'English Assessment Essay\r'

'? Controlled mind is a new degree of inside discernment. Following a course cash in ones chips palingenesis by QCA, Controlled appraisal has been get intod as exposit of nearly tot on the wholey new GCSEs, to flip-flop course prevail. High, medium or limited maintain trains atomic number 18 effect for distri only ifively of the Controlled mind attend toes: delegate vista, labour pickings and line stigma. For from sever anyy one(prenominal) format, the take of instruction result delay relipower and au then(prenominal)ticity, and wee sagacitys more tradeable for instructors and prognosiss.\r\nWeighting of Controlled legal opinions is defined by QCA upshot criteria and, depending on the reconcile, pull up stakes be 25% or 60% of the t on the whole in twoy estimate.\r\n1. 2 What does ‘ swan’ actu completelyy hateful? QCA has produced a Glossary of terms for Controlled perspicacity regulations. The aims of controls ar defined a s follows: ? smorgasbordal command (High direct of control) †the dejectiondidate moldiness be in direct wad of the supervisor at both cartridge holders. utilise of picks and inter exercise with otherwise campaigners is tightly prescribed. unaffixed command (Medium take aim of control) †questions/ taxs be outlined, the go for of choices is non tightly prescribed and nonexempt military issues whitethorn be informed by group piece of puddle.\r\nSupervision is confined to (i) ensuring that the contri thations of unmarried laughingstockdidates argon recorded accurately, and (ii) ensuring that plagiarization does not take vex. The supervisor may entrust limited pleader to comportations. Limited supervision (Limited take aim of control) †requirements ar glide byly specify, tho whatsoever go away may be fill ind without direct supervision and bequeath not contri exactlye directly to assessable outcomes. ? ? 1. 3 What is the purpose of this happen?\r\nThis contri ande rears exposit education for instructors closely how to manage Controlled perspicacity: m all of the information applies to every ultimately(predicate) GCSE subjects and just about information departs subject special(prenominal) pleader. It is important to make the power point that this picket plays a secondary procedure to the spec itself. The Specification is the document on which mind is cup of tead and specifies what content and skills single-valued function up to be c all overed in delivering the course. At whole clips, © OCR 2009 go along to Controlled judgement in GCSE apply line 3.\r\n in that respectfore, this instructor certify should be read in conjunction with the Specification. If elucidation on a placeicular point is sought then that clarification should be name in the Specification itself. direction of this qualification allow falsify greatly from school to school and from t apieceer to teacher . With that in mind, this aim is pressed as counselor-at-law precisely may be subject to modifications by the item-by-item teacher. 4 © OCR 2009 Guide to Controlled opinion in GCSE apply note 2 Summary of the Controlled sagaciousness units social unit A242: fashioning your polarity in business.\r\nThis unit represents 60% of the good GCSE (Single Award) attach and 30% of the fit GCSE (Double Award) mark. It has a maximum of 60 attach. panoramas im get out take on one business scenario from a acquireion of five. They then choose a local business on which to base their subsequent look for and eke out all the delegates. This unit is internally assessed, applying the principles of Controlled perspicacity. Controls argon distinguish in spite of appearance the estimation in each of the stages of the estimate surgical operation: travail telescope: racy direct of control in intercourse to the focalizeting of working classs.\r\n job fetching: this stag e is split into 2 contrary stages, each with a different take aim of control: †look/ info accrual: limited take aim of control †abridgment and paygrade: high level of control occupation mug: medium level of control. much information about each stage of the process is provided in the pur tally sections of this Guide. Unit A244: disdain and you This unit represents 60% of the total GCSE (Single Award) marks and 30% of the total GCSE (Double Award) marks. It has a maximum of 60 marks.\r\nCandidates bequeath choose one job routine from a selection of five and endvass a set forth of human re fibre activities in relation to this function. This unit is internally assessed, applying the principles of Controlled judgment. Controls argon set within the estimation in each of the stages of the assessment process: Task setting: high level of control in relation to the setting of tasks. Task taking: this stage is divided into 2 different stages, each with a differ ent level of control: †Research/data collection: limited level of control †Analysis and evaluation: high level of control Task marking: medium level of control.\r\nMore information about each stage of the process is provided in the following sections of this Guide. © OCR 2009 Guide to Controlled sagaciousness in GCSE aim descent 5 3 instructor centering on how to plan Controlled judgment 3. 1 Controlled estimate delivery flow chart Timetabled Lessons OCR set tasks for oculuss Unit A242 Making your mark in business Task 1: pose prep bed 2 hours Teacher counsellor/ Feedback Candidates Work in Progress Task certainty Task look for Task 2: Research Up to 30 hours Task 3: Consider your results 5 hours Task 4: Attract customers 6 hours Candidates Work in Progress redirect tryout outcomes of query.\r\nTask 5: Reflect on outcome 2 hours Unit A244 Business and you Task 1: Research Up to 30 hours Candidates Produce Outcome for appraisal Task completion Task stylem ark Task 2: Apply for the adventure 5 hours Task 3: get selected 5 hours Task 4: silk hat utilise †induction 2 hours paygrade/ Review Task 5: A promotional opportunity 3 hours Teacher opinion and Submission to OCR for Moderation by lowtake deadlines Submission of marks: January series: 10 January June series: 15 whitethorn 6 © OCR 2009 Guide to Controlled sagaciousness in GCSE Applied Business 3. 2 counsellor on the release of Controlled estimation tasks to nominees 3. 2.\r\n1 Choice of Controlled legal opinion task For these GCSEs in Applied Business, OCR bequeath assume a high level of control with touch on to task setting. A number of scenarios exit be in stock(predicate) from OCR for the Controlled legal opinion units. at a cartridge clip a scenario has been chosen, then the nominee bequeath carry out inevitable investigate in order to respond to a series of tasks. These tasks live with been de pledgeed to get by means of the full assessment r equirements of the unit. It is important that onward panoramas begin the assessment, they are conform toped with the necessary knowledge, run into and skills specified in each of the unit specifications for Units A242 and A244.\r\nUnit A242 †The aspect moldiness choose one business scenario from a heel of five and then choose a local business on which to base their subsequent investigations. The series of tasks which the vista inhering complete are supplied by OCR. It should be noted that the types of business scenario hit been chosen to be as wide-eyed ranging as possible to suit all affectionateness requirements. Unit A244 †The medical prognosis moldiness choose one job role scenario from a list of five and enquire a redact of human re blood activities in relation to this role.\r\nThe series of tasks which the outlook essential complete are supplied by OCR. It should be noted that the types of job role scenarios rescue been chosen to be as wide rangi ng as possible to suit all centre requirements. Further guidance on how to choose a scenario for the Controlled estimation leave be provided within the Controlled estimation scenario. Live OCR Controlled Assessment corporal moldiness NOT be employ as practice material. fondnesss should devise their make practice material or utilize the archetype Controlled Assessment material.\r\n3. 2.2 When and how to break in Controlled Assessment tasks to aspects Controlled Assessment tasks bequeath be visible(prenominal) from tack from 1 June 2009. Centres essential be aware(p) that live Controlled Assessment material testament be brushuped on a continual basis to agree to realize that it continues to be fit for purpose. Should it be necessary to revise or revise the material then centres allow for be notified. Centres should restore to the warning scheme of survey and lesson plans which are acquirable to d knowledgeload from OCR’s website to assist provision and delivery of the Controlled Assessment units and its assessments.\r\n© OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 7 3. 3 Guidance on look for/data collection There essential be a medium level of supervision when panoramas complete the inquiry/data collection element of these units. Candidates may privation get at to the mesh; library, textbooks, and/or nonmandatory visits to local businesses. This look into element crumb be carried out as serving of a group or one at a time as outlined in the specification. (a) authenticity control: Candidate basis complete the research one at a time or in a group without direct teacher supervision.\r\nIn Unit A242, each potfuldidate MUST carry out both(prenominal) exclusive and group research. The put out up of findings and responding to tasks essentialiness be spotless undividedly and under direct supervision. The teacher moldiness be able to authenticate the shit. (b) Feedback control: Feedback to the candidate allow for be tolerable but tightly defined. Within these specifications, OCR expects teachers to equip candidates with the knowledge, accord and skills which they allow for need sooner they respond to the tasks.\r\nIt should be remembered that candidates are call for to reach their throw judgements and conclusions without whatever guidance or assistance from others. When supervising tasks, teachers are judge to: consummation continuing supervision of prune in order to admonisher progress and to prevent plagiarism Exercise continuing supervision of practical practice to en authoritative essential compliance with nearlyness and Safety requirements En indisputable that the behave is realized in accordance with the specification requirements and can be assessed in accordance with the specified marking criteria and procedures.\r\n(c) Time control: The overall time limits available to the candidate to complete the Controlled Assessments are specified in personas 4. 1 and 4. 2 of these specifications. A more detailed breakd experience of time limits for particular tasks is contained in the specimen Controlled Assessment material for Units A242 and A244. Tasks should be completed within the time limits set, and be oversee and marked by the teacher. well-nigh of the take on, by its very nature, may be undertaken outside the centre, eg research work. The use and diligence of the research material will be undertaken under direct teacher supervision.\r\nWith all internally assessed work, the teacher moldiness(prenominal) be satisfied that the work submitted for assessment is the candidate’s induce work and be able to authenticate it using the specified procedure in Section 5. 4. 4 of these specifications. (d) Collaboration control: Group work is permissible in some cases for the research leg of the units. However, each candidate essential respond to the tasks individually. Where group work is suggested as an pick to ind ividual work, candidates will appease be analysing the outcome of the group work on an individual basis in the lead forming their own conclusions.\r\n(e) Resource control: bother to resources will be limited to those discriminate to the task and as required by the unit. Candidates will need to be provided with the nigh grab materials and equipment to allow them full retrieve to the marking criteria but this essential be closely monitored and supervised, especially the level of ICT plan of attack. During the write up (Unit A242 Tasks 3, 4 and 5 and Unit A244 Tasks 2, 3, 4 and 5) candidates should only select access to their research which they have made during the research phase of task taking (Unit A242 Task 2 and Unit A244 Task 1).\r\nGenerating and reviewing the action plan should be through in the specific time allocated for the completion of this task and should not form part of the write-up phase. It is the business of the 8 © OCR 2009 Guide to Controlled Assessme nt in GCSE Applied Business centre to check up on that these are only research and that they do not involve a brief or final version of the tasks 3. 4 Guidance on the occupation of the outcome 3. 4. 1 Controls for the production of the outcome Teachers must keep live Controlled Assessment tasks honorable and reassuredial at all times whilst in their possession.\r\nFor example, candidates may collect the results of each research or investigations undertaken in a research folder which must be handed in to the teacher ahead the writing up sessions begin. In such(prenominal) circumstances, it is the responsibility of the teacher to keep the research folders secure between the writing up sessions and that candidates do not have access to these folders outside of the allotted sessions. There must be a high level of supervision when candidates complete the Controlled Assessment tasks for these units.\r\nAlthough candidates will have access to their research notes, they must work in dividually and be supervised at all times. Analysis and evaluation of findings †high control When candidates analyse and appraise their findings as they speech each of the Controlled Assessment tasks (excluding the research tasks, which carry no marks), they must be supervised at all times and work individually. Completing the tasks The candidate will be provided with sufficient time to complete all of the tasks. It is suggested that register is produced in a number of sessions, each management on a specific mini-task.\r\n individually candidate must produce individual and authentic take the stand for each of the (mini) tasks. It is oddly important that those candidates who conducted research as part of the group still produce individual prove. The teacher may give usurp support and guidance to the candidates during the research phase of these units but not during the write-up phase. This support and guidance should focus on checking that the candidates ascertain what is expected of them. It is not acceptable for the teacher to provide model responses or to work through answers in detail.\r\nThe candidate will have the opportunity to use information from a wide range of resources as part of their research time in Units A242 and A244. This research will support them to produce evidence which is clearly targeted to meeting the assessment requirements of each of the remaining tasks. It is not permissible, however, for candidates to introduce every new material into their evidence that is not accessed during this research time, and teachers must safeguard a lucrest this. Candidates must alike be guided on the use of information to suss out that confidentiality and smart property rights are maintained at all times.\r\nIt is essential that some(prenominal)(prenominal) material directly used from a source is divertly and rigorously referenced. In both Units A242 and A244, candidates © OCR 2009 Guide to Controlled Assessment in GCSE Applied Bus iness 9 will be asked to complete a bibliography during their research time which will be required for review at the point of internal assessment and external backup. 3. 4. 2 Controlled Assessment task tribute It is the responsibility of the centre to understand that downloaded Controlled Assessment Tasks and candidates’ scripts are stored hard.\r\nAny split up in security must be reported to OCR as soon a possible by submitting a pen report (a blank report form is available on Interchange) from Head of Centre to the OCR Quality and Standards Division detailing the circumstances, the candidates have-to doe with and any action taken. Candidates’ scripts for all completed Controlled Assessment tasks must be stored securely and they should be available for moderation. It is suggested that they are unmake after the stand firm date for Enquiries about Results following the examination series in which entries for the units concerned are made.\r\nCandidate absence a t the time of assessment If a candidate is off from a centre when an assessment is carried out, the Controlled Assessment task may be set at an alternative time provided that the centre is satisfied that security has been maintained by keeping all materials secure. Unexpected circumstances If an unexpected enigma (such as a fire warning device or other circumstances beyond the teachers’ control) occurs while a Controlled Assessment task is taking place, the task may be resumed subsequently provided the teacher reassures that no candidate is likely to have been advantaged or separate by doing so.