Existentialism of Samuel Beckett Essay

Samuel Beckett was a very astound Existentialist. Beckett’s work was essentially existentialist and consciously or unconsciously, his works were infused with the idea that things have no inherent meaning and that our fallacy is to perceive meaning in everything. Existential philosophy became prevalent in the twentieth century as a symbol of the destruction of culture and tradition following World War II, asserting the hopelessness of humanity and focusing on life in a more honest but pessimistic manner than other socialistic philosophies. The philosophy recognizes the fact that humankind is capable of great evil and has limitless possibilities. Existentialism is a philosophy that emphasizes the uniqueness and isolation of the individual experience in a hostile or indifferent universe, regards human existence as unexplainable, and stresses freedom of choice and responsibility for the consequences of one’s acts. It emphasizes the difference between human existence and that of inanimate objects. Existentialism was a term adopted by Jean-Paul Sartre. Existentialism was identified with a cultural movement that flourished in Europe in the 1940s and 1950s. Heidegger’s 1927 Being and Time, an inquiry into the â€Å"being that we ourselves are† (which he termed â€Å"Dasein,† a German word for existence), introduced most of the motifs that would characterize later existentialist thinking(Edward). One existentialist view is absolute individuality and absolute freedom. The Existentialist conceptions of freedom and value come from their view of an individual. Since we are all ultimately alone, isolated islands of subjectivity in an objective world, we have absolute freedom over our internal nature, and the source of our value can only be internal. I feel Beckett expressed this view in the expelled when the main character got thrown out of his apartment. He had no one he could turn to for help. He just started wondering the city not caring where he was going. He knew getting thrown out wasn’t the end for him because he controlled his own destiny. Another existentialist view is the view of human nature. Existentialism is defined by the slogan Existence precedes Essence. Meaning we have no predetermined nature or essence that controls what we are, what we do, or what is valuable for us. Human beings have no essential self; they are no more than what they appear. A person is basically born with a blank slate; humans have no uniform, predetermined principles or ethics common to all of mankind. Since there is no preformed essence or definition that exists for what it means to â€Å"be human,† a person must form conception of existence by asserting control of and responsibility for their actions and choices. Consequently, a human being gains essence through individual choices and actions. It is solely through the process of living that one defines one’s self(Existence Precedes Essence). I feel Beckett expressed this point heavily in â€Å"Krapp’s Last Tape†. The character was an older man listening to a tape of when he was younger. He could listen to the way he use to think, act and be as a younger man. He was also able to see how his past had affected his life in the present but he still had no idea what laid ahead of him. That is way he made this tape’s so he could remind in self in the future what he thought lay ahead of him in the past. He knew to always go back and listen to the tapes to ponder on what he had made for himself and no had predetermined it. Existentialist encourage us to consider, in a personal way, the meaning of living authentically and inauthentically(Oaklander). Man is the only known being, according to the philosophers, that defines itself merely through the act of living. First you exist, and then the individual emerges as he makes life decisions. Freedom of choice, through which each human being creates their own nature, is one of the basic themes. Because individuals are free to choose their own way, Existentialist have argued that they must accept the risk they choose to take and responsibility of their actions. Those people that follow this believe they are in a world that does not always make sense, a world that is filled with uncertainty where well-intended actions can become obscure and chaotic. In basic existentialist beliefs, man is the only animal defining itself through life. Without life, there is no meaning. Existentialist believe in life and fighting for it. While fighting for life, each person must face important and difficult decisions with only limited knowledge and time in which to make these decisions. Human life is seen as a series of decisions that must be made without knowing what the correct choice is. They must decide what standards to except and which ones to reject. Individuals must make their own choices without help from external standards. Humans are free and completely responsible for their choices. Their freedom and responsibility is thrust upon them and they are â€Å"condemned to be free†. Existentialist belief people are responsible for their actions, decisions and beliefs which caused them anxiety. They try to escape by ignoring or denying their responsibility. To have a meaningful life one must become fully aware of his true self and his situation and bravely accept it. Yet other existentialist thought dictates every person spends a lifetime changing his or her essence. Without life there can be no meaning, the search for meaning in existentialism is the search for self. In other words, we define ourselves by living, killing yourself would indicate you have chosen to have no meaning. Existentialist believe in living, in fact fighting for life. In Molloy I feel Beckett expressed this believe many times. First, at the beginning when his mother was dying and dead. He stated â€Å"I have her room. I sleep in her bed. I piss and shit in her pot. † this says to me that even though she had died he had to continue living his life. Also in Expelled Becket had traces of this theme. At the end when he left the cabdrivers carriage in the morning. I felt he was portraying that he used the cabdriver. He just needed a place to stay the night. The next morning he got up and left without saying anything. He got what he needed to survive the night then continued on his life. Samuel Beckett always used the Quote â€Å"a step from the cradle to the grave†. I feel this Quote means that you are only a split second away from dying. Even when you’re a new born one thing could go wrong and you’re died. Beckett used this saying in many of his writings. One time he used this saying was in the Expelled. He said â€Å"In what had just happened to me there was nothing in the least memorable. It was neither the cradle nor the game of anything whatever. Or rather it resembled so many other cradles, so many other graves, that I’m lost. † the character could not remember anything in life. He could not till if he was at the cradle of his life or the grave because they are so close together in life. Existentialism was a very big part of way Samuel Beckett was such a great writer. His works were infused with the idea that things have no inherent meaning and that our fallacy is to perceive meaning in everything which is way his stories where so great. He was also one of the last people to write in that form. After researching this subject I plan on studying Existentialism more in depth. Works cited 1. Barsoum Diane. Existentialism and the Philosophical Tradition 2. Edward N. Zalta, Standford encyclopedia of philosophy 3. Existence Precedes Essence: Jean-Paul Sartre’s Existentialism and Human Emotions Online at:http://www. associatedcontent. com/article/186425/existence_precedes_essence_jeanpaul. html? cat=38 4. Grene, Marjorie. Introduction To Existentialism. 5. Oaklander, L. Nathan, Existentialist Philosophy an Introduction.

American Dream or American Nightmare Essay

Be The American Dream is something that can be easily defined for some people, and for others it can be very difficult to put into words. The American Dream is a combination of a few things. I firmly believe that Americans should have equal access to this ideal of an American Dream in order for it not to be considered just mere notion. My idea of the American Dream is also built on freedom. Our fore fathers who built this great nation were on the right track when they wrote our nations Constitution and amendments. To motivate the people the men who fathered these documents wrote grand statements that promised all men life, liberty, and the pursuit of happiness, the right to bear arms, and my favorite statement is that all men are created equal. With these ideal in mind our great nation was forged. Look just a little bit closer at the Constitution and amendments and discover that the Constitution and amendments that this country was built upon was produced and approved by a panel of all White men. At the time there was not one person of color nor a woman’s signature of approval or voice involved in its creation. In other words it was not written to protect women or people of color. In those days women had no voice and African American slaves were considered to be property and only partial human. Therefore, was the American Dream ever meant to be used by me? My American Dream can be best summed up by Dr. Martin Luther King Jr. in his I Have a Dream Speech, King (1963) stated: In a sense we have come to our Nation’s Capital to cash a check. When the architects of our great republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed to the inalienable rights of life liberty and the pursuit of happiness. (King, 1963) Racism still exists today in our great nation. The American Dream is centered on the foundation of equality, without equality the American Dream quickly turns to an American Nightmare giving hopelessness to unfortunate people born the wrong color. Imagine going to a good college where you excelled in academics and graduated at the top of your class only to be passed over for a job that you applied for. To add insult to injury the Caucasian that got the job instead of you had no college education at all nor was he more qualified than you. That is the world that we live in where it is not what you know but what color you are. My experience pursuing the American dream has been quite an amazing journey. As a child my mother promoted how important it is for my siblings and me to become doctors and lawyers. I often wondered why she insisted that her children pursue such demanding and powerful careers. I no longer wonder why she did so my mother simply wanted her kids to be doctors and lawyers because we could be. In my mother’s time there was this little word called segregation that made equality almost impossible. My mother grew up in Alabama in the 1950s where separate but equal was the norm. Separate but equal was far from equal, my mother had no choice but to attend the poorest schools for the absolute cheapest education that was available. Since my mother was at a great disadvantage during her pursuit of the American dream she figured we had a better chance of being successful in equaling the playing field by becoming doctors or lawyers. Sadie Woodfin’s American dream was for my siblings and me to have an equal chance in America. She was not insisting that we all become doctors and lawyers or she was not going to be proud of us. She wanted us to realize that we could shoot for the stars, to take full advantage of the freedom that was not allotted to her generation. Since my mother had no formal education or degrees she, was forced to work in industrial steel mills where she developed black lung. Her American dream was believed to be all but lost until it was reborn in us. My vision of the American dream consists of not only equal opportunities in education but also income equality. Even in 2013 women of all color African Americans and Latin Americans are paid significantly less for the same job as their White male counterparts. According to, the National Partnership for Women and Families full-time working women alone are paid an average of 10,622 less than men. With their income inequality gaps in excess of over 10,000 just for a difference in gender. Kind of makes the American dream seem like an American nightmare. This practice in America of unequally compensating anyone solely based on their age, race, religion or sex is not only wrong it is total unfair practice. Is the American dream more so suited for a man than a woman? Does the American dream favor a white man over a black man? If income inequality affects one of us it should affect all of us. I am almost certain that no one wants to go to the same schools, go through the same struggles, make the same sacrifices and ultimately have the same qualifications only to be paid far less. This ideal is not even remotely appealing to the lowest of idiots. Statistically speaking being a minority or a woman the odds are already stacked against you in the pursuit of the American dream and income equality. The American dream is still alive and well in this country today. It just needs to be tweaked a little. For starters women should be equally compensated as men for the same job. Second, Latin Americans and African Americans must have access to the same schools, neighborhoods, and programs that their Caucasian peers have access to. If collectively we as a society want this American dream to be fair and applied to all Americans we have to even the playing field. Our very own government even recognizes that there is a problem so they had to implement strategies and programs geared toward equality, such as affirmative action. If the American dream was already achievable for all citizens we would have no need for such programs. If we take time to analyze the American dream and ask simple questions such as, when and who set the original guidelines for the American dream it would not surprise you regarding why things are the way they are. The American dream was born from this nation fore fathers who were successful, powerful and influential white men. At the time the Constitution was written there were no women, African Americans, or Latin American signatures nowhere to be found on any documents or amendments pertaining to the direction our great country were headed. I think it is safe to say that our voices and opinions were not heard when this nation was being forged. Neither women nor African Americans were allowed to vote while the foundational stones of the American dream were being laid in place. Latin Americans were not even considered during this pivotal time the dream was being processed. Women, African Americans and Latin Americans were not considered at all we merely adopted the idea of this American dream in hopes that we could someday partake in the notion that all men are really created equal. The fact still remains we are not all created equal, some of us are born women, black or brown. Because of our unfortunate birth your color or sex may make achieving the American dream not impossible in 2013 it just makes it a little more difficult. As a child my version of the American dream was not my own it was my mother’s vision to be equal to all my peers. As a father my American dream is just as my mother’s, I want my three daughters to attend the best schools in hopes that they will pursue careers that they will not only enjoy but also be treated, respected and compensated the same as any American citizen should expect. If we as a country openly advertise that we adopt all religions sexes, and races as equals under the veil of the United States and its Constitution then all of us must have an equal opportunity at the pursuit of the American dream. Until barriers such as color, sex, and religious preference are broken women, Blacks and Browns still have an unfair disadvantage in obtaining the so called American dream.

