1995) presented that intelligence is such a multifaceted construct that it is composed of one hundred and twenty varying types of intelligence (qtd. in Lyusin, 2006). In 1971, Shanley, Walker, and Foley (1971) already hypothesized that social intelligence was distinct from academic intelligence, but could not support it with empirical evidence that emotional intelligence is a separate construct. This was later provided by Howard Gardner when he articulated his theory of multiple intelligences categorizing it as intra personal and interpersonal intelligences within within the framework of multiple intelligences (Gardner, 1983). His concept on intrapersonal intelligence or the capacity and competence to understand one’s self and apply it effectively in its relationship to others and in life in general as articulated in his concept on interpersonal intelligence served as the basic building block upon which future theorists built their research on (Carmeli & Josman, 2006). Gardner also proposed that there are eight types of intelligences that includes à ¢â‚¬Å"spatial, musical, intrapersonal, interpersonal, bodily—kinesthetic, naturalistic, and the traditional academic intelligence: linguistic and logical-mathematical. . . Later, Riggio, Murphy and Pirozzolo (2002) propose that these multiple forms of intelligence are possessed by effective leaders and these allow leaders to respond successfully to a range of situations† (Mandel and Pherwani, 2003:388). It was however Peter Salovey and John Mayer who formally developed the term â€Å"emotional intelligence† which landed its model in the field of Psychology that researchers later expaned on. The first version of the model was defined as the as the â€Å"the ability to monitor one’s own and other’s feelings and emotions, to discriminate among them, and to use this information to guide one’s thinking and action† (Salovey and Mayer, 1990 qtd. In Lyusin, 2006: 55). It was interpreted as a complex construct consisting of three types of abili ties; (1) the identification and expression of emotion as; (2) the regulation of emotions; and (3) the application of emotional information to thinking and action (Lyusin, 2006:55). This was later clarified by Mayer and Salovey that emotions contain information on how people or objects could connect at them (Mayer et al., 2001). The ability of connecting these emotions has led Salovey and Mayer to identify the four components of emotional intellig