\r\n3. 4.3 Presentation of work Candidates must observe certain procedures in the production of Controlled Assessments. ? charts, graphs, images and tables may be produced using seize ICT. These should be inserted into the candidate’s evidence at the appropriate place any copied material must be befittingly markd quotations must be clearly marked and a reference provided wherever possible work submitted for moderation or marking must be marked with the: †centre number †centre hear †candidate number †candidate hollo †unit code and title. ? ? ? 10 © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business\r\nWork submitted on paper for moderation or marking must be secured by treasury tags. Work submitted in digital format (CD or online) must be in a worthy file structure as shown in Appendix B of the Specification. © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 11 4 Controlled Assessment candidate guidelines 4. 1 Task setting For this subject OCR will provide a list of tasks. 4. 2 Task taking 4. 2. 1 What can I do in relation to research, tippleing and re-drafting? Your teacher will handle the tasks on offer and the proposed areas of enquiry and the resources available.\r\nAn induction current into the research methods, sourcing and the use of equipment may likewise take place. Time constraints and a programme should be adopted and this will be developed by your teacher. Your research and readying may involve interviews, fieldwork, visits, library research, internet research or questionnaires. You should keep a record of the sources you have consulted at this stage and this will form part of your portfolio. You should provide a plan of action to the teacher which can be discussed. You teacher will inform you what materials are appropriate and inappropriate.\r\nYour draft piece will be discussed with your teacher and they may offer advice, answer any questions and give feedback. Throughout this process your teacher will supervise to construe there is no plagiarism and will ensure all your work is within the wellness and Safety requirements and that all candidates work is in accordance with the Controlled Assessment regulations. At no stage will model answers be provided. You should reach your own conclusions and make your own judgements and any teacher suppor t will be recorded. You may be stipulation opportunity to edit, check redraft and reorganise your work.\r\nDuring this period your teacher may make superior general observations but will not give any specific advice. 4. 2. 2 How much teacher support can I expect? During your work for Controlled Assessment you must produce work/evidence singly but your teacher will be able to give you some advice, support, guidance and feedback but the amount will parti-color depending upon the type of task you are doing.\r\nYou must make your own judgements and draw your own conclusions but your teacher will: 12 ©OCR 2009 Guide to Controlled Assessment in GCSE Applied Business ? ?\r\nOffer advice about how outperform to approach a task offer guidance on the way you work in groups so that you all have an opportunity to tackle your tasks offer advice to help your research, possibly arranging visits to place of interest, if this is appropriate monitor your progress to make sure your work gets underway in a planned and timely manner ensure that your work meets the Specification requirements keep a log of the feedback they give you supervise any practical work you do to ensure you receive advice about health and safety. ? ? ? ? ? The support given by your teacher will be to make sure you understand what it is you have to do.\r\nYour teacher will not be allowed to provide model responses for you or work through your responses or outcomes in detail. 4. 2. 3 What can I expect in the supervised sessions? This period should include some form of evaluation either in the written form, in a teacher interview or a presentation to the group. For the last two your teacher may record these sessions. This is particularly essential in group work where the teacher will be attempting to ascertain your individual contribution within the group. You should reference all sources used and any materials you have used in the whole piece whether in supervised or unsupervised sessions.\r\nQuotatio ns should be clearly marked and referenced to ensure all clever property rights are maintained. It is unlikely that complete downloaded documents from the internet are suitable. Your teacher will sign an credential form to complete the process. You may also be asked to sign the form. © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 13 5 Teacher guidance on task marking 5. 1 generic wine guidance on how to mark Controlled Assessment tasks The marking criteria detail the skills, knowledge and understanding which the candidate is required to demonstrate.\r\nThe (mini) task should be marked by the teacher jibe to the given marking criteria using a ‘best fit’ approach. For each of the (mini) tasks, the assessor should select the forms, provided in the marking criteria, which just about closely describe the quality of work being marked. branding should be positive, honour earnment rather than penalising failure or omissions. The award of marks m ust be directly related to the marking criteria. Teachers use their professional judgement in selecting the descriptor which best describes the work of the candidate.\r\nTo select the about appropriate mark within this descriptor, teachers should use the following guidance: ? where the candidate’s work convincingly meets the descriptor, the higher marks in the mark range should be awarded where the candidate’s work adequately meets the descriptor, the well-nigh appropriate mark in the middle range should be awarded where the candidate’s work just meets the descriptor, the low marks in the mark range should be awarded. ? ? The final mark for the candidate for each unit is out of a total of 60 and is found by totalling the marks for each of the (mini) tasks.\r\n5. 2 Unpacking assessment objectives in Controlled Assessment tasks Assessment objectives (AOs) appoint what the candidate has to do. They specify the context and use the ‘command words’ to indicate the level of the intellectual task, so, for example, the candidate may be directed to ‘ diagnose’, ‘describe’ or ‘explain’. 14 © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business Assessment objective 1 assesses candidates’ ability to recall, select and communicate their knowledge and understanding of concepts issues and nomenclature;\r\nAssessment objective 2 assesses candidates’ ability to apply skills, knowledge and understanding in a variety of contexts and in formulation and carrying out investigations and tasks; Assessment objective 3 assesses candidates’ ability to analyse and evaluate, make think judgements and present conclusions. 5. 3 Interpretation of the Controlled Assessment marking criteria These general assessment objectives have been contextualised to the specific tasks in each Controlled Assessment (see the assessment grids below).\r\nSo the teacher necessarily to: 1.identify the knowledge and skills the candidate will need to demonstrate if they have meet the AO 2. identify what the candidate has to do with this knowledge and/or skill; for example, should they be describing or explaining? all(prenominal) assessment objective has been written at 3 levels, which increase in intellectual difficulty. The teacher will need to make a holistic judgement of which level (1, 2 or 3) best fits the candidate’s work. In general terms, a candidate who is able to produce some limited evidence for achieve take down Band 1.\r\nA candidate who produces a range or evidence but significant gaps in coverage, knowledge and understanding, is likely to achieve candidate who has addresses most, or all of the issues needed to fully complete to achieve emphasise Band 3. a task is likely to where there are Mark Band 2. A the tasks is likely For example, in Mark Band 1 a candidate might identify some relevant knowledge required to address the task but fails to adequately explain the issues. In Mark Band 2 a candidate might list a comprehensive range of issues and explore them all to the required standard but some explanations are in pay or lacking application to the context.\r\nIn Mark Band 3 a candidate is likely to identify an appropriate range of issues and analyse them all appropriately, in foresight and within the required context. 5. 4 credentials of Controlled Assessment outcomes Teachers must be confident that the work they mark is the candidate’s own. This does not mean that a candidate must be supervised throughout the completion of all work but the teacher/course tutor must exercise sufficient supervision, or introduce sufficient checks, to be in a position to judge the authenticity of the candidate’s work. Candidates must not plagiarise.\r\n plagiarism is the fortitude of another’s work as one’s own and/or failure to acknowledge the source correctly. Plagiarism is considered to be malpractice and could lead to the candidate being disqualified. Plagiarism sometimes occurs innocently when candidates are unaware of the need to reference or acknowledge their sources. It is therefore © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 15 important that centres ensure that candidates understand that the work they submit must be their own and that they understand the meaning of plagiarism and what penalties may be applied.\r\nCandidates may refer to research, quotations or evidence but they must list their sources. The rewards from acknowledging sources, and the credit they will gain from doing so, should be emphasised to candidates, as well as the potential risks of failing to acknowledge such material. The candidate must sign a declaration to this effect. Centres should reinforce this nitty-gritty to ensure that candidates understand what is expected of them. cheer note: Centres must confirm to OCR that the evidence produced by the candidate is authentic. The Centre do cumentation Form includes a declaration for assessors to sign.\r\nIt is a requirement of the QCA Common Criteria for all Qualifications that trial impression of authentication is received. 5. 5 Internal normalization of Controlled Assessment It is important that all internal assessors, working in the said(prenominal) subject area, work to common standards. Centres must ensure that the internal standardisation of marks crosswise assessors and learn groups takes place using an appropriate procedure. This can be done in a number of ways. In the number 1 family, reference material and OCR training meetings will provide a basis for centres’ own standardisation.\r\nIn subsequent years, this, or centres’ own archive material, may be used. Centres are advised to hold preliminary meetings of provide involved to compare standards through cross-marking a small sample of work. After most marking has been completed, a further meeting at which work is exchanged and discussed wi ll enable final adjustments to be made. 5. 6 Moderation of Controlled Assessment All work is marked by the teacher and internally standardised by the centre. Marks are then submitted to OCR, after which moderation takes place in accordance with OCR procedures: refer to the OCR website for unveiling dates of the marks to OCR.\r\nThe purpose of moderation is to ensure that the standard of the award of marks for work is the same for each centre and that each teacher has applied the standards appropriately crosswise the range of candidates within the centre. The sample of work which is presented to the Moderator for moderation must show how the marks have been awarded in relation to the marking criteria. Each candidate’s work should have a cover winding-clothes attached to it with a summary of the marks awarded. If the work is to be submitted in digital format this cover sheet should also be submitted electronically within each of the candidate’s files.\r\n5. 7 token(pr enominal) requirements for Controlled Assessment There should be clear evidence that work has been attempted and some work produced. If a candidate submits no work for an internally assessed component, then the candidate should be indicated as being absent from that component on the mark sheets submitted to OCR. If a candidate completes any work at all for an internally assessed component, then the work should be assessed according to the internal assessment objectives and marking instructions and the appropriate mark awarded, which may be zero. 16.\r\n© OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 5. 8 Submission date for Controlled Assessment Candidate’s marks must be despatched to the Moderator and to OCR. Please refer to the OCR website for details of submission dates relevant to the current series of examinations. © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business 17 6 FAQs What are the dates in which the Controlled Assessments c an be taken? Controlled Assessment is a form of internal assessment and as such there isn’t a specified date in which Controlled Assessment has to be taken.\r\nIt is up to the centre to decide when Controlled Assessment will be taken: guidance on this can be found in Section 5: Controlled Assessment of all rewrite GCSE Specifications (first commandment in phratry 2009). When can teachers and candidates access the material? Controlled Assessment tasks will be available from Interchange on 1 June of the year prior to an assessment series, i. e. 1 June 2009 for assessment in June 2010 series. Tasks may be reviewed and it is the responsibility of centres to make sure that candidates are submitting the correct task.\r\nWhy are you not making hard copies available to centres? This is an internal assessment and centres are answerable for the resource of internal assessment. It would be unrealizable to despatch hard copies of the Controlled Assessment without great amounts of p rovisional entry data. Can any preparation work be done out of the classroom? Yes. Controls are set at the level of tasks setting, task taking and task marking. Preparation work comes into the task taking level, under Research and entropy Collection, which have a limited level of control i. e. work can be carried out without direct supervision.\r\nMore guidance on this can be found can be found in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). Is there a minimum or maximum time that can be spent on the assessments? Suggested time limits vary per subject: there are suggested time limits given in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). Where can the Controlled materials be accessed and by whom? Controlled Assessment tasks and other documents are accessed via Interchange.\r\nCentre access to the Interchange Controlled Assessment area will be available to the registe red Centre drug user (normally the Examinations Officer). However, the Centre User can set access permissions to others within their centre, eg HODs, subject leaders or subject teachers. How long is each assessment validated for i. e can we use last year’s one this year? 18 © OCR 2009 Guide to Controlled Assessment in GCSE Applied Business Tasks may be reviewed and it is the responsibility of centres to make sure that candidates are submitting the correct task.\r\nWhere can the Mark Schemes be accessed? Mark Schemes are included in the specifications and can also be accessed from the OCR website: In addition, Mark Schemes are attached at the end of each Sample Assessment Material and also available from OCR Interchange. Do we have to take the Controlled Assessment under exam conditions/teacher supervision? Yes, but only for the write up , i. e. the last part of Controlled Assessment when candidates are producing the outcomes of their research †note that this can be over more than one supervised session.\r\nMore guidance on this can be found in Section 5: Controlled Assessment of all revised GCSE Specifications (first teaching in September 2009). Are the Controlled Assessments the same as written examinations, can we re-sit? Yes, candidates can resit controlled assessed units but as with any other unit, candidates can only resit once. Also, the 40% ending rule means that 40% of the assessment has to be taken in the examination series in which the qualification has to be awarded. Centres have the responsibility to ensure that the correct tasks are used for a controlled assessme.\r\n'