Poverty In Canada

IntroductionAlthough Canada is considered as a materially affluent country with impressive performance in industrial and economic growth since past 50 years, it has been unable to forsake poverty as a social problem. In fact as the Canada’s social security net has weakened and income inequalities widened, the issue of poverty has worsened in the Canadian society (Shewell, 1998, 45;).Presently 14 % population of Canada is living under conditions of poverty (Reutter et al., 2006, 1). Various researches and studies in issues of poverty in Canada have shown that poverty is the result of social exclusion and marginalization factors that deprive certain individuals from benefits of mainstreams institutions and mechanism thereby increasing inequality in the society whereby these individuals are no longer able to participate meaningfully in the social process (Williamson and Reutter, 1999, 1).Canada’s economic reconstruction due to globalization and free trade affected its indu strial structure and resulted in hundred of thousands of jobs loss that adversely affected the social composition in Canada. The new postindustrial economy that replaced the earlier system failed to create adequate number of opportunities. The jobs in the new system are either highly specialized or low paid that does not compensate the losses of the previous system. With the simultaneous decline the social welfare system in Canada, lack of government support to family allowance programs and doubtful ability of pension plan to support ageing population, the issue of disproportionate income distribution and poverty has emerged as serious matter of concern both from individual and social point of view (Barlow and Campbell, 1995).This paper discusses the impact of poverty on individual and society. This paper evaluates effect of poverty on youths, single parents, aboriginals and immigrants in Canada.   It will also examine the role played by poverty in creating a system of alienation and denial where people are forced to live a life of deprivation. Scope and effect of povertyEffect of poverty on individualsThe traditional attitude in Canada towards poverty has been dismissive. People often associated poverty with laziness and more corruption and accepted its deservingness for those affected by it (Shewell, 1998, 51, Reutter et al., 2006, 1). However, the facts show that poverty cannot be generalized or dismissed as a wayward incident in the Canadian society. Rather, it is a disturbing phenomenon that adversely affects many vulnerable sections of the society.   According to Shewell (1998,58), children under age group of 18, single parent mothers, socially excluded persons, and immigrants faces highest rates of poverty in Canada with the rates of poverty being especially high in urban centers.Poverty profoundly affects the capacity of individuals to survive and negotiate with general conditions of life in a positive and constructive way thus rendering them highl y vulnerable from the social perspective. From the broader point of view poverty is the cause of falling health standards, increased rates of illness, heightened percentage of crimes and drug abuse among youths, rising homelessness and loss of ability to participate in the social process. The individual and group effects of poverty are mentioned in the following sectionsYouths: Poverty has long term and damaging effect on youths rendering them homeless and pushing them in vicious cycle of bad health, crime, drug abuse and sex crimes, destitution, mental illness and higher suicide rates (Kidd and Davidson, 2006, 44). Youths, especially in urban areas, in the age group from 12-24, are most vulnerable, mostly living in temporary shelters, without any fixed source of income thereby being forced to settle for irregular ways of earning and living. The uncertainty and unhealthy life conditions results in extremely high mortality rate among urban poor youths (Kidd and Davidson, 2006, 45).On e of the most dangerous fallout of poverty and lack of government support structure for youths is increasing youth crime. Increasing income inequality and social divide force poverty stricken youths to submit to illegal activities, mugging, and narcotics trade. Poverty thus creates most compelling conditions that lead youths in crime and corruption. Poverty also create conditions where youths are unable to utilize their capabilities, lack access to education, health facilities and social support structure due to the stigma that is associated with poverty (ibid).Single parent: Single parent face greatest risk of poverty and the consequent effects are often disastrous for their life (Shewell. 1998, 58). The rate of poverty for single non working parent was 73 % in Canada in mid nineties, much higher than other developed countries like UK, US and Australia (Curtis and Pennock, 7). Poverty poses enormous health risk for health of both mother and child, where inadequate income forces the m to abandon health services and insurance plans while creating conditions of perpetual stress and deprivation.Aboriginals: The aboriginal and native population of Canada lacks the same social benefits and economic advantages that other sections of country enjoy. Rates of unemployment and poverty are generally very high in the native population that result from absence of government supportive policy, cultural disparity, absence of social development conditions such as education, health facilities, equal employment opportunities all of them causing lack of self determination and independence among them, creating the conditions of poverty and resource denial (Kendall, 2001, 43).Immigrants: Immigrants in Canada have traditionally shown high rate of poverty, the exact indices of which varies from region to region. As the most of immigrant in Canada are from third world country, they face cultural and social problems in assimilating with the Canadian system. Further, as pointed by Halli and Kazemipur (1997, 12 ), most of the immigrants arrived in Canada in 1970s when government’s social support structure was breaking down, and economic opportunities had started to shrink. Due to lack of any outside support and additional sources of income, immigrants became especially vulnerable to hardship and poverty.The adverse circumstances forced these individuals in ghettos where a culture of poverty was born, alienating these individuals from conditions of healthy and sensitized conditions of living (ibid).  In general poverty reduces the ability of individuals to implement themselves constructively in their personal as well as social life. It leads to breakup of family system, causes relational disintegration, and absence of consonance between individuals conditions and society’s economic progress.Social Effect of PovertyPoverty has far reaching effects that influence not only individuals but also the whole society and economy in the longer analysis. On the one hand the society looses its significant number of population who could have been otherwise included in the mainstream economic, educational and health institutions but who are left on periphery in damaging clutches of poverty that reduces their functional capacity to participate in society. On the other side, poverty puts enormous strain on resources where the government is required to support poor with various welfare programs and financial concessions (Shewell, 61 ). along with instituting rehabilitation measures for socially excluded people, drug addicts and homeless people.Poverty weakens the family structure, which is the basis of social stability (Cheal, 1996, 55). Consequently it creates a culture of economic hardship, deprivation and emotional stress that enervate society to function as a integrated whole. Dissatisfaction, inequality, isolation, conflict, discrimination, marginalization, exclusion and rejection are some of vices of poverty that threatens Canadian societ y. The greatest danger associated with poverty is that it has the tendency to self perpetuate and expand its domination and its feared that if left unchecked it can cause significant socio-economic damage to Canada by creating rift within social order.ConclusionPoverty is a stigma and a bane that needs conscious effort by government, civil society and individuals to combat and obliterate. As stated by Tanner (2003, 125), education, employment and avoidance of untimely pregnancy are three of the surest measures to break the cycle of poverty and create conditions of equitable living condition. As unemployment is one of the chief factors causing poverty, it’s the responsibility of government to introduce policies that increase employment opportunities.  However, it’s also the responsibility of civil society and individuals to take conscious effort in defeating poverty by understanding that poor are more in need of psychological support and acceptance than financial gran t. This can be achieved by encouraging them to participate, creating conditions for their collaboration in social building process. It should also be ensured that political, economical and social institutions are oriented in specific ways to provide poor with opportunities to return back to mainstream society, integrate with it and cooperate with others to create a system free of poverty.ReferenceBarlow, M. and Campbell, B. (1995) Straight Through the Heart: How theLiberals Abandoned the Just Society, Toronto: Harper CollinsCurtis, L.J and Pennock. 2006. M. Social Assistance, Lone Parents and Health: What Do We Know, Where Do We go. Canadian Journal of Public Health, Ottawa. Vol. 97.Cheal, D.1996. New Poverty: Families in Postmodern Society: Praeger Publishers. Westport, CT.Halli, S.S, and Kazemipur, A. 1997.   Plight of Immigrants: The Spatial Concentration of Poverty in Canada Canadian Journal of Regional Science. Volume: 20. Issue: 1-2. Page Number: 11-28Kendall, J. 2001. Circl es of Disadvantage: Aboriginal Poverty and Underdevelopment in Canada. American Review of Canadian Studies.Kidd, S.A, 2006. Davidson, L. 2006. Youth Homelessness: A Call for Partnerships between Research and Policy. Canadian Journal of Public Health.   Ottawa: Vol. 97,   Iss. 6,   p.  445-447  (3  pp.) Love R. Makwarimba E. Mcmurray S. Raphael D. Reutter L.I. Stewart M.J, Veenstra G. 2006. ‘Public Attributions for Poverty in Canada’. The Canadian Review of Sociology and Anthropology. Volume: 43. Issue:1Mitchell, A. and R. Shillington. 2002. Poverty, Inequality, and Social Inclusion. Working Paper Series: Perspectives on Social Inclusion. Toronto: The Laidlaw FoundationShewell, H. 1988. Poverty: A Persistent Global Reality. (edit) John Dixon,   David Macarov. Routledge. London.Tanner, M.D. 2003. The Poverty of Welfare: Helping Others in Civil Society. Washington, DC.Williamson, D. and L. Reutter. 1999. â€Å"Defining and measuring poverty: Implications for the health of Canadians.† Health Promotion International, Vol. 14, No. 4, pp. 355-64.