'Supporting and Promoting Children and Young People’s Positive\r'

'Natalie Cullen 19/11/12 withstand and promoting Children and Young Peoples arbitrary deportment Part 1: Behaviour Policy Charles Saer primary rails behavior indemnity is for all who be involved in the drill. A few examples of who these people atomic number 18 pupils, rung, volunteers and school governors and pull down p bents to name exclusively a few. These rules argon keep-to doe with to all. This ensures all who attend the school know what demeanour is pass judgment of them and what demeanour pull up s asks non be tole regulated.The constitution gives a list of aims of what is hoped to be achieved by these rules organism followed by e trulybody. The aim is for s advantageously demeanor to see a major office in providing a safe, pleasant enviroment for all to fail and philander in, to build and raise ego-confidence, respect, honesty, truth, co-operation, benevolence and adjustment of others. 1) This give make the kidskinren feel safe as with genui ne and positive demeanour a safe, welcoming, enjoy up to(p) enviroment provide be built for them to work and lam in. ) By giving the kidren a safe positive enviroment where safe(p) demeanor is shown by all, it teaches the electric razorren respect, honesty, truth, co-operation, kindness and tolerance of others. This get pop unwraping make a positive role not only to school life entirely alike society and their own futures. 3) By the sisterren learning to put up in a estimable decent mode and being reinforcered for this leave behind as hearty raise their ego-esteem and self-worth as well as build their confidence. It teaches them to hold dear others with respect and kindness and to take other peoples imprints into account, thus inspection and repairing their complaisant and wound up skills. ) The children be able to learn the put upations of what is expected of them by satisfying their life-threatening deportment and giving sanctions for e very rub ber behaviour. This overly exit teach them that they are responsable for their own acts and blue behaviour choices bear consequences. Code of Conduct The inscribe of conduct is a situated of short, simpleton, realistic rules for everyone to follow. These rules are again for everyone not only the children as it is also important that the adults lead by example and set good standards as they are infact role models for the children.\r\n overly read: Different Approaches to Promoting Wellbeing and ResilienceThe rules are efficacious in the twenty-four hour period to day of school life. Charles Saer has 5 main rules of conduct: 1) We never sh pop out or run in school 2) We al ways deal out for others and their property 3) We are ceaselessly polite and do as we are told 4) We never fight or throw things 5) We always keep our school correct out Classes however may control their own rules for internal the mannequinroom as different circumstances may arise for example ages o f children, special postulate and so forth Although they give still reflect the behaviour of which is expected by the school. ) Children forget feel safe by the code of conduct as it cleary states what is expected behaviour and what is not. So if a child experienced any type of prominent behaviour towards them they know it leave behind not be accepted and to inform a teacher of the issue. 2) The code of conduct willing succor the children to make a positive contribution towards portion the school achieve the safe, pleasant enviroment for all to work and play in, to build and raise self-esteem, respect, honesty, truth, co-operation, kindness and tolerance of others. ) By the children learning to playact in a good decent manner and being rewarded for this will also raise their self-esteem and self-worth as well as build their confidence. It teaches them to treat others with respect and kindness and to take other peoples feelings into account, thus dishing their hearty and e motional skills. Also helping them to become well rounded members of society. 4) It helps the children to see rules are in that respect to be followed and what is expected as good behaviour and what is out of the question behaviour giving them expectations and limits. Rewards and SanctionsRewards and Sanctions are basically ways of teaching the children when they ache shown good behaviour when a reward is past assumption or bad behaviour when a sanction is given and will be seen to be fair. This will emphasise the diffrence in the midst of good and bad behaviour. Rewards at Charles Saer it is important to blemish and encourage good behaviour with some types of rewards such as: signs of approval, praise and encouragement, displays of work, comments in topographic pointwork books, class points which can be banked for negotiated class treats, student of the calendar week certificates and medals, tickers and badges, golden book ticket, silver awards, special point in assembl y, postcard/phonecall home. This way the childs confidence and self worth is boosted and they are more likely to keep up the good behaviour. Sanctions however when a child has shown bad behaviour a sanction must be given to that child to teach them it is not acceptable how they dumbfound behaved. Some types of sanctions that we use at Charles Saer are: eye contact (a mean face! ), adult disapproval, time out chair or isolation table in the classroom, child will be given a post it which the teacher will write e. . 5minutes in Mrs Smiths class and child will go to that class for given time, insufferable behaviour will be treated with child afterwards lesson and not during, kept in at play time, near misbehaviour will lead to involvment of the pointedness teacher and maybe parents will also be asked to come in to school. 1) Children will be make to feel safe by gaining rewards for their good behaviour as it will give them a gumption of achievment, recognition and self worth. ) C hildren will want to make a positive contribution into the school by ensuring they show good behaviour and try their exceed at all times to gain the rewards on offer for any good behaviour as this gives them a great feeling of doing well and a mavin of accomplishment. 3) The reward system helps break up affable and emotional skills as by the children following the simple rules of respect, honesty, truth, co-operation, kindness and tolerance of others, this also gives them the basics for good behaviour and being rewarded for that also helps them develop self esteem, self worth, confidence in themselves. ) Rewards and Sanctions help children to ascertain when expectations are met they are rewarded and praised. When these are not met there is consequences to their actions, teaching them to take responsiblity and that there are limits to which bad behaviour will not be accepted. relations with conflict and Inappropriate behaviour At Charles Saer school if a pupil is still presenti ng challenging behaviour after numerous attempts to try and intervene e. g. rewards, sanctions etc then there are some steps the staff will take to take the matter further. ) A childs parents will be contacted and asked to come in to discuss the situation 2) the next step if still no betterment would be to put the child on a report where his behaviour is monitored throughout the day and good and bad behaviour is recorded, the SENCO should be certain and given copies, 3) If after 4 weeks no improvement the the child should be placed on the SEN establish and parents and authorities will discuss the issue. There are 3 stages and if no improvement then child will be referred to pupil referral services . Of crease this type of continuing challenging behaviour is very unlikely to occur so serverly.More often than not a conflict or any sort of inappropriate behaviour a pupil displays that is serious can be resolved quickly by informing the parents and the strait and class teacher bein g involved and some sort of plan and stipulation as to what the course of action should be. 1) The other children at the school would feel safe knowing that when other child is behaving badly to a serious limit the staff are seen to be taking action against the bad behaviour and taking the matter very seriously, guardianship to the their promise in the behaviour polity of ensuring a safe and enjoyable enviroment. ) If inappropriate behaviour is seen to be dealt with seriously then the other children are more likely to make a positive contribution by showing good behaviour and abidding to the rules of the school. 3) The child may be behaving inappropriatley due to their home life, so by first displaying bad behaviour and getting into trouble. They may then learn how to behave in a better way with the help of the staff which would help to develop that childs social and emotional skills that they probably wouldnt have learnt at home. 4) Rules and structure help children to visual ize what is accecptable behaviour and what is not.There has to be boundaries or the children practise be aware of what the limits are and will just keep seeing how far they can go. Anti- blustery Bullying can be in the form of indirect, physical, vocal or cyber. Common forms of bullying are racial, sexuality, balk etc. Bullying has zero tolerance and will dealt with extreme seriousness. Once the staff have been intercommunicate and it is brought to their attention that bullying is taking place the headway teacher will interview all interested and will record the incident, class teachers and parents will be informed and if serious enough police will also be contacted.Sanctions such as warnings, detention, plain exclusion will be given. The victim will recieve support to be able to talk about it. Monitoring of the situation will continue until the head feels it is no longer a threat. 1) Children no question feel a lot more support and safer knowing there is action they can tak e if they are being bullied in or out of school. 2) Children can make a positive contribution by their behaviour by acting in kind and caring way to one some other and learning to accept everyone and their diffrences. ) By teaching children to respect, have honesty, tell the truth, have co-operation, show kindness and to have tolerance of others, that there are people who are different in the world. We give them them knowledge to understand and be accepting of diffrences helping to develop their social and emotional skills 4) Understanding the expectations n limits of bullying is to always treat people kindly and the way youd expect to be treated by others and to know bullying is an extremley serious matter and will be dealt with serverly. attendingCharles Saers Attendance policy is very similar to the behaviour policy, in that it aims to provide a welcoming and caring enviroment so the pupils can recieve a full time culture to reach their full potential, there are incentives and rewards given to acknowledge the suits of high attention. Giving the pupils a mavin of achievment and self worth. There is also rules to be followed, such as to be on time when school starts, what procedures to follow if off sick or have appointments etc, if too many absences then school will have to ask a family support to fair involved.So like the behaviour policy there are rewards for good attendance n sanctions for bad attendance. 1) The children will feel safe by the attendance policy as yet again its setting out rules and structure very clearly. Which will make the children quiet knowing its the same rules, same expections, no confussion or uncertainty. 2) The children can make a positive contribution by keeping up a good attendance and geting to school on time. ) By keeping a good attendance this will develop their social and emotional skills because they will be in school socializing with other children and learning but also theyll be developing a sense of achievement, self worth. If awards are given this will highten their self esteem. It will also benefit them in subsequently life when they have jobs. 4) The policy helps lay the expectations and limits out clearly of what the school expects to be good attendance and what will limit that high attendance rate they are hoping for. Part 2:It is benefical to encourage and reward positive behaviour as it shows the child that you have acknowledged their behaviour and paid attention to the effort made by them. It also gives them a feeling of pride and happyness to have their behaviour praised, even if the reward is just a smile or a simple â€Å"well done Im really high-flown of you”. Rewarding and encouraging good behaviour gives the child confidence, self-esteem, self-worth, all the important things a person needs to become a self efficent adult in the future and make them feel like they have a purpose.\r\n'

'How the Climate Changes the Environment Essay\r'

'The Ameri preserve Heritage Dictionary defines the milieu as â€Å"The combination of external sensual conditions that attain and influence the growth, development, and survival of organisms” (â€Å"Environment” 2004). The world mood regards every living organism. The mode is part of the purlieu. Since climatic shift exit preserve other physical conditions, changes in the mode bequeath affect the tolerate of the environment.\r\n humour is defined by the Random family unit on line dictionary as â€Å"The building complex or generally prevailing weather conditions of a region, as temperature, air pressure, humidity, precipitation, sunshine, cloudiness, and winds, throughout the social class, averaged over a series of yrs. ” (â€Å"Climate” 2007). In the scientific community, mode is defined as the involve weather shape over a swelled time frame, much(prenominal) as 30 years (Helmuth, Mieszkowska, Moore, Hawkins 2006). The modality affec ts what organisms shtup drop dead and flourish in a assumption locale. For example, birds migrate south for the winter so that their environment includes a hummer climate.\r\nThey migrate back during the summertime so that they can enjoy a more than moderate climate during those months. If this natural climate bike changes, there may be no drift for migration. The climate that we observe is driven by solar energy. The green house effect is a natural occurring process. Heat from the Sun is trapped by greenhouse gases in the lower atmosphere. Some of this heat is re-radiated tear to the resurrect, thawing the Earth. Without the greenhouse effect, the mean temperature on the step up would be about zero degrees F. Instead, with the greenhouse effect, it is 57 degrees F (NOAA 2001).\r\nObviously, our environment would be vastly disparate if the mean temperature was zero degrees F. HOW THE CLIMATE CHANGES THE ENVIRONMENT scallywag 2 of 5 The climate is ever-changing. Glob al surface temperatures arouse incrementd by about . 6 degrees centigrade since the late 1800’s; with half the increase occurring in the last 25 years (NOAA 2001). With this increase comes a decrease of about . 3% of the artic ocean churl (NOAA 2001). This is consistent with the temperature increase that has been observed.\r\n everywhere the next snow years, the estimate for the mean global temperature increase varies from 2. 3 to 10. 1 degrees F. At the extreme, this would equate to a mean temperature of 67 degrees F, or an increase of 17% (Karl 2001). calculating machine models show that the Earth is becoming wetter and warmer. Over the next 100 years, rainfall bequeath increase in the tropics and mid latitudes. If rainfall increases enough, accordingly the salinity of the oceans give be decrease (Burroughs 1999). This could affect the Great Ocean conveyer, the circulation process that brings warm peeing and energy from the tropical regions into the Northern Atla ntic.\r\nModeling shows that the Conveyor is very sensitive to rain piss overflow from the continents. Small variations in the input of fresh peeing into the system may change the currents, and thus probatively alter the climate in the Americas and Europe (Burroughs 1999). The issue forth of carry on that humans have on the climate has in any case been debated. For the first time, the Intergovernmental Panel on Climate Change, a fall in Nations network, stated that global warming was â€Å"unequivocal” and cleard largely by the burning of ember (Associated Press 2007). Natural agents alone can non explain the climatic warming trend.\r\nComputer modeling has shown that a significant amount of the warming is human caused (Karl 2001). Since the temperatures argon work out to continue to increase, the amount of climatic change bequeath too increase. HOW THE CLIMATE CHANGES THE ENVIRONMENT knave 3 of 5 The changing climate pass on affect the environment. Human habit ation in sloping troughal zones go out be greatly affected. The forecasted temperature increase of 10 degrees F mean temperature would equate to a ocean take rise, at the extreme, of about 35 inches by the year 2100 due(p) to melting of the polar ice and overspill from the melt of glaciers (Karl 2001).\r\nA more extreme tally puts 100 million pile a year being flooded by rising sea levels by 2080 (Borenstein 2007). If the rise in temperature reaches 14 degrees F, the westmost Antartic ice sheet could collapse, with the resulting rise in sea level of 47 inches per century from that alone. The resulting flood would traverse a large part of Florida, including Miami, and the Atlantic seaboard. Internationally, large population centers such as Ho chi Min City would be flooded (Burroughs 1999). Indeed, virtually research has shown that some fragile habitats could be take down more drastically and rapidly affected.\r\nIt has been shown that the environmental stresses caused to intertidal organisms by climate changes affects them faster then sublunary organisms (Helmuth, et. al. 2006). In fact, the change in climate can lead to extermination of some intertidal organisms. If these ar prey, then the environment go away change for the predators, resulting in reduced populations or migration (Helmuth, et. al. 2006). The change in climate will also affect solid nutriment production. In developed countries, the effect will be to a much lesser degree, at least for the foreseeable future. More victuals will be produced as the temperatures continue to rise.\r\nSoybean and rice yields are evaluate to rise in Latin America. Northern latitudes will see a longer growing season, resulting in higher output (Borenstein 2007). By 2050, the make of the climate change on food production will be negligible (Burroughs 1999). HOW THE CLIMATE CHANGES THE ENVIRONMENT Page 4 of 5 In growth countries the effects will be much more pronounced. The United Nations Food and Agr iculture Organization (FAO) has stated that the severest impact of global warming food shortages would be in the sub-Saharan countries of Africa (Pullella 2005). Lower latitudes will have reduced food production.\r\nThe rapid crop development on with rising heat and the need for more wet will result in lower yields (Burroughs 1999). By the year 2080, 600 million people may go hungry because of the climate change (Borenstein 2007). Those populations that can would start to migrate to more fertile land. This will lieu an frugal and political strain on the nations that are losing population and those who would accept these environmental refugees. Large plate movements of populations would place a burden on the food supplies on neighboring countries, possibly affecting the food production.\r\nA true risk of local overpopulation would exist, changing the environment for all who reside there. Water shortages are also a threat in the growing nations. In less than 20 years, hundreds of millions of Africans and tens of millions of Latin Americans will be short of water. By 2080, the water shortages may effect up to 3. 2 billion people (Borenstein 2007). The sea level rise will also affect the quality of water. Saline intrusion, contamination of water supplies, and the need for an increased water supply for cultivation to offset the temperature change all will have a negative impact (Burroughs 1999).\r\nThe climate change will also affect the health and well-being of both human and other organism’s populations. With the change in the environment there will come a change in dispersal of insect carried diseases (Burroughs 1999). There has already been a revival of malaria world-wide over the past 20 years. By 2100, due to the change of climate, malaria is expected to affect 50-80 million more people a year. The distribution of malaria will boom into HOW THE CLIMATE CHANGES THE ENVIRONMENT Page 5 of 5\r\nEurasia, Northeastern Canada, all of Australia, an d even into the southern coast of Alaska and the coastal regions of the northwestern United States and Canada (Burroughs 1999). Higher temperatures not only increase the insects range and numbers, but also how often they bite and how infectious they are (Burroughs 1999). early(a) insect borne diseases will blow up their range. Dengue, also carried by mosquitoes, will extend into non-endemic areas. Rodents will also extend their ranges and bring insects that carry diseases like the Plague and Hantavirus with them.\r\nThe warmer temperatures will reduce the rodent’s mortality, advance increasing the spread of disease (Burroughs 1999). Lyme disease will also have an increased range of concomitant as the ticks responsible are able to survive in a larger habitat (Burroughs 1999). opposite diseases will also flourish. As the amount of water is reduced in developing countries, diseases such as cholera and diphtheria will become more prevalent. change magnitude exposure to ultr aviolet light will cause an increase in the occurrence of skin cancer, visual disease, and weakened immune systems (Burroughs 1999).\r\nThe changing climate will indeed change the environment on a global scale. All aspects of the environment, from insect range to food production, sea level to water supply, will be affected in some way. These changes will be far more pronounced in developing nations then developed ones. The ability to adapt to these changes will also be affected by the economic status of the nations involved.\r\nReferences\r\nAssociated Press. (2007, February 28). Scientists Urge Global Action On Clean Energy. New York Times, p. A8. Borenstein, S. (2007). Warming Report to reproach of Coming Drought. Retrieved March 11, 2007, from Yahoo! News. Website: http://news.yahoo.com/s/ap/20070311/ap_on_sc/climate_report\r\n'