Principles and Practice of Marketing Essay Example | Topics and Well Written Essays - 1250 words

Principles and Practice of Marketing - Essay Example Feedback is also obtained from agents or dealers about toilet paper products offered by competitors, by studying the new products of the competitors. ii)Idea screening constituted undertaking studies of ideas carefully. Good ideas were selected while the fake ones are rejected. The basis of selection or rejection of the idea is informed by the necessity of the toilet paper. The possibility of current plant and machinery to proliferate the new product. The confidence that the existing marketing network sells the new product and easily breaks even. Positive answers mean that the idea of a new-product development is selected, to avoid product failure. iii)The Idea screening concept testing was carried out later to find out the possibility of consumers understanding the product idea. Demand and acceptance of the product were also investigated. A small group of consumers was selected and provided with full information on the tissue paper product. Their perceptions, feelings, and reactions to the product were obtained. Over 85% liked the product. iv)After establishing that a significant percentage preferred the product, commercial profitability was determined. It involved assessing the anticipated costs, demand, seasonality, competitors and expected level of projected sales. Also, investigated were profits, advertising, and sales promotion expenses. The product was found to be profitable, thus accepted. v)At this point, the company made a decision to introduce the tissue paper into the market.

Arab-Islamic Civilization Essay Example | Topics and Well Written Essays - 750 words

Arab-Islamic Civilization - Essay Example The new contributions improved human life and also became the vital part of modern civilization in the history of humankind. Arab architecture is one of the greatest contributions that Arabic civilization brought in the history of man. Like in other fields, such as mathematics and astronomy, Arab architecture was invented for purposes of glorifying Islam. The architects of the time devoted much of their skills and time to the construction of mausoleums and mosques (American-Arab Anti-Discrimination Committee, 1). Their style was quite unique; in spite of its being borrowed from the Romans, horseshow arch was redesigned into their own outstanding architectural feature. The construction of the Damascus Great Mosque is one of the excellent demonstrations of the utilization of Roman horse arch, which inspired Arab architecture. Many historians have argued that the Arab architectural design that was used in the construction of Ibin Tulun mosque in Cairo brought about the insight behind the construction of some of the European outstanding cathedrals. The Arab architecture was also evident in the construction of the chalets in France, as well as the cathedrals of Wells. These constructions used Arab ogee, tefoil, and cusp arches. In Europe, the construction of ribbed vaults was greatly inspired by the designs borrowed from the Arab mosques of Constantinople, Cairo, Jerusalem, Tripoli, Damascus, and Mecca, all of which were built during the reign of Islamic civilization. As for the construction of the cathedrals, the Europeans borrowed from the Arab architecture the use of cubal transitional supports, especially during the 11th and 12th century. Thus, the contribution of Islamic civilization in terms of architecture cannot be overemphasized. The contribution of Arab civilization in the field of architecture is quite evident even in modern day

Copleys Governor and Mrs. Thomas Mifflin and Watson and the Shark Essay

Copleys Governor and Mrs. Thomas Mifflin and Watson and the Shark - Essay Example The essay "Copley’s Governor and Mrs. Thomas Mifflin and Watson and the Shark" analyzes paintings of John Singleton Copley, Governor and Mrs. Thomas Mifflin and Watson and the Shark. Copley represents Mifflin’s role in this debate with a form of commemoration for the subject’s position as the first Pennsylvania governor after the liberation of the colonies. Copley’s 1778 portrait â€Å"Watson and the Shark† also has symbols alluding to aspects of the American Revolution through its highly expressive style. Plainly, viewers can say Copley wanted to commemorate a dramatic event wherein Brook Watson lost his foot (Pinder 186). However, a deeper meaning is an implicit allusion to the War of Independence. More specifically, the painting shows colonists as brave men as they physically struggle against a killer shark, another symbolic allusion to the British. The 1773 painting symbolically reveals Mr. Mifflin’s political beliefs. Mifflin was a trade r against taxes imposed on British commodities. Among the American Revolution’s key objectives was to resist paying duties imposed on commodities from England and encouraging other colonists to follow suit. At the same time, Mrs. Mifflin conveys a clear message about the political atmosphere in America during the revolution. Mrs. Mifflin has a unique attractive fringe that shows her intention to boycott English commodities and rather create her own. Sarah Mifflin uses her right hand and a loom held in place by a blue ribbon to lace the threads.

Reflection Essay Example | Topics and Well Written Essays - 1000 words - 14

Reflection - Essay Example Sharing ideas in an honest way in the workplace provide opportunity for employees to give information that helps in better working environment. Working as a leader with my friends in organizing a function, I lied about better rewards after doing the task. The truth came out later and I lost trust of those I had worked with in organizing the function. Using honesty in workplace is important in achieving optimum working environment. In as much as we like to show our achievements and sometimes commanding, being a humble leader is very important in relating to other. Humility will ensure other people in junior ranks do not feel intimidated be the leader’s presence. A humble leader will provide opportunity for other junior members to approach him/her easily and freely discuss any arising problems. Provision of such opportunity will ensure decisions made with best interest for all. Humility forms vital part in relations of workers or members in an organization. Leaders or employees who are arrogant have hard time in relating to fellow employees or juniors. This limits discussions and sharing of ideas to make workplace better. Being a humble leader helps in gaining respect but not fear from juniors. Humble leaders also accept mistakes if they have committed one and do not blame others. This involves choosing what is right to even if it does not favor those close to the leader. Fairness shows the quality of a leader who can deal with those who like them and those who do not like them. In fairness, the leader follows the rules and set example to any person looking up to him/her. This strength sets example and shows how to follow organization rules to benefit everyone. This character strength is very important in making decisions that affect people around. It involves giving every person equal chances in development in the work area that in turn motivate employees to work hard. Unfair treatment of

Good and bad survey Research Paper Example | Topics and Well Written Essays - 750 words

Good and bad survey - Research Paper Example The survey questionnaire on Appendix II is also about a short product evaluation, seeking to obtain information as to how many people used the product, know its efficiency and convenience of its usage and some suggestions to improve it. The point of the work at hand is to evaluate these two sample surveys as to why one of them must be a good or bad survey, with important justifications coming from Chapter 6 and Chapter 8 of the text. The survey questionnaire in Appendix I consists of questions that are of varying data levels with corresponding scale. The most common are the nominal and ordinal scales. The good thing about using the ordinal scale in the question is that it avoids overlap in question options, allowing the marketer to thoroughly evaluate their product performance in the market. The use of nominal and ordinal scale in the questionnaire also prevents the proponent to come up with a bias reporting. In the first place, the choices given were able to suggest the prevailing opinion of the users or respondents and this means that not a hint coming from the proponent or research conductor could be found. For this reason, all of the questions stated in Appendix I can lead the proponent to get rid of probable bias and misleading the respondents. All the questions simply employ words that are not overstating the condition. They all not require the respondent to guess, because they absolutely want to dig up th e real opinion of the respondents without any hint of influence or bias coming from the research conductor. In addition, the survey questionnaire also uses an open-ended question that seeks to find out the exact information that should have to come from the respondents. The open-ended question is free from any hint of bias and even will lead to the determination of the exact information that the research conductor would want to find out. Regarding all of these bases, the survey questionnaire in Appendix I is a good

Narrative Structure In 'When I Whistle' By Shusaku Endo Essay

Narrative Structure In 'When I Whistle' By Shusaku Endo - Essay Example In When I Whistle, Shusaku Endo's narrative structure is apprehensive to draw a number of disturbing comparisons between period of war and contemporary Japan. Shusaku narrative structure is the inheritance of the war generation that explores the state of Japan that appeared from the destruction of World War II. This feature of the narrative structure is evident from the standard of living of Eiichi, the hardnosed young doctor of medicine of When I Whistle; unchanged by the disaster of Hiroshima and Nagasaki, and incapable to see patients as anything but samples for own tests. Eiichi lengthens the imperialistic desire of prewar Japan by taking no notice of the past and worshipping the present. The accretion of substance belongings is the only source of meaning for the new generation. This striking thematic element of the narrative structure of the novel is made further powerful by its persistent medicinal and hospital imagery. This characteristic of Endo's narrative structure was the result of chronic heart and lung problems that plagued him all through the adult life.