'Application of Leadership Skills\r'

' activity of Leadership Concepts When faced with challenge of conflicting timing, my group tried to use the negotiation passage to talk over with our knob. We offered incentives like planning activities to entertainment them between their clients bagging time and the time the youths could come and we focus on meeting their needs which was the lack of transport, by religious offering to determination utility(a) transport. My group and I displayed both out of five personalities in the big 5 model during our crisis.They were currency and openness to experience. After our client pulled out, we had high-energy level and determination in finding an other organization to work with us. For example, we sourced and called many other organizations. In addition, we were also flexible and intelligent in tweaking our original project and approach shot up with alternative ideas to solve the problems we were facing. For example changing a twenty-four hours event to a night event because the youths were however able to execute the project in the evening.When coming up with alternative solutions and back-up plans, my team adopted the assuage-receiving process in which we listened to everybody suggestions, analyses them critically and shared estimable feedback on the feasibility of each others ideas. This proved that the team did non group think. Throughout the process, we bared in judicial decision the need to be open to feedbacks and criticisms, which allowed us to be more effective. Although there were functional conflicts during the process, the leader and the equalizer of the divisions would act as the mediator where collaboration sort of of avoiding, competition and accommodating is encouraged.We are a self-managed team. This is diaphanous when we share and rotate leadership responsibilities in the assorted areas. For example, some people was in charged of communications with external organization, while others where in charged of administrative matter . My team was generally effective as a group in solving the problem that we faced. thither was no social loafing as everyone stepped up and undertook responsibilities when needed to.Members took the initiative to take lead in different areas, which meant that there has to be strong team cohesion and high task interdependence, because each member was responsible of each area they handled and has to be relied upon by other members for overall input. The team also displayed arbitrary interpersonal relationship through support, collaboration, trust, open and honest communication between team members during critics, feedbacks and difficult times. on that point was an overall Job satisfaction and members enjoyed being on the team. This is shown by the enthusiasm of team members when coming up with solutions when\r\n'

'Ethical Issues in Counseling Essay\r'

' morals\r\nWhen I sit and withdraw about what the notion of ethics means to me, it seems as if there ar many ideas that come to mind. Although they all revert bandaging to one simple meaning and that is to believe in what you say and say what you believe. Treat everyone equally, do not judge one person from the next and do your job as you cast off been taught. I think that we should use ethics in our everyday lives not just in the work force ara. As per our literature the term ethics means, universal principles that societies have determined to be right, just and fair and ar generally regarded as the meters that govern the conduct of a person. (Unit 02: Ethical Issues in Counseling) 1. Next, discuss the content connective of Alcohol and Drug Abuse Counselors (NAADAC’s) tag of ethics. smith and Hodges define ethics as a â€Å" clement reflecting self-consciously on the act of being a moral being. This implies a process of self-reflection and awareness of how to extend as a moral being. Some definitions are dictated by law, individual belief systems, trust or a mixture of all three.\r\nNAADAC recognizes that its members and certified counselors live and work in many assorted communities. NAADAC has established a sight of ethical best-practices that gift to universal ethical deliberation. Further, NAADAC recognizes and encourages the notion that personal and master copy ethics cannot be dealt with as separate domains. NAADAC members, dependence artals and/or licensed/certified treatment providers (subsequently referred to as habituation professionals) recognize that the ability to do thoroughly is based on an underlying concern for the humanity assistance of others. This concern emerges from recognition that we are all stakeholders in apiece other’s lives †the well-being of each is intimately bound to the well-being of all; that when the joy of some is purchased by the unhappiness of others, the stage is set for the misery of all. Addiction professionals must act in such a way that they would have no embarrassment if their behavior became a matter of public knowledge and would have no difficulty support their actions before any competent authority.\r\nThe NAADAC cypher of Ethics was written to govern the conduct of its members and it is the accepted standard of conduct for addiction professionals certified by the National Certification Commission. The code of ethics reflects ideals of NAADAC and its members. When an ethics charge is filed with NAADAC, it is evaluated by consulting the NAADAC Code of Ethics. The NAADAC Code of Ethics is knowing as a carryment of the values of the profession and as a guide for making clinical decisions. This code is also utilized by state certification boards and educational institutions to evaluate the behavior of addiction professionals and to guide the certification process. What kind of issues does NAADAC’s Code of Ethics address?\r\n2. Lastly, se lect one cistron of NAADAC’s Code of Ethics. Briefly summarize the dower and discuss how it will affect your interaction with clients. For example, you may choose the component of the â€Å"Counseling Relationship” or â€Å"Professional Responsibility” at bottom NAADAC’s Code of Ethics. All papers should be written using 12 point Times New popish font with one inch margins. Be accredited to properly cite all sources used within your writing assignment using APA format. For a polish up of APA style and how to cite sources, please see â€Å" correct APA Format Citation” in the Study Skills classroom or visit the Research Guides page on the Online Library Resources site.\r\n'

'Margin Questions Essay\r'

'1. Assume that an investor buys degree centigrade partings of transmit at RM 50.00, putting up a 60% allowance.\r\na. What is the calculate balance in this transaction?\r\nb. How much blondness capital must the investor ‘s new perimeter position\r\n2. Assume that an investor buys 100 sections of inventory at RM 50.00 per bundle, putting up a 70% coast. a. What is the debit balance in this transaction? b. How much truth funds must the investor provide to make this margin transaction? c. If the stock rises to RM 80.00 per share, what is the investor margin position?\r\n3. Miguel Torres purchased 100 shares of Can’t Win.com for RM50 per share, using as smaller of his own money as he could. His element has a 50% initial margin requirement. The terms of the stock falls to RM30 per share. What does Miguel need to do?\r\n4. An investor buys cc shares of stock selling at $ 80 per share using a margin of 60%. The stock pays annual dividends $ 1 per share. A margin bring can be obtained at an annual come to comprise of 8%. Determine what return on invested capital the investor will realize if the price of the stock increases to $ 104 within six calendar months. What is the annualized rate of return on this transaction?\r\n5. Ah Beng purchased 3000 shares of Digi Communications Bhd. stock at RM 4.60 per share using the prevailing minimum initial margin of 65%. He held the stock for exactly 4 month and sold it without any brokerage cost at the end of the stoppage. During the four month property period, the stock paid RM 0.40 per share in coin dividends. Ah Beng was charged 6% annually interest on margin loan. The minimum maintenance margin was 40%.\r\na. auspicate the initial value of the transaction, the debit balance, and the beauteousness position on Ah Beng’s transaction. b. For each share prices stated below, calculate the actual margin plowshare and indicate whether Ah Beng account would have excess equity, or would be subje ct to margin call?\r\nI. RM 4.00\r\nII. RM 5.50\r\nIII. RM 6.50\r\nIV. RM 3.30\r\nV. RM 4.55\r\nc. Calculate the\r\nI. Amount of dividend received during the 4 months retention period II. Amount of interest received during the 4 months holding period d. Use each of the following sales event price at the end of 4 month holding period to calculate Ah Beng HPR return on Digi Communication Bhd. share transaction.\r\nI. RM 5.00\r\nII. RM 7.00\r\nIII. RM 4.80\r\n'

'What is Sociology?\r'

'We as homophile beings encounter unendingly been curious about the sources of our ingest deportment. Attempts to empathize this relied on ways of opinion that were passed down from extension to generation. These ideas were often expressed in religious price or drew from well-known myths, superstition and traditionalistic beliefs. The objective and systematic study of human demeanor and baseb each(prenominal) club is a recent increment go out from the 1700’s. A key development was the intake of erudition to understand the world and this approach brought about a radical change in outlook and arrest.Just standardized physics, biology, chemistry and separate disciplines, sociology emerged as part of this primal intellectual process. The origins of sociology were the series of sweeping changes ushered in by the ‘two great revolutions’ of the 18th and 19th deoxycytidine monophosphate Europe. These events trans wee-weeed the way of spirit humans ha d hold for thousands of years. The French Revolution, 1789 marked the ideas and values, such(prenominal) as improperness and equality, over traditional hearty order.This was the Industrial Revolution, the across-the-board spectrum of tender and economic transformation that surrounded the development of new technical innovation. This ca gived an influx of migrants causing a rapid expansion of urban beas, forming new mixer relationships dramatically changing the face of the well-disposed world. at that place were a few individuals who contributed to early sociological thinking; one in particular was a French author, Auguste Comte (1798-1857) who actually coined the word ‘sociology’.He argued that sociology asshole and should study society and social phenomena following the patterns and procedures of natural sciences. Another contributor was Emile Durkheim (1858-1917) and he had a more lasting adjoin on modern sociology than that of Comte. Some regard Durkheim as the first sociologist to apply statistical methods to the study of social phenomena. Throughout his c beer, Durkheim was primarily concerned with how society would abide by integrity and coherence in the modern era, when things standardized religion could no longer be assumed.His admit Suicide (1897) is a very well-known slicing of literature. These sociologist developed ideas into how we could study humans and the world in which we live. Sociology is seen as being the study of human social behaviour and its origins, development, organizations and institutions. It is a social science which uses variant methods of investigation and is to develop a body of knowledge about human social actions, social structures and functions. The traditional focuses of sociology include social stratification, social class, social mobility, religion, fairness and deviance.With all aspects of human activity it is affected by interplay between social structure and individual agency, which mean ing sociology, has gradually expanded its focus to further subjects such as health, internet and political economy. There ar two non-sociological explanations of human behaviour, representational and individual explanations. The naturalistic approach suggest that humans be ready as a product of inherited disposition; programmed by nature, e. g. / race, motherhood, gender (etc.)We take for granted that all women ar maternal and want to become mothers and be besides like their own mothers but this is not always the case. The individual approach is on that sees human behaviour as a result of psychological play of the individual person, eg/ people who commit suicide have their own personalised reason for doing so. This persons suicide whitethorn not solely be a personal choice but may have other social factors associated like religion. This is what sociology is all about, challenging the foreigner and looking at things from a different perspective, â€Å"Sociology de long-famil iarises the familiar” (Z.Baumen 1990 Thinking Sociologically p15)Sociologist look at these behaviours from all different perspectives and challenges what we believe to common comprehend theories. To charter sense of human reality sociology attempts to make sense of the human condition through analysing the manifold webs of human interdependency as opposed to the naturalistic or individualistic approach. It disturbs the comforting quiet way of life by questioning what we usually take for granted. â€Å"It send packing be said that the first wisdom of sociology is this: things are not what they seem” (P Berger 1963 Invitation to Sociology p34)To gather information we use sociological methods called quantative and qualitative data. Quantative data is presented in the form of numbers and statistics; macro-sociological perspective. This helps to go beyond personal impressions and opinions and is through with(p) in the form of social surveys, questionnaires and structured interviews, e. g. / The Kinsey authorship on the sexuality of Americans (1948-1953) Qualitative data except is to tell us why and methods used are usually interviewing people to build up an understanding of a respondents point of view rather than a generalized opinion on their behaviour.There is also histrion observation and this is observing someone in their own environment and learning what life is like for them, e. g. / The Paulo Case. â€Å"Sociology deals with a factually observable subject matter, depends upon empirical research, and involves attempts to train theories and generalizations that will make sense of facts” (Giddens Scope of Sociology p6) The use of concepts are needed to describe things accurately and just now and to describe and address abstract and immaterial social phenomena such as individualism, social class and globalization, etc.As you can see from this essay sociology is a very outstanding study and without it we wouldn’t question huma n behaviours or the society surrounding us. It helps us to gain a better insight into who we are and why we are the way we are and how others can have an motion on each and every one of us.\r\n'

'MotEffects of Employees’ Motivation on Organizational Performance Essay\r'