Learning Diversity Essay Example for Free

Learning Diversity Essay After studying this chapter, you should be able to: 1. De? ne cultural diversity; 2. Describe the role of culture in shaping similarities and di? erences among individuals; 3. Recognise race and ethnicity as an element of micro cultural diversity; 4. Explain the educational implications of di? erences in students’ learning style; 5. Distinguish types of cognitive style; 6. Relategender di? erences and socio-economic status to individual di? erences issues; and 7. Describe teacher’s strategies in embracing diversity. Individual Differences 7 171i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 171 INTRODUCTION As teachers, we must be aware of about students’individual differences such as differences in culture, ethnicity, intelligent, languages, learning styles, etc. It is because it may enhance students’understanding or limit their opportunity to learn from the school environment. These factors should be taken into consideration when we plan teaching and learning process in the classroom. We begin by discussing the de? nition of cultural diversity and other factors that contribute to students’diversity. Next, we examine the differences of learning styles and cognitive  styles among students. This is followed by the explanation of gender differences that in? uence the students’ performance. In the ? nal section of this chapter, we will discuss how teachers can cope with the individual differences effectively in the teaching and learning process. INDIVIDUAL DIFFERENCES l CHAPTER 7 172 â€Å"†¦Characteristics of an individual’s society, or of some subgroups within this society. It includes values, beliefs, notions about acceptable and unacceptable behaviour, and other socially constructed ideas that members of the culture are taught are â€Å"true†. † (1994 in Tan 3003). â€Å"†¦Those human characteristics that have both the potential to either enrich or limit a student’s capacity to learn from the school environment. † Henson Eller (1999, p121) â€Å" Individual differences are the variations we observe among members of any group in a particular characteristic, such as temperament, energy level, friendship patterns and parent-child attachment. † Borich Tombari (1997, p29) 7. 1 CULTURAL DIVERSITY 7. 1. 1 De? nition of Cultural Diversity According to Garcia, Culture refers to: Henson Eller (1999, p121) posit that the term diversity mean: Whereas Borich Tombari (1997. p29) posit that: 173i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 173 â€Å"Group membership can include racial identi? cation, but regardless of race, it can vary further in term of assumptions, values, language, religion, behaviour, and symbols. † (O’conor, 1988 in Tan 2003). Figure 7. 1: Various races in Malaysia. In Malaysia we have different races such as the Malays, Chinese, Indians and others as illustrated in Figure 7. 1. Each of the races has their own culture. Culture is a broad and encopassing concept. Even though we equate culture with race or ethnic identity, the truth is that within racial or ethnic groups there can  be cultural variations. In short, culture governs how we think and feel, how we behave and how we live, and it is born largely of socialization. We often recognize national culture such as Malays, Chinese, Indians and others. We share Malaysian citizenship. So, differences in culture pertaining to Malaysia also mean differences in ethnicity and race. 7. 1. 2 The Role of Culture in Shaping Similarities and Di? erences Among Individuals Culture has impact on our student’s socialization. Some elements of culture including religion, foods, holidays and celebrations, dress, history and traditions, and art and  music. Cultural diversity also can manifest in our views of the life cycle, decorum and discipline, health and hygiene (Example: Explanations of illness and death), values, work and play, and time and space. All could be elements of a shared national culture or of additional family cultures. Each element shapes our students through socialization within their families, later through teacher, peers and environment. INDIVIDUAL DIFFERENCES l CHAPTER 7 174 We need to keep in mind that our students’ membership in cultural groups signi? cantly in? uences their lives both inside and outside of school. Therefore, we have to consider cultural diversities because honouring cultural diversities enhances classroom teaching and learning. As teachers, we have to understand these cultural diversities and try to accommodate to these differences. We have to honour other people’s beliefs and values because they have their rationale and that contributes to a harmonious society and peaceful nation. These have to start in school where the students are aware of their differences and teacher instil within them the espirit de core (spirit to live together peacefully), tolerance towards others, empathy and pro social behaviour. 175i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 175 To answer that question, Tan (2003), recognizes three ways in addressing cultural differences as illustrated in Figure 7. 2: Now let us examine all these approaches. (a) Assimilation Theory According to the assimilation theory, all students must conform to the rules of the Anglo- American group culture, regardless of their family culture or the rules of other groups to which they belong. â€Å"Anglo† culture is superior to all others, differences are threatening and rejected. Figure 7. 2: Three ways in addressing cultural differences INDIVIDUAL DIFFERENCES l CHAPTER 7. 176 (b) Amalgamation Theory According to Davidson Phelan: Cultural differences are ignored. Through the years, many of us have been comforted by the melting pot view of our society’s institutions. But, it too has encouraged the loss of individual identity. (c) Cultural Pluralism According to Davidson Phelan: Diversity is not feared or criticized or ignored. It is valued, even celebrated. An effective teacher holds this view of diversity and incorporates beliefs about multicultural education. Multicultural education is education in which a range of cultural perspectives is presented to students. â€Å"The amalgamation theory is the â€Å"melting pot† approach in which elements of individual cultures are blended to become a â€Å"new†, synthesized American culture. † (Davidson Phelan, 1993) â€Å" In â€Å"cultural pluralism†, we are encouraged to take multicultural view, in which we attempt to address the elements of both shared national culture and individual and/or family culture together. † (Davidson Phelan, 1993) 1. What is cultural diversity? Give few examples of cultural diversity in your answer. 2. Think of ways in which teacher can accommodate to the cultural diversity among students. 177i. CHAPTER 7 l INDIVIDUAL DIFFERENCES. 177 7. 2 RACES AND ETHINICITY DIVERSITY Race and ethnicity are factors contribute to students’diversity. Through race and ethnicity, we will be able to trace the students’root and cultural make up. Through this awareness then we can be fair in our treatment to all students in the classroom. As Ladson-Billings (1994) notes: â€Å"The notion of equity as sameness only makes sense when all students are exactly the same†. Ladson-Billings (1994) In reality we are different in race, ethnicity, culture and ways of life. Therefore we should take advantage of these differences by learning other languages, about food and dances. Students would respect teachers who know about their students’languages other than their own because it enhances their knowledge about the students and make their communiaction with the students easier. In Malaysia, we have di? erent race that are Malays, Chinese, Indians, Eurasian and others. Within the races, we have sub-groups or ethnicity. Examples of the sub-groups or ethnicity are listed in table 7. 1. Table 7. 1: Races and it sub-groups or ethnicity in Malaysia. Race Malays Chinese Sub-groups or ethnicity ? †¢? Javanese? Malays? †¢? Bugis? Malays †¢? Kelantanese Malays †¢? Johorean? Malays †¢? Malaccan? Malays? etc. Chinese come from many parts of China which contribute to ethnic di? erences such as: ? †¢? Hokkien ? †¢? Cantonese ? †¢? Hailam? and? etc. INDIVIDUAL DIFFERENCES l CHAPTER 7 178 7. 3 LINGUISTIC DIVERSITY Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language andball students must pass the subject at the Sijil Pelajaran Malaysia level or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. Indians ? †¢? Tamil? Nadu ? †¢? Hindustani ? †¢? Benggali ? †¢? Pakistani ? †¢? Bangla? (Bangladesh)? ? †¢? Bangla? (Sri? Lanka)? and? etc.? These races and ethnicities also contribute to language differences. 1. What are race and ethnicity diversity? Give few examples of race and ethnicity in Malaysia. 2. Can you understand other race or ethnic language? List out the advantages for teachers if they know their student languages. Figure 7. 3: Two suggested ways in addressing language diversity by Tan(2003) 179i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 179 Let us examine those approaches. (a) Facilitating English Enhancing the mastering of the English language among students can help overcome the problem of communication with others in the school and outside the school. Teaching English to all students is regarded as a tool for cultural understanding and communication among students. We can emphasize comprehension in our classroom. If you can understand the student and the student can understand you, then achievement can continue. Increased student achievement should be our overall instructional goal, regardless of linguistic diversity issues. (b) â€Å"Immersion† and Transitional Method Traditionally, we believed â€Å"immersion† approach was the best way to move children to standard language usage. In this approach, from the beginning till the end, the instructor uses only the language to be learned. It becomes, then, a â€Å"sink or swim† proposition. †¢ Some children swim, they thrive under these conditions; they learn the language with few problems. †¢ Other students, however, sink; they do not learn the language and suffer inside and outside of class. Similarly, linguistically diverse students can sink or swim in language learning. Conversely, teacher may use transitional or balance bilingual strategies for adding standard language as a shared communicative tool are being examined. These approaches start with the language the student brings into the classroom and build on family and cultural language to promote standard language usage. Read on an example case below: Several? years? ago,? a? Massachusetts? teacher,? Gary? Simpkins,? attempted? to? move? his African-American students toward standard American English usage by developing? an? approach? called? â€Å"Bridge†? (Shells,? 1976).? He? used? transitional? strategies? whereby? the? students? learn? English? at rst? in? their? language-Black? English in reading, writing and oral communication. Midway through, he taught partly? Black? English? and? partly? standard? American? English.? By? the? end? of? the? instructional period, he taught all in standard American English but still aloud  student? to? use? Black-English? for? less? formal? communication. The implementation of approach above yielded â€Å"promising† results. 1. What is linguistic diversity? 2. Explain how teacher can help the students overcome language differences. INDIVIDUAL DIFFERENCES l CHAPTER 7 180 7. 4 LEARNING STYLE OR COGNITIVE STYLE DIVERSITY 7. 4. 1 De? nition of Learning Style and Cognitive Style Kagan is one of the earliest psychologists who introduced the re? ective and impulsive cognitive style. Later, Witkin and Coodenough(1977) founded the concept of ? eld- independent and dependent cognitive style(Borich Tombari, 1997). Another earliest psychologist, Massick proposed the concept of cognitive style. According to Massick: â€Å"Cognitive style is stable attitudes preferences or habitual strategies determining a person’s typical modes of perceiving, remembering, thinking and problem solving. † Messick (1976, p5) Later, there are various de? nitions for learning style or cognitive style by psychologists, depending on their views and perspectives as shown in Table 7. 2. Table 7. 2: Various de? nitions of Learning Style and Cognitive Style by psychologists. Tan et. al. (2003) Psychologist De? nition of Learning Style and Cognitive Style Henson and Eller (1999, p505). â€Å"Learning? styles? are? biological? and? socialized? di? erences? or? preferences for how students learn. Where as cognitive style is students’most comfortable, consistent, and expedient ways of perceiving? and? making? sense? of? information. † Tan et. al. (2003) ? â€Å"Learning? style? is? how? elements? from? basic? stimuli? in? the? current? and past environment a? ect an individual’s ability to absorb and retain information. † Henson and Eller (1999, p505) †¢? In? this? de? nition,? Tan? stressed? the? in? uence? of? biological? and? socialization? in? moulding? students’? learning? style. †¢? Henson? and? Eller? stress? on? basic? stimuli?that? a? ect? individual’s? learning style. 181i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 181 Woolfolk (2004, p603), Sternberg (1997) ? â€Å"Learning? preferences? is? preferred? ways? of? studying? or? learn- ing,? such? as? using? pictures? instead? of? text,? working? with? other? people versus alone, learning in structured or unstructured situation, and so on. Whereas a cognitive style is di? erent ways? of? perceiving? and? organizing? information. † Woolfolk ? â€Å"Learning? and? thinking? styles? are? not? abilities,? but? rather? preferred ways of using one’s abilities. † (Santrock, 2008, p132). †¢? Woolfolk? proposed? that? learning? styles?as? characteristic? approaches to learning and studying. †¢? She? also? equates? learning? styles? and? learning? preferences. †¢? According? to? Sternberg,? intelligence? refers? to? ability. †¢? Individual? vary? so? much? in? thinking? and? learning? style,? ? literally? hundreds? of? learning? and? thinking? styles? have? been? proposed by educators and psychologist. So from these de? nitions, we ? nd overlapping views on learning styles and cognitive styles. We can conclude that: Learning style and cognitive style cover many domains such as physical, psychological, audio, visual, kinaesthetic, etc. INDIVIDUAL DIFFERENCES l CHAPTER 7. 182 7. 4. 2 Types of Learning Styles According to Butler, there are few types of learning styles(Butler, 1989 in Tan, 2003) such as explained below. (a) Psychological/Affective styles †¢ One of the instruments to assess individual’s learning style for this type of learning style is Myers-Briggs Type Indicator (MBTI). †¢ This instrument will reveal how a student feel about him/herself and how self-esteem developed is linked to learning. (b) Physiological Styles †¢ There are few instruments in this category such as: Honey and Munford Learning Styles Inventory, Kolb Learning style inventory, Modality Preferences Inventory, etc. †¢ These instruments show individual of her/his consistent ways to facilitate learning through the use of the senses or environmental stimuli. †¢ These instruments also show hemispheric specialisation (i. e. right or left brain), auditory, visual, kinaesthetic, olfactory preferences or preferences for environmental conditions. (c) Cognitive Styles †¢ Students may utilize cognitive styles such as ? eld-dependent or independent, impulsive or re? ective, whole or serial, etc. †¢ These instruments measure consistent ways of responding and using stimuli in the environment, how things are perceived and make sense, the most comfortable, expedientnand pleasurable way to process information. 7. 4. 3 Measurement of Learning Styles and Cognitive Styles Since students’ preferred styles of learning in? uence their achievements and teachers’ learning styles in? uence their instructional choices, it is suggested that teacher and students take the test we describe below. (a) Modality Preference Inventory Through this inventory, teacher and students can classify their learning styles such as auditory, visual or kinaesthetic. To assess an individual’s learning style, he/she has to respond to the questions shown in Figure 7. 4. 183i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 183 Learning Styles. Modality Preference Inventory Read each statement and select the appropriate number response as it applies to you. Often (3) Sometimes (2) Seldom/Never (1) Visual Modality †¢? I? remember? information? better? if? I? write? it? down. †¢? Looking? at? the? person? helps? keep? me? focused. †¢? I? need? a? quiet? space? to? get? my? work? done. †¢? When? I? take? a? test,? I? can? see? the? textbook? page? in? my? head. †¢? I? need? to? write? down? directions,? not? just? take? them? verbally. †¢? Music? or? background? noise? distracts? my? attention? from? the? task? at? hand. †¢? I? don’t? always? get? the? meaning? of? a? joke. †¢? I? doodle? and? draw? pictures? on? the? margins? of? my? notebook? pages. †¢? I? react? very? strongly? to? colors. †¢? Total Auditory Modality ? †¢? My? papers? and? notebooks? always? seem? messy. ? †¢? When? I? read,? I? need? to? use? my? index nger? to? track? my? place? on the line. ? †¢? I? do? not? follow? written? directions? well. ? †¢? If? I? hear? something,? I? will? remember? it. ? †¢? Writing? has? always? been? di? cult? for? me. ? †¢? I? often? misread? words? from? the? text? (eg,? them? for? then) ? †¢? I? would? rather? listen? and? learn? than? read? and? learn. ? †¢? I’m? not? very? good? at? interpreting? an?individual’s? body? language. ? †¢? Pages? with? small? print? or? poor? quality? copies? are? di? cult? for? me to read. ? †¢? My? eyes? tire? quickly,? even? though? my? vision? check-up? is? always ?ne. ? †¢? Total Kinesthetic Modality †¢? I? start? a? project? before? reading? the? directions. †¢? I? hate? to? sit? at? a? desk? for? long? periods? of? time. †¢? I? prefer? to? see? something? done? and? then? to? do? it? myself. †¢? I? use? the? trial? and? error? approach? to? problem-solving. †¢? I? like? to? read? my? textbook? while? riding? an? exercise? bike. †¢? I? take? frequent? study? breaks. †¢? I? have? di? culty? giving? step-by-step? instructions. †¢? I? enjoy? sports? and? do? well? at? several? di? erent? types? of? sports. †¢? I? use? my? hands? when? describing? things. †¢? I? have? to? rewrite? or? type? my? class? notes? to? reinforce? the? material. †¢? Total Total the score for each section. A score of 21 points or more in a modality indicates a strength in that area. The? highest? of? the? 3? scores? indicates? the? most? e? cient? method? of? information? intake.? The? second? highest? score indicates the modality which boosts the primary strength. Figure 7. 4:Example of questions should be responded by students to measure their learning styles. INDIVIDUAL DIFFERENCES l CHAPTER 7 184 (b) Field-Dependent and Independent Teacher or student may utilize Field-Dependent or Independent Cognitive Style in percep- tion or information processing. Field-Independent learners perceive items as more or less separate from the surrounding ? eld. They are interested in concept for their own sake. They have self-de? ned goals and function successfully in self-structured situations and impersonal learning environments. For ? eld-dependent learners, their mode of learning is strongly in? uenced by the prevailing context or setting. They are more aware of their surroundings as they learn. These learners value practical information. They can memorize human faces and social facts such as best friend’s birth date more easily than ? eld- independent learners. Garger and Guild(1987) have summarized the characteristics of ? eld-independent and ?eld-dependent learners. These are illustrated in Table 7. 3. From this table it is clear that, at least in the extremes, the two styles are very different. Table 7. 3 Characteristics of Field-Dependent and Independent learners. Perceives globally. Perceives analytically. FIELD-DEPENDENT FIELD-INDEPENDENT Makes broad general distinctions among concepts, sees relationships. Learns material with social content best. Requires externally de? ned goals and reinforcements. Makes speci? c concept distinctions, little overlap. Learns social material only as an intentional task. Has self-de? ned goals and reinforcements. Experiences in a global fashion, adheres to structures as given. Social orientation. Attends best to material relevant to own experience. Needs organization provided. Experiences in an articulate fashion, imposes structures of restrictions. Impersonal orientation. Interested in new concepts for their own sake. Can self-structure situations. Learning Styles- Dependence and Independence Descriptions. 185i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 185 More a? ected by criticism. Less a? ected by criticism. Uses spectator approach for concept attainment. Uses hypothesis-testing approach to attain concepts. Teacher and students can assess their cognitive style using Embedded Figures Test (EFT) or Group Embedded Figures Test(GEFT). In this test, they have to recognize geometry ?gure, which are embedded in the picture or in the background. Those who can recognize the ? gure faster than the others are learners with the ? eld-independent style and those who take longer than a few seconds or cannot ? nd the ? gure at all, can be classi? ed as ? eld- dependent learners. Figure 7. 