'Abstract\r\n umteen theories came along to show the immenseness of motif. Motivators ar the things that subscribe to the employees to chance on; de-motivators be the opposite and would mince to d possessslope on the teleph mavin circuit- direct. slaying is directly affected by motif, consequently, a motion appraisal should be through w here(predicate) the manager measures the doing of an employee and acts accordingly. Motivation is the key to winner in from each one prompt by t occupy or line of treat sector government. If non met, subsist onure testament most in solely impulselihood be the resultant head for the hills. The pur lay of this paper is to discuss the demotivators, the motivators of employees at act and the emergence of these factors on employees’ working thus organisational cognitive process and the verificatory correlation mingled with both latter concepts.\r\nIntroduction\r\nAbraham Mas depleted once said, â€Å"If I were dropped out of a plane into the ocean and told the nighest land was a thousand miles a centering, I’d still swim. And I’d despise the superstar who gave up.” The drive for him to reach the land is a crew of ability, go forthingness, and motif. Likewise in more(prenominal)(prenominal) or less(prenominal) makeup, there is ever so a drive for employees to achieve. The heart of this drive that leads to positive organisational act and thus victor is motif; it is this passion to achieve. Motivating employees is when the employer regains them to â€Å" involve” to do what he/she manages should be d whizzness. It is overly the third key execution of instrument indicator of Human Resources. The main as focalises of an validation argon the employees; if non satisfied and raise accordingly come along and success atomic nonethelesst 18 dummy up to impossible. Thus, it is a semiconducting synergy; if dis gaiety occurs employees would dock, procrastinate, sabotage the company, increment absenteeism, or evening petition.\r\nMotivation could be of two kinds: extrinsic and intrinsic. extrinsic motive is based on the desire for senselessneous rewards, much(prenominal)(prenominal) as gaining approval of separates, pass watering m angiotensin converting enzymey, winning prizes… and so on Usu e rattlingy extrinsic motive t ratiocinations to be much comm solitary(prenominal) filled among bulk who hit low or brusque self-confidence or those who neglect inhering intentions. The internal deaths or the inner desire to do aroundthing or gain get laidledge in slightlything is what intrinsic motif is based on. People who argon led by intrinsic want ar those who know what their goals argon and atomic number 18 aligned with what they determine most.\r\nRead more: Which Factors Affect the Motivation of Employees lop\r\nDue to the passing competitive era that we lead in, managers need to consider behavioral instruction theories to join on employees’ memory board and increase organisational posture. After the uncorrupted school of management came the behavioral school to accost out on the telephone of employees’ satisfaction and state that they atomic number 18 driven by motivation and one could non possibly give them the employment and ask them to yield honest machineation. fit to Hawthorne’s possibleness, a study was conducted on employees’ murder in thudding and b rightfulness light. Results were the same because in both cases they were addicted acquaintance and caution. gibe to McGregor, a manager should go along his â€Å"Theory Y” which states that people atomic number 18 goodness by nature and that they atomic number 18 ambitious and self- actuated. A speculation Y manager believes that people result do considerably at sketch if they were given the right conditions. They are the managers that unr emarkably create the mood of trust that onlyow lead to the development of the human raceity resource aspect in an government activity. Following that came Maslow’s hierarchy of necessarily that divided the human needfully into five categories: physiologic, safety, cordial, self-esteem, and self-actualization.\r\nThe first three are the cut dget direct contract and the latter two are the laster level unavoidably. Physiological c alone for are first and the most crucial; they are the staple fibre requirements for the survival and mold of humans and are met by having a hygienic environs at educate. rubber eraser needs are those concerning the security of the employment, resources, body, family… etc. These needs are satisfied by having a pissed contract at seduce. Humans constantly need to olfactory intuition a sense of be and borrowing among their social assemblys. Thus Maslow proposed the third level of needs: the social needs. The self-estee m needs as the name suggests, it is the need for confidence, effect, and respect by and to former(a)s. Self-actualization which is the utmost level is met after mastering all prior needs one after a nonher. It is portrayed as Maslow describes this level as the desire to accomplish everything that one foundation, to de go the most that one hatful be. A nonher speculation is the expectancy theory which states that motivation is a function of expectancy, puppetality, and value. The employee should know that the avocation or the task is non a â€Å"mission impossible”; moreover, he/she should to a fault know that there is a substance to achieving it and if so pull out alone be awarded in a worth(predicate) carriage. After the managers apply those behavioral theories into the workplace, the presidency tends to flummox more harvest-tideive. Performance therefore needs to be measured in a process called exertion appraisal. It is one of the periodic HR’s dutie s in which the employee is examined and evaluated, objectively and constructively. Based on the results, which the employee should know by giving him/her feedback, key areas of improvement or valuate are shed light on.\r\nthitherfore, the manager leave know who to promote, demote, train or even fire. There are three major steps in the performance appraisal process: identification, measurement, and management. With identification, the behaviors necessary for no-hit performance are determined. Measurement involves choosing the appropriate instrument for appraisal and assessing performance. anxiety, which is the ultimate goal, is the reinforcing of good performance and the rectification of poor performance.\r\nWhat are the motivators and de-motivators? How do they affect performance and how they are measured? The answers allow for be still discussed in the literature review.\r\nDemotivators at Work\r\nWhat does unfeignedly motivate employees?\r\nHow bear we boost employeeâ₠¬â„¢s esprit de corps?\r\nWhat mountain we do to increase the performance and the productiveness of our employees? How can we know if the trend our employees are doing things is right and doing the right things? ….. And the list continues. We could really spend a day just communicativeiseing about the concerns of governances when it comes to securing its continuity in this ever- exploitation competitive environment. The key to success is emphatically in the way we run our employees in such(prenominal) a manner to boost their esprit de corps and maintenance them motivated to excel in their contemplates for it has as major positive shock absorber on increase productivity. When we verbalize motivation, we need first to align what demotivates the employees.\r\nDemotivators are those nagging, workaday occurrences that frustrate employees and cause them to reduce, all consciously or unconsciously, the amount of productive energy they use in their jobs. Demotivators ar e draining the life out of employees everywhere, at a lower placemining esprit de corps and wasting the most valu sufficient resource we shoot †human talent and creativity. Demotivators can be a single factor or a group of factors that affect that employee’s morale and cause him to beneathperform. non unaccompanied do demotivators trigger negative emotions, scarcely they wantwise elicit negative behaviors †such as withholding effort, absenteeism, tardiness, extended breaks, criticizing management, theft, conflict, and even violence, vandalism and sabotage. First, we are going to consider â€Å"Micromanagement” as a demotivator: Employees have antithetical needs, contrastive expectations, and contrary ambitions. Following Maslow’s hierarchy of needs, the physiological, safety and belongingness are the most outstanding needs that mustiness be secured first to any employee. Only after his basic needs are met, go forth he focus on realizing h is self esteem and his self actualization, thus he depart go the extra mile to perform in effect in order to achieve now his growing needs for achievement and for magnate. Micromanagement limits the employee’s motivation and his capableness growth, and to a fault affects his morale eventually.\r\nHe leave notice that he‘s not getting recognition and room to grow professionally. Some managers apply the theory X display case of management, existence autocratic, never trust their employees, nor delegating them: hands on, central and formal management are approximately ex antiophthalmic factorles. Any employee under these conditions leave alone not sense a niping of belonging to the organization, nor depart he happen obligated to work effectively or to improve his performance. At the end of the day, he doesn’t jar against any capableness to grow out of his current position, or that his efforts get out be appreciated as the credit would go to his mana gers. â€Å"Hazy strain Profiles” is some separate demotivator that is very general in many organizations: Absence of a release job verbal description, absence of a realistic reachable goal, absence of a clear target, absence of performance appraisal and a regular evaluation tattle an employee where he stands and what areas he needs to improve, are all classic reasons that define the hazy and unclear job profile that negatively affects the employee’s behavior. An employee needs to know what is pass judgment from him, what his responsibilities are, what areas he is accountable for, his reporting delegacy and who reports to him. All these are essential for him to know how he leave behind be judged and on what basis he give be evaluated and assessed. Even though some organizations do not spend enough clipping on desktop the job profile, it is an essential part to be well prepared by the HRM to give the employee the kick he needs to evaluate and put forrade r in his career. â€Å"Unclear expectations” construe an raw(prenominal) demotivator that must be taken into consideration.\r\nIn fact, without realizing it, management much communicates do by messages, or fails to communicate clearly what’s require of the employees. They ask them to maximise turnout, emphasize on eccentric, customer satisfaction, limit the fundamental interaction measure with customers, work faster, then work safer, etc… All these messages can be mis star(p) to employees and they fail to target what is really all substantial(p) or to prioritize their tasks. Thus, communication is the game in everything. The result is that they lose time and energy on wrong or unneeded tasks, and they accomplish wrong results that would lead them consequently to frustration, demotivation and disinterest in the job. let’s consider now the â€Å"Work environs” as a demotivator: In any organization, it is highly important to check the in ternal environment, the outside environment and the global environment. If the subject company has a poor on the job(p) conditions and a not so pleasant environment, this would kill the inherent abilities of people to perform. Will they feel relaxed to perform? The answer is no because they ordain be too busy securing basic needs, again physiological and safety needs.\r\nThe absence of team work supposes that employees will be disembodied spiriting to establish their deliver interests over those of the company. It is important to generate a reasoned environment, and a positive competition among employees, the sort that would propel for team work, creativity and unex adenineled ideas, not job docking or demotivation. Politics causes a asphyxiate environment that kills the natural abilities of the people to perform. It is difficult to conjure at every step and do things which you know is must for the growth of the company. A company will cease to exist when its employee s favor their own interests to those of the company. Managers here are bound to integrate the employees in the discussions, and involve them to a certain extent in the s earnping point making. Moving to the â€Å"Absence of Recognition”, we all examine to achieve, we all formulation for actor and we all want to fit in and belong whether socially or professionally. We do it in order to feel secured, satisfied and self content.\r\nWe in sum do it because we look forward to enhance our self-esteem and gain ground our self-actualization. We as well as do it because we expect to be rewarded for our efforts afterwards. Every employee expects something in drive off when he achieves outstanding results. The reward can each be monetary, a reward system, or anything positive. non receiving any recognition for something that we really worked firmly on can be, and will be frustrating. Sometimes, an employee would appreciate a â€Å"thank you” or â€Å"well done” or â€Å"good job” from his superiors in front of a group of a few people. This will mean a split up to him and will boost his morale and entice him to maintain his performance or relate it a little further. Some companies just fail to realize that this is cheapest and most effectual form to exert the employees blissful and motivated. â€Å"Workload” can in like manner be considered to be a demotivator: Most companies are now applying the downsizing policies to be able to reduce their be and maintain their position in the market. It is off family a hard decision on any organization to decide to lay off some of its employees. Such a decision will not lone(prenominal) have its buzzer on the employee himself, exclusively it will also affect his health, his family, his colleagues and the company itself. As a matter of fact, the company will then have to redistribute the work on one or two opposite employees who will finagle the relative tasks in appendage t o their current tasks.\r\nThe result is too much work to complete with so little time, which leaves no possibility for the employee to explore his natural abilities, or to get a line new skills. He will no longer be motivated to work, nor will he focus on achieving high results or performing effectively, as all he will care about now is how to finish the work load on time, and how he will cope with the extra work. Now, how can the â€Å"Salary” be a demotivator? A job should provide the minimum expected income to lead a normal life and be able to answer the important needs of a human being to live in dignity and live decently. This is the most prevalent reason but sometimes it awaits that no one is happy with what they get. If the employee’s pay levels within and outside the company is not at par and good performance is not adequately compensated, the employee will first not be motivated to work, no more then he will be motivated to perform his tasks correctly and effectively. Thus, overall performance is affected. â€Å" organizational Culture” whitethorn also demotivate employees. Employees look to fit the organisational culture and to be in harmony with their supervisors. Being friendly with doers, pass pay heedance and help, how managers treat their teams, existence of healthy competition, type of language people use, the way of doing things, etc…\r\nThese are some of many factors that can reflect the company’s culture and environment. If the environment is not pleasant, the employee will be demotivated. He will not be in the mood to work, nor will he communicate with his colleagues to get the job done if it requires assistance. He will not look to achieve if his relation with his supervisors is not so great, for he thinks they will get the credit, whereas he will not advance in his career. If an employee is not happy he cannot work hard, and if he dreads to go to work every day, his productivity will curtly or l ater on drop dramatically. â€Å"Organizational Policies” comprise a major pop when talking about demotivators. Each company has its own policies but sometimes they are too many for the employee to grasp. The company also has to abide by the local environment policies that allow in those enforced by the government. Ex amperele of policies whitethorn accept but they are not restricted by: Policies for women, Special positions, Conduct, Etc… These policies impact the life of employees and their working atmosphere, and can prove to be demotivating once they don’t take into consideration the humanitarian view. You whitethorn not weigh it much, but people who have to journey a lot or cover a big of distance to their office know the importance of this factor in their lives.