5 illustrates an example of Embedded Figures Test (EFT). Recognize? the? geometry gure,? which? are? embedded? in? the? designs? picture.? INDIVIDUAL DIFFERENCES l CHAPTER 7 186 Answer: Figure 7. 5: An example of Embedded Figure Test (EFT) If you are a ? eld-independent teacher, you may be comfortable giving lectures and empha- sizing cognition. You may prefer offering corrective feedback, using negative feedback as warranted, and you may use grades and personal goal charts motivationally. If you are a ? eld-dependent teacher, you may prefer interaction and conversation with your  students. You may rely less on corrective feedback and little on negative evaluations. You also like to establish a warm and personal environment and prefer to motivate through external reward such as verbal praise. Many educational psychologist views that if the teacher cognitive style match with the student cognitive style, students? will? bene? t? most? and? vice? versa.? Student? learn? best when there is congruence between their preferred teaching style. Unfortunately, most teachers ignore student’s? cognitive? style? because? it? takes? longer? time? for? them to prepare lesson plan and devices or activities to  ful? l their needs. 1. What is cognitive style and learning style? 2. Give a few examples of learning or cognitive styles. 187i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 187 7. 5 GENDER DIFFERENCES Linguistic diversity is one of the elements that contributes to student’s diversity. Your class will have language diversity, and you will have to realize that you need to be sensitive to this linguistic diversity and adjust accordingly. In Malaysia, we are lucky because the medium of instruction is in Malay or Bahasa Melayu for all subjects except for English. Furthermore, English is regarded as the second language  and all students must pass the subject at the Sijil Pelajaran Malaysialevel or the form 5 national exam. It moulds young generations of Malaysia to at least mastering three languages, namely Bahasa Melayu, the English language, and their mother tongue. With this capacity, it enhances the Malaysians to understand each other and to live harmoniously. Tan (2003) suggested two ways to teachers in addressing language diversity as shown in Figure 7. 3, which are Facilitating English, and Immersion and Transitional Methods. In Asian society, being a girl or a boy has signi? cant impact. The people usually adore boys than girls. It’s because most Asian country are rice bowl or dependent on agriculture where the man are more utilizable in manual jobs than ladies. But they forget, in terms of resilience and patience, the women are the winners! Now, let us examine gender-related student differences in several ways and explore their implications for teaching. Are you resent being a girl? You don’t have to. Accept things as it is. (a) Developmental rates According? to? Egan? and? Kauchak: â€Å"Di? erences exist in boys’ and girls’ developmental rates. Girls develop faster with? di? erences? in? verbal? and? motor? skills? appearing? at? an? early? age.? Boys?and? girls? are? di? erent in other areas as well, and these di? erences appear as early as the preschool years. Girls tend to play with dolls and other girls and to gravitate toward activities such as? make-believe? and? dress-up.? Boys? play? with? blocks,? cars,? dinosaurs,? and? other? boys. † (Egan and Kauchak, 1997). INDIVIDUAL DIFFERENCES l CHAPTER 7 188 We? can? observe? society? and? family,? school? and? work? place? treat? girls and boys di? erently. In the family, they are treated di? erently from the day they were born. †¢? Baby? girls? are? given? pink? blankets,? are? called? cute? and? handled? delicately. †¢? Baby? boys? are? dressed? in? blue,? are? regarded? as? handsome,? and are seen as tougher, better coordinated, and hardier. Di? erences in treatment continue in later years. In high school, girls? become? cheerleaders? for? the? boys,? who? become? basketball? or? football players. (b) Family treatment (c) Expectation for school success (d) Academic area These di? erences also include expectation for school success. Parents? probably? communicate? di? erent? expectations? for? their? sons and daughters. Researchers have found that: Research on gender e? ects founded di? erences in boys and girls in di? erent academic areas. According? to? Maccoby? and? Jacklin, â€Å"Parents’? gender-stereotyped? attitudes? toward? girls’? ability? in? math,? adversely? in? uence? their? daughters’? achievement? in? math? and their attitudes toward it. † (Nagy-Jacklin, 1989 in Egan Kauchak, 1997) â€Å"Boys? did? better? in? math? and? on? visual? and? spatial? tasks,? example? tasks? in? geometry.? Girls? did? better? in? on? verbal? skills? such? as? in? languages. † (Maccoby Jacklin, 1974) 189i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 189 Boys? and? girls? also? received? di? erent? treatment? in? school.? Both? male? and? female? teacher? treat? boys? and? girls? di?erently. They? interact? with? the? boys? more? often? and? ask? them? more? questions,? and? those? questions? are? more? conceptual? and abstract. (e) Treatment in school Gender stereotyping also in? uences career decisions. According to Kochenberger-Stroeher: Signi? cantly, when children choose non-traditional roles for males or females, their choices are based on personal experience. â€Å"Di? erences in students’ view of gender-appropriate careers appear as early as kindergarten. † (Kochenberger-Stroeher, 1994) ? â€Å"One? of? the? most? powerful? factors? in? uencing? school? performance? is? socio-economic? status? (SES),?the? combination? of? parents’? income,? occupations,? and? level? of? education.? SES? consistently? predicts? intelligence? and? achievement? test? scores,? grades,? truancy? and dropout and suspension rates. † (Ballantine, 1989 in Egan Kauchak, 1997) 1. Why teacher treat boys and girls differently? 2. Give few examples of different treatment to boys and girls. 3. Think of ways in which teacher can accommodate to gender differences. 7. 6 DIFFERENCES IN SOCIO? ECONOMIC STATUS According to Ballantine; INDIVIDUAL DIFFERENCES l CHAPTER 7 190 Many? families? lack? in? proper? nourishment,? and? adequate? medical? care.? Poverty? also? in? uences? the? quality? of? home-life,? unstable? work? conditions? increased? economic? problems? that? lead to parental frustration, anger and depression. These pressures? can? lead? to? family? scattered,? marital? con? ict? and? nurturing homes. The impact of SES is also transmitted through parental attitudes and values where their attitudes and values are different. Example is in interaction pattern. †¢ Low SES parents are more likely to â€Å"tell,† rather than explain. †¢ High SES parents, in contrast, talk more with their children, explain ideas and the cause of events, and encourage independent thinking. Walbergs observed that: â€Å"High SES parents are more likely to ask â€Å"wh† questions (who, when, where, why) promoting language development, provide strong foundation for reading and vocabulary development. † (Walberg, 1991) 191i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 191 The educational aspirations parents have for their children are probably the most powerful variables a? ecting achievement.? Parents? who? expect? their? children? to? graduate? from high school and to attend college have children who do well than parents who have low aspirations. These expecta- tions are communicated through dialogue betweenparents and children.? Low? SES? parents? in? contrast,? allow? their? children? to? â€Å"drift† into classes and often got loss in the shu? e and failed in their lives. The differences between low and high SES families also re? ect the emphasis placed on student’s autonomy and responsibility. High-SES parents emphasize self-direction, self- control, and individual responsibility while low-SES parents, in contrast, place greater emphasis on conformity and obedience. 1. What is meant by parents’ SES differences? 2. Give few examples impact of SES on student’s aspirations, attitudes and values. 3. Think of ways in which teacher can accommodate to SES bdifferences. 7. 7 WAYS IN EMBRACING DIVERSITIES To be a good teacher, you should know the ways to embracing diversities among your students. Below are the discussions on how to handle your student’s diversities in the gender differences, cultural, race and ethnicity, learning style, socio–economy and linguistic differences. (a) Gender differences It is not easy to eliminate gender differences in the class, but to make teacher cautious and not gender bias, Figure 7. 6 shows some recommendations warrant that need to be considered. Avoid stereotypical language. (Example: â€Å"Okay, guys lets get work†) Provide equal opportunities for males and females. (Example: club membership). INDIVIDUAL DIFFERENCES l CHAPTER 7 192 In eliminating race and ethnicity, we move toward moulding one Malaysian nation with the same identity and characteristics such as same language and same spirit. One of the ways to unite Malaysians is through education system where all races study in the same school, same college and same university. All Malay- sian? know? and? appreciate? the? same? food? like? nasi lemak, roti canai, the tarik, tosay,mee teow, mee suah and etc. In coping with students with learning styles diversity, teacher  may use multi-approach in instruction such as cooperative learning which is suitable for ? eld-dependent students and doing experiment and also suitable for ? Eld-independent students. During instruction, teacher may use diagram and charts which is suitable for visual learner, using records and video tapes? which? is? suitable? for? auditory? learners? and? utilize? hands-on experience such as experimenting for tactile learners. Reduce or oust gender-typed activities. (Example: Girls have to cook, boys wash the car). Figure 7. 6: Some recommendations warrant that need to be consider to eliminate gender  differences in the class. (b) Cultural diversity In eliminating cultural diversity, teacher may utilize assimilation, amalgamation or cultural pluralism approach. In Malaysia we are encouraged to utilize cultural pluralism approach. (c) Race and ethnicity (d) Learning styles diversity 193i. CHAPTER 7 l INDIVIDUAL DIFFERENCES 193 Teacher have to help students from poor family to excel by motivating them to learn, give extra-class to help them catch up? with? the? other? students,? maybe? organizing? charity? work? to? earn? money? that? can? be? donated? to? the? poor? students.? Later,? teacher? can? also?

Requirements Of Managers In Contemporary Business Practices Management Essay

Requirements Of Managers In Contemporary Business Practices Management Essay Topic: Imagine there is a proposed merger between a Chinese company and a South-African company. You are appointed to lead a team consisting of managers from both countries to examine any cultural problems linked to the proposed merger. Applying the work of Hofstede and Trompenaars, how close would the cultural fit be; and how might you seek to improve cultural understanding between the two groups of managers? Introduction In todays business environment, possessing management skills alone is no longer sufficient to be successful. Contemporary business practices require that managers have knowledge and experience regarding the differences between management and leading as well, and how both activities must be integrated for business success. With the importance of International Business environment is raising, understanding the host countrys culture can give managers a competitive advantage. The objective of this assignment is to examine any cultural problems linked to the proposed merger between Chinese Company and a South-African Company, by using Hofstedes dimensions of National culture, and then explore solutions which can improve cultural understanding between the two groups of managers. This assignment mainly has two parts; the first part will give out the cultural problems from two companys side; and the second part is going to find the solutions for the issues. Part One-Cultural Problems China -South Africa team-work As we may realize that the globalization of the world economy, on one hand, has created tremendous opportunities for global collaboration among different countries; on the other hand, however, it has also created a unique set of problems and issues relating to the effective management of partnerships with different cultures. With the increasing importance of the China market in the world economy, many businessmen rushed to enter China to explore business opportunities. Predominantly motivated by the quest for material inputs (oil and other primary commodities) required for its infrastructural investments and booming manufacturing sector, Chinese presence in Africa is rapidly growing (Song Li, 2004). The rapid growth and significance of enhanced Chinese participation in Africa has important implications while talking about cultural aspects. Hofstedes Cultural Dimensions on China and South Africa By applying Geert Hofstedes Cultural Dimensions, the culture difference between China and South-Africa has been displayed in the below charts. Five factors have been discussed on Hofstedes Cultural Dimensions (Hofstede, 1997) Power Distance Index (PDI) that is the extent to which the less powerful members of organizations and institutions (like the family) accept and expect that power is distributed unequally. Individualism (IDV), on the one side versus its opposite, collectivism, that is the degree to which individuals are inte-grated into groups. Masculinity (MAS), versus its opposite, femininity, refers to the distribution of roles between the genders which is another fundamental issue for any society to which a range of solutions are found. Uncertainty Avoidance Index (UAI) which deals with a societys tolerance for uncertainty and ambiguity; it ultimately refers to mans search for Truth. Long-Term Orientation (LTO) which versus short-term orientation. According to Hofstedes Value Dimensions on China (See below chart), it can be concluded that China has a comparatively high long-term orientation. This has a historical relationship with its economy. Commonly, most of Asian countries are belonging to the less developed / developing countries. Suffering bad times taught many Chinese people to think and act on a long-term basis. Prior to Chinas economic reform, the government ruled all strategies, supplies, and financial allocations. Leaders, under the contemporary definition, did not exist, because all organizations had to do was to make sure that the allocated quotas were fulfilled, and that the people assigned to them were cared for. The notion of leaders was fulfilled entirely by Confucian values, aligning allegiance to CEOs with allegiance to the government. However, in 1978, managers of state-owned companies were now responsible for corporate operations and profit-making. Example 1- China Source: Cultural Dimensions on China, 2009 Now looking at the figures of South Africa cultural dimensions, it is easy to find that the South Africa has a comparable high IDV and MAS, and its PDI and UAI are a little bit low. It means that people are tending to work individually and certain of social hierarchy exist which has much relation with its history. Example 2- South Africa Source: Cultural Dimensions on South Africa, 2009 Analysis on different cultural dimensions To clarify the differences between China and Africa, the student will focus on Hofstedes five cultural dimensions: power distance, individualism/collectivism, masculinity/femininity, and uncertainty avoidance and long-term/short-term orientation also called Confucian Dynamism(Hofstede, 1997). China and Africa differ greatly with regard to their economic systems, political systems, social values, and laws, despite the substantial changes that have occurred in China during recent years(McCoy, 2005). Some differences can be found according to Hofstede studies on culture differences. Power Distance China is centralized (though it has shown some tendency toward decentralized power) while Africa is relatively decentralized. In high power distance cultures, authority is inherent in ones position within a hierarchy. There are strong dependency relationships between parents and children, bosses and subordinates and a significant social distance between superior and subordinate. In low power distance or power tolerance cultures, individuals assess authority in view of its perceived rightness. Individualism The student notices in both cases that contrary to western countries which have a strong individualism, China and Africa have a strong collectivism. Individualism-collectivism refers to the relative importance of the interests of the individual versus the interests of the group. In collectivistic societies, the interests of the group take precedence over individual interests. People see themselves as part of in-groups and the in-groups look after them in exchange for their loyalty. In individualistic cultures, the interest of the individual takes precedence over the groups interest. Masculinity Africa has higher value than China in masculinity, which indicates that Africa is medium masculinity while China is medium femininity. Masculinity-femininity or goal orientation pertains to the extent to which traditional male orientations of ambition and achievement are emphasized over traditional female orientations of nurturance and interpersonal harmony (Song Li, 2004). Cultures differ on what motivates people to achieve different goals. Cultures of the aggressive goal behaviour type (masculinity) value material possessions, money, and assertiveness whereas cultures of the passive goal behaviour type (femininity) value social relevance, quality of life and welfare of others. Uncertainty Avoidance China and Africa have higher values for uncertainty avoidance the West. This shows that in both sides, people are relatively risk-avoiding while western people are relatively risk-taking. Uncertainty avoidance captures the degree to which individuals in a culture feel threatened by ambiguous, uncertain, or new situations. Cultures are characterized as either high or low on uncertainty avoidance. Whereas low uncertainty avoidance cultures prefer positive response to change and new opportunities, high uncertainty avoidance cultures prefer structure and consistent routine. Long/Short-term Orientation Africa has a short-term orientation while China has a long-term orientation. Also called Confucian dynamism, this last dimension assesses a societys capacity for patience and delayed gratification. Long-term oriented cultures (China and Hong Kong) tend to save more money and exhibit more patience in reaping the results of their actions. Short-term oriented cultures (African countries) want to maximize the present rewards and are relatively less prone to saving or anticipating long term rewards. It has been widely accepted that cultural differences greatly affect human thinking and behaviour and thus business organizations in which people interact on the basis of shared values. Management is embedded in a wider societal setting, and is heavily influenced by local historical and cultural norms (DiMaggio and Powell, 2003). The significant differences between Africa and China seem to affect some aspects of their business management practice. Part two-Solutions Cultural Differences in business Strategies Because entrepreneurs mature within a societal context, their attitudes toward cooperation are likely to be influenced by the underlying values of their society (Weaver, 2000). As discussed above, Africa and China have a strong collectivism. People depend more on groups or institutions to determine what they should do and emphasize loyalty to the group. They are more likely to cooperate with others to avoid risks and reduce responsibilities. However due to the medium masculinity, Africans sometimes are reluctant to cooperate because their masculine culture view cooperation in general as a sign of weakness and place a high value on independence and control. In the process of cooperation, Chinese tend to pay more attention to relationships. The student has to mention the term Guanxi which in English means relation or connection is at the centre of businesses in China. In Weavers studies (2000), the student found that entrepreneurs from societies that are masculine and individualistic h ave a lower appreciation for cooperative strategies as compared to entrepreneurs from societies that are feminine and collectivist in nature. Cultural Differences in Conflict Management In order to solve conflicts, Chinese and Africans have different ways. For Chinese where harmony and personal relationship are very important, they dont like open conflict; therefore they use indirect ways to work out problems. Anytime there is conflict, they use the authority to end up with it or settle things in private. Negotiation and compromise are determinant for them in this case. Contrary to them, Africans managers like Europeans or Americans, will directly confront problems and bring them out in the open (Richmond and Gestrin, 2008). To resolve problems, everybody is involved in order to bring rational arguments and ideas to suggest solutions. We can notice that Chinese avoid this method because for them that will create disagreement which is very undesirable. African managers are reluctant to devote their time and efforts together in solving business conflicts. Other peoples help is needed. In contrast, according to Bond (2001), the strong collective orientation and uncerta inty avoidance values in China encourage Chinese managers to use indirect forms of influence that involve the assistance of a third party. Indirect forms are used by Chinese managers to deal with a difficult or controversial request. In this way, they avoid losing face or damaging guanxi. Cultural Differences in Decision-making Risk-taking/Risk-avoiding Chinese and African managers differ from in the attitudes toward risks when they make decisions for their different values in uncertainty avoidance. Chinese managers with a high uncertainty-avoidance have a lack adventurous spirit and the sense of risks. Immediate decisions which make them lose the opportunity to compete in a market are avoided in the case they feel the circumstance is uncertain. Most of the time, they want to be safe by taking less risky decisions. For African managers, it is almost the same. Middle and lower level supervisors are less willing to make decisions without deference to superiors. The result is that decision-making takes much longer than anticipated and requires more input from players at various social and professional levels. Uncertainty Avoidance measures for Africa indicate low risk taking and a resistance to change which can further delay projects which encounter problems mid-cycle. Levels of Participation in Decision-making The decision-making process involves making sense of ambiguity and taking risks (Jackson, 2003).The decision maker is working on the information available about what has already happened, what is assumed to have happened or is happening. The second aspect is future oriented (Brady, 2000). A risk is being taken because one is applying a perspective based on knowledge of the past, and projecting this to what might happen in the future if a certain course of action is followed. Chinese managers or African managers have different level of participation in decision- making. In China, decisions are participatory. Employees accept decisions handed down by their supervisors. Because of their unquestioning attitudes towards their supervisors, they resist participation in decision-making. In Africa, managers make individual decisions. They dont consult with others but can defer to their supervisors. They value personal equality. To summarize, the student can say that Chinese managers adopt the no participatory approach to decision-making. The decisions come from the higher superiors to the subordinates. However, since the reforms in China, things are changing. More and more, participatory decision-making is starting to be used in a certain number of companies. Cultural Differences in Work-group Characteristics The first difference about the work-group characteristics is the concept of brotherhood, network, family feeling which is at the heart of all Chinese interactions. In African business style which is quasi the western business style, managers focus on the deal, the possibilities, the risks and so on. There is less focus on the people they are doing business with. They may encourage their group members to learn from each other, to focus on task rather than on social and interpersonal relations, and to build the confidence required for superior performance. They make difference between personal relationship and work. In China, it is the opposite. Chinese managers may initially focus more effort on building social and interpersonal relations (Guanxi) before entering into business or contractual relationship. They would like to spend time developing and maintaining guanxi during the process of interaction and consider it as a prerequisite to do business. A good deal of time is spent exploring peoples characters. People want to know your background, your family situation, your likes and dislikes. A good deal of business is conducted in banqueting halls. Chinese believe a persons true character comes out during these moments. The only purpose during these meetings is to see a persons other side, the human side. If they are comfortable with you, and if they think they can trust you, that you can be invited to join the family, you and your business are made. Chinese managers are not interested in short term; they want long, life-long business relations. However, as the economy has become increasingly marketized, privatized and competitive, the value and effectiveness of the Guanxi system has greatly deteriorated. In industries that have been substantially deregulated or privatized, or where there is vigorous competition, business is business, and Guanxi has been neutralized or marginalized. Relationships or connections now resemble that which we find elsewhere. Cultural Differences in Motivation Systems In business contexts, the motivations of employees, partners, superiors, social associates, and members of a society spring from cultural values, or what people think is important. In order to understand how to do business with members of another culture, it is necessary to understand what motivates them, to know where to begin and what you need to cover all necessary bases. According to Aguinis (2002), employees can be rewarded according to their performance, equally, or based on their needs. In general, the equity principle is common in individualistic cultures while the equality principle is widely used in collectivistic cultures. Pay for performance and pay equity are the two main differences in motivation systems. From the 1950s until the 1980s, every aspect of Chinas economic activity was planned, controlled and operated by the government (Helen, D. 2008). There was no private ownership of any property or asset, and, consequently, no profit motive for individuals or enterprises. The government would allocate everyone a pre-defined slice of the big pie. If anyone wanted more than what was allocated to him/her, it meant circumventing that system and getting someone in that allocation chain to provide a special favour. People were obliged to sacrifice their individual interests for those of the society. Cooperation, interdependence, group goals that create group harmony are applied in China. The sense of belonging and devoting to the group are important for Chinese people. Focusing on the view that ones success is mainly based on group work; they believe that one cannot claim the reward just for oneself. Contrary to what some Chinese researchers argued on this part, the student can say while setting salaries Chinese managers will not pay more attention to the working experience and academic qualifications of employees. In that case, the equality principle is reflected in the motivation system. For African managers, individual achievement is important. They are expected to achieve success only by their individual efforts. Value competition, achievement and personal goals are their main motivations in order to have plans to recognize their individual contributions. Their success relies on their own efforts. Talents and work performance of the employees will be considered by their superiors for salary increases and promotion. Conclusion As a result, understanding other cultures is more important than ever. If we consider that people from the same economic, political, and cultural background have problems communicating effectively; we can appreciate the difficulties and challenges that people from diverse cultures face when trying to communicate. Misunderstandings will always be a part of cultural aspects. Companies need to think outside the proverbial box when formulating their business strategies and when collaborating and forming business partnerships. As sometimes companies move to do business in other countries, a greater sensitivity to culture will be required and an understanding of cultural realities should facilitate business transactions. Knowing another culture is a legitimate concern of businesses. More than that, it is essential. Those who make effort the effort to understand another culture gain knowledge about how to behave in that culture. Otherwise, if you know what people value and understand their attitudes, you wont unintentionally do something that offends and diminishes your chances for business success. In todays global businesses context, the winners are not those who study the markets they deal with even if its important but those who study people they deal with.

The insurance sector in india

The insurance sector in india INTRODUCTION INSURANCE SECTOR IN INDIA The Insurance sector in India governed by Insurance Act, 1938, the Life Insurance Corporation Act, 1956 and General Insurance Business (Nationalisation) Act, 1972, Insurance Regulatory and Development Authority (IRDA) Act, 1999 and other related Acts. With such a large population and the untapped market area of this population Insurance happens to be a very big opportunity in India. Today it stands as a business growing at the rate of 15-20 per cent annually. Together with banking services, it adds about 7 per cent to the countrys GDP .In spite of all this growth the statistics of the penetration of the insurance in the country is very poor. Nearly 80% of Indian populations are without Life insurance cover and the Health insurance. This is an indicator that growth potential for the insurance sector is immense in India. It was due to this immense growth that the regulations were introduced in the insurance sector and in continuation Malhotra Committee was constituted by the government in 1993 to examine the various aspects of the industry. The key element of the reform process was Participation of overseas insurance companies with 26% capital. Creating a more efficient and competitive financial system suitable for the requirements of the economy was the main idea behind this reform. Since then the insurance industry has gone through many sea changes .The competition LIC started facing from these companies were threatening to the existence of LIC .since the liberalization of the industry the insurance industry has never looked back and today stand as the one of the most competitive and exploring industry in India. The entry of the private players and the increased use of the new distribution are in the limelight today. The use of new distribution techniques and the IT tools has increased the scope of the industry in the longer run. PRESENT SCENARIO OF INSURANCE INDUSTRY India with about 200 million middle class household shows a huge untapped potential for players in the insurance industry. Saturation of markets in many developed economies has made the Indian market even more attractive for global insurance majors. The insurance sector in India has come to a position of very high potential and competitiveness in the market. Indians, have always seen life insurance as a tax saving device, are now suddenly turning to the private sector that are providing them new products and variety for their choice. Consumers remain the most important centre of the insurance sector. After the entry of the foreign players the industry is seeing a lot of competition and thus improvement of the customer service in the industry. Computerization of operations and updating of technology has become imperative in the current scenario. Foreign players are bringing in international best practices in service through use of latest technologies The insurance agents still remain the main source through which insurance products are sold. The concept is very well established in the country like India but still the increasing use of other sources is imperative. At present the distribution channels that are available in the market are listed below. Direct selling  · Corporate agents  · Group selling  · Brokers and cooperative societies  · Banc assurance  · Customers have tremendous choice from a large variety of products from pure term (risk) insurance to unit-linked investment products. Customers are offered unbundled products with a variety of benefits as riders from which they can choose. More customers are buying products and services based on their true needs and not just traditional money back policies, which is not considered very appropriate for long-term protection and savings. There is lots of saving and investment plans in the market. However, there are still some key new products yet to be introduced e.g. health products. The rural consumer is now exhibiting an increasing propensity for insurance products. A research conducted exhibited that the rural consumers are willing to dole out anything between Rs 3,500 and Rs 2,900 as premium each year. In the insurance, the awareness level for life insurance is the highest in rural India, but the consumers are also aware about motor, accidents and cattle insurance. PLAYERS OF INSURANCE COMPANIES IN INDIAN MARKET LIFE INSURANCE COORPORATION OF INDIA ICICI PRUDENTIAL BIRLA SUN LIFE BAJAJ ALLIANZ SBI LIFE INSURANCE HDFC STANDARD TATA AIG MAX NEW YORK AVIVA OM KOTAK MAHINDRA ING VYSYA MET LIFE MEANING OF QUALITY SERVICE: (Quality of Service) Consistent performance. Certain network services need to be delivered at a certain minimum performance level to be useable for example, a video or audio clip will stutter and break up if the bandwidth is inadequate. QoS refers to a network systems ability to sustain a given service at or above its required minimum performance level. Short for Quality of Service, a networking term that specifies a guaranteed throughput level. One of the biggest advantages of ATM over competing technologies such as Frame Relay and Fast Ethernet, is that it supports QoS levels. This allows ATM providers to guarantee to their customers that end-to-end latency will not exceed a specified level. REVIEW OF LITERATURE Studies on life insurance consumption dates back to Heubner (1942) who postulated that human life value has certain qualitative aspects that gives rise to its economic value. But his idea was normative in nature as it suggested how much life insurance to be purchased and not what will be purchased. There were no guidelines regarding the kind of life policies to be selected depending upon the consumers capacity and the amount of risk to be carried in the product.The ongoing discussion also reveals that individuals current income and future anticipated consumption expenditure plays a crucial role in determining the amount of insurance purchased (we are, for a while ignoring the form in which insurance is purchased). The importance of rate of interest or the impatience factor is also worth considering. Preferences over different consumption pattern vary from person to person and there are qualitative factors which affects such preferences. Using the expected utility framework in a continuous time model, Yaari (1965) studied the problem of uncertain lifetime and life insurance. Including the risk of dying in life cycle model, he showed conceptually that an individual increases expected lifetime utility by purchasing fair annuities. Simple models of insurance demand were proposed by Pratt (1964), Mossin (1969), Smith (1968) and others; considering a risk adverse decision maker with an initial wealth. The results indicate that demand for life insurance varies inversely with the wealth of the individuals. Hakansson (1969) used a discrete-time model of demand for financial assets and life insurance purchase in particular to examine bequest motive in considerable detail. Headen and Lee (1974) studied the effects of short run financial market behavior and consumer expectations on purchase of ordinary life insurance and developed structural determinants of life insurance demand. They considered three different sets of variables: first, variables stimulating demand as a result of insurer efforts (e.g. industry advertising expenditure, size of the sales force, new products and policies, etc.); second, variables affecting household saving decision (e.g. disposable, permanent and transitory income, expenditure expectation, number of births, marriages, etc.) and lastly, variables determining ability to pay and size of potential markets (e.g. net savings by households, financial assets, and consumer expectation regarding future economic condition). They concluded that life insurance demand is inelastic and positively affected by change in consumer sentiments; interest rates playing a role in the short run as well as in the long run. Pissarides (1980) further extending Yaaris work proved that life insurance was theoretically capable of absorbing all fluctuations in lifetime income. Lewis (1989) found out that the number of dependents as an influence on the demand for life insurance. To sum up, the theoretical review yields macroeconomic variables like income, rate of interest, and accumulated savings in wealth form; along with a set of demographic or social variables having potential impact on an individuals decision to opt for or not to demand insurance. Life insurance consumption increases with the breadwinners probability of death, the present level of familys consumption and the degree of risk aversion. OBJECTIVES OF RESEARCH To find that which factors people keep in their mind sat the time of getting any insurance policy. TO know the service quality of insurance companies in Jalandhar city To know the perception of customers regarding insurance service in Jalandhar city. RESEARCH METHODOLGY Research is the systematic and objective identification, collection, analysis, dissemination and use of information for the purpose of improving decision making related to the identification and solution of problems and opportunities in making. RESEARCH DESIGN- DESCRIPTIVE RESEARCH FOR my study I have choose descriptive research design because in my study I have to know the effect of motivational forces. In this I have describe the effect of motivational forces. DATA SMPLING Data extent- Jalandhar (Punjab) Sample size-60 Sampling technique-Stratified sampling DATA COLLECTION PRIMARY DATA- Questionnaire SECONDARY DATA- Journals, magazine, newspaper. For my project, I have decided on primary data collection method by filling up the questionnaire from customers residing in jalandhar city I also followed secondary data collection method using various websites, journals and magazines for collecting information under my term paper project. LIMITATIONS Research was limited to Jalandhar city only. Some of the respondents were not ready to give proper response feeling risky to feel the questionnaire. Some of them were feeling unsecured by filling up the questionnaire. Most of the people were not aware of the importance of life insurance service in their life. They are not aware how useful life insurance can be for their family members if something happens to them. They are of the view that Insurance policies do not give good results They are not aware of modern unit linked insurance plans .they are still under the perception that if they take insurance they will get only 5-6%returns which in not true now days. People are still today not aware of the earning opportunity that an insurance service provides. FINDINGS LIC is the best service provider as compared to other insurance companies. Maximum of the respondents are not aware of benefits provided by insurance policies. Most of the people give more importance to life insurance policies as compared to other insurance policies. People think public insurance companies provide more security than private ones now days. Most of the people are also of the view that services provide by public insurance companies are better than private companies that is why most of them get insured their self and their family in public insurance company now days.