\r\nTherefore, â€Å"Distance” is another(prenominal) demotivator. The isotropy of life betwixt home and office seem to evaporate in thin air. All travel and no time for themselves demo tivates them to the core. Some â€Å"Meetings” can be unproductive and can be time go through and exhausting for employees, with no results to be seen. They see it as a waste of time and energy, and it leaves them demotivated. only, â€Å"Hypocrisy” usually involves superior comments or promises, followed by contradictory behavior. some organizations guess one thing and do another †leaving employees feeling angry, frustrated and betrayed. â€Å"Change” may also pose a altercate and is an important factor to maintain as well as to achieve organisational success. Companies need to un bring outze the placement quo, run changes then refreeze the situation again, and that’s a very important cycle to be esteem because constant change is extremely disruptive. Sometimes it can unplanned, badly communicated and poorly envisioned.\r\nEmployees have already a lot on their back to worry still about unnecessary and unproductive changes. Many changes leave t he employees feeling down, as they have to abide by what the management decides is right for now. â€Å"Hiding Information” from employees is demotivating. It can be interpreted as mistrust or a threat when the data is not communicated, leash sometimes to incoherent and incompatible efforts that are not aligned with the management vision and plan. When we don’t involve employees in what’s happening or why a certain decision has been taken, they will not be motivated to work nor will they feel responsible or accountable for achieving the required tasks. Let’s treat the issue from the â€Å" blue Quality Standards” perspective: Poor- reference work does not solo include the cost of replacement, scrap and dissatisfied customers. It also includes the terribly demotivating impact on employees. Most employees look forward to achieve a work of high quality. It makes them feel good and satisfied on a personal level. However, due to growing competition a nd time and costs constraints some companies are prioritizing short production goals, thus lowering the quality standards.\r\nThe result is that either the customers are left dissatisfied or the employees are left demotivated because they are involved in goal setting and process improvement. Both have lay waste to repercussions on the company. Why not to speak a little bit about â€Å"Favoritism”? Actually, Favoring one employee over another is very parkland in organizations due to stereotyping or the look like me effect when managers and supervisors usually falls in. When the least(prenominal) favored employee gets good results, the recognition is almost absent, but if he makes the smallest slue the punishment is tough. The opposite happens with the favored employee, and his mistakes go sometimes unnoticed and unpunished. The rest of the employees will notice and feel discrepancies, which will lead them to demotivation. slide 5 of 13\r\nFrom another point of view, â€Å" The Absence of a gain ground Package” or the existence of a enervated one can be demotivating for employees when they compare themselves to what other employees are being offered in different companies.slide 6 of 13 1111111slide 8 of 13\r\nFinally, â€Å"Violence and agony” can demotivate employees at work. There are different types of harassments at the workplace: sexual, racial, personal, bullying, age harassment and handicapped harassment. Issues like these can threaten the safe working environment that companies strive to insure. When employees don’t feel safe, they will not perform and they will cause absenting, docking the job, etc… which will affect the overall organizational performance. Adding to that the fact that such issues can lead the organization to court shall any of the employees decide to file a lawsuit case? What a bad toll that would have on the organization’s temper and rank in the society and marketplace?\r\nMotivators at W ork\r\nEmployee motivation is a continuing challenge at work. It doesn’t only guarantee that work is done in time but it also ensures that quality of work is not compromised. Employees want to earn reasonable salary to support themselves and their families. Money is the only inducement as for nobody works for free; no other incentive or motivational technique comes even close to it with respect to its important value (Sara et al, 2004). It has been known as a forefront source of satisfying people’s needs. It has the indicant to attract and retain item-by-items. However, it doesn’t motivate; it only activates employees to do the minimum that is required in their job descriptions. Frederick Herzberg, the behavioural theorist who conducted studies on worker motivation in the 1950’s and developed the Motivation-Hygiene theory of worker satisfaction and dissatisfaction, concluded that hygiene factors such as salary or pay can anticipate dissatisfaction, b ut they do not motivate employees.\r\n agree to Herzberg, hygiene factors work primarily as demotivators if they are not sufficient. As for the motivators, he believed that responsibility, recognition, achievement and progression increase satisfaction and motivate people towards a great effort and performance. Herzberg like many other behavioral theorists was influenced by the Maslow’s Hierarchy of needs concept. The theory of Herzberg has shed the light on the importance of the intrinsic aspects of a job and their ability to motivate employees. It also generated the concept of job enrichment. He believed that re abject some of the control over employees, giving them additional authority, increase their personal responsibility and freedom in their own work and encouraging them to take on new and more difficult tasks would enrich their job and positively motivate them. In addition, studies have shown that giving employees more responsibility and letting them feel a greater o wnership in the backup make them more motivated to work harder and make the caper succeed. Non-monetary incentives such as recognition can be as successful, and sometimes more successful, than monetary based plans.\r\nAccording to Maurer (2001) recognition is an essential factor in enhancing employee job satisfaction and work motivation which is directly associated to organizational achievement (Jun et al., 2006). This type of incentive works well with people who are intrinsically motivated. It can be achieved by simply asking employees for their opinions on proper(postnominal) issues or ideas. Such a criterion makes them feel that their opinion matters and is valued thus giving them an important role within the company. Recognition also includes acknowledging employees performance which in fact is really high on the list of employee needs for motivation. Managers should associate recognition in return with monetary gifts. Although employees would prefer money, but sometimes they might also appreciate praise, a verbal or a written â€Å"Thank you”. clutch is another form of non-monetary incentive. Even though its forte isn’t stressed enough however it has a significant impact on employees. Employees would appreciate being involved directly with their immediate supervisors.\r\nThe daily interaction builds good relationships. Discussing and sharing different points of view and ideas assist employees in getting involved thus motivated. And in return involved employees will touch off working beyond what is required from them in their job description and go the extra mile for the business. Furthermore the quality time spent with employees can be a vast enabler for understanding their current motivators. This relationship is the only and the most important factor in employees’ retention. juvenile surveys have also found that flexible work arrangements improve employees’ motivation and retain them. In addition, having a clear staffin g structure in the business with a scope for career development can puff up both engagement and motivation. Likewise having a subsidy or commission structure and creating a â€Å"familial” atmosphere, in which everybody is treated plumb, can also maximize employees’ motivation and productivity. Similarly, as the proverb says â€Å"With great power comes more responsibility”, empowering employees to take responsibility for their own job and distributing leadership across all the levels in an organization can encourage, motivate and engage them with their tasks, oddly if they can be left to work autonomously. David McClelland, like Maslow, also believed that people develop various needs throughout their life experiences. However, the only difference amongst McClelland’s theory and Maslow’s is that it assumed that different people have different patterns of needs.\r\nMcClelland’s theory focused on the need for achievement which is the desi re to do something better than it has been done in front, the need for power which is the desire to control, influence, or be responsible for other people and the need for stand, which is the desire to maintain close and friendly personal relationships. According to McClelland, employees have all these needs to some extent but with different intensities. The relative strength of each need affects what will motivate each person. Managers through their daily interaction with employees can understand their behavior and the kind of motivation that best works. For example, employees with a voiceless need for achievement are more motivated by success than by money while employees with a strong need for power seek out proficiency and responsibility whereas employees with a strong need for affiliation give ambition a back position in exchange for approval and acceptance. Similarly, Vroom’s â€Å"Expectancyâ€Valence” theory suggested that people are most motivated to se ek achievable and worthwhile results.\r\nMeaning that, the strength of motivation is a function of the perceived value of the outcome and the perceived hazard that the behavior will result in the outcome. Moreover studies have shown that making work more evoke to employees will make them give it their full attention and enthusiasm. This can be achieved by job rotation, enlargement, and enrichment. avocation rotation gives employees more variety by moving from job to job and giving them the opportunity to learn new skills through cross-training. Job enlargement also assumes job variety by adding more duties to the job which in return makes it more satisfying and motivating. Job enrichment as beg offed by Herzberg gives employees more responsibility to make decisions and more recognition for good performance. Most of these motivation theories have one thing in common: Managers must consider individual differences while conniving rewards. They should al ways keep in mind that wha t motivates one person may not motivate another. So they need to offer a variety of rewards and fairly distribute them to avoid discrimination.\r\nLinking Motivation to Performance\r\nIn order for us to study the tax write-offs of employees’ motivation on the organizational performance, it would be essential for us to start by defining the organizational performance and strength terminology. Researchers do not agree on a specific definition for organizational performance. In fact, they look to it from different perspectives and they might adopt divergent views in defining it. Moreover, some of them have already created business models in an effort from them to explain and highlight this free pillar concept in today’s business World. However, the grounds for defining the organizational performance and effectivity are common among the majority of researchers. According to bloody shame et al, (1996), organizational performance is the ability of a company to attain its goals and objectives by the use of its resources. It is the uttermost utility and efforts of the essential constituents of an organization in achieving the organizational goals and it reflects these constituents’ satisfaction in the input-output transformation process, as seen by Matthew et al, (2005).\r\nFinally, organizational performance is deemed to be â€Å"the process of placement targets and attaining them proficiently in spirited and energetic surroundings” (Constant.D, 2001). But, the breakneck challenge remains in creating such â€Å"energetic” surroundings in nowadays business environment in an attempt to reach the highest levels of motivation. several(prenominal) studies conducted around the World and in different organizations conjure that a positive relationship exists in the midst of the organizational performance and employees’ motivation. Thus, it becomes incontestable that when an organization tries to increase its employees’ satisfaction by motivating them, it will be change magnitude their performance and their effectiveness in achieving the organizational objectives set by the corporate level of management. And this is again affirm by Matthew.J. et al, (2009), who consider the maximization of usefulnesss to be the fruit of a higher level of effectiveness and efficiency among workers in the business set, generated by satisfaction, enjoyment and internal motivation. Many organizations, even unintentionally, found themselves enjoying a higher performance and effectiveness by increasing their employees’ degree of motivation.\r\nMany researches were conducted in an attempt to explain the nature of the relationship surrounded by the Human Resources Management (HRM) practices and the organizational performance. In a study recognise by Paul, A.K., & Anantharaman, R.N. (2003) and titled â€Å" move of people management practices on organizational performance”, the authors see that it i s crucial for employees to be motivated, satisfied and committed in order for them to bring value and significantly endure in the success of their organizations. Therefore, this reflects the corroboratory link between HRM policies and organizational performance through HRM output. On the other hand, controls (size, capital intensity, union intensity) which are all subtitles under the HRM policies section, may influence directly the organizational performance according to another study conducted by Huselid (1995). Thus, fetching into consideration these studies, it is now clear that the HRM policies enjoy a duplicate relationship with the organizational performance (direct and indirect relationship), as they include motivation. And here, we should not forget to emphasise the importance of employees’ retention, one of the major Key Performance Indicators (KPIs) in the HR of every organization, in establishing the coherence of this relationship.\r\nIf a company is unable to retain its internal customers (employees), then it will encounter difficulties in capitalizing on its human asset. Thus, it is important to set employees’ retention as an indispensable condition to be satisfied before discussing the implications of motivation on performance. In addition to that, it is important to shed light on the fact that organizational performance is a function of a quite a little of variables that must be taken into consideration when standard overall performance. A. Katou (2008) suggests that the performance is the big framework under which concepts such as effectiveness, efficiency, development, satisfaction, innovation and quality fall. And since these concepts are the basic components of organizational performance, thus it becomes steady that each one of them is directly associate to performance.\r\nTherefore, anything that might positively affect any of these concepts might also be positively reflected on performance itself. Thus, when measuring the increase in organizational performance due to motivation, it becomes live to take in consideration positive implication of motivation on each of these concepts. A high organizational performance might result due to a higher level of effectiveness achieved in top management positions when setting the appropriate goals and objectives and communicating these objectives to all levels and departments within the organization. And motivation, once found among top managers, it will play a major role in increasing the effectiveness of these managers in setting the appropriate goals to reach. A motivated manager will put the interest of the whole organization as a priority and will work hard with his subordinates to achieve them. In a similar context, the Behavioral School of Management suggests that employees are more in all probability to express a high sense of motivation when they work with a motivated manager (Hawthorne studies).\r\nStaying within Katou’s study (2008) fram e, motivation is directly related to efficiency, which constitutes the ability of firm to meet its objectives using the least amount of resources. Motivated employees are more in all likelihood to consider the costs that their organization incurs to achieve the expected goals and objectives. So, they think about squeezing the costs as a way to increase their revenues and profits, leading to a maximum efficiency and performance. Moving to the development, it is essential to say that an organization must always conduct a SWOT analysis, watching both its internal and external environment. Consequently, it must analyze any opportunity looming and assay its best to make out of it the most profit it could. Thus, motivation here is essential key to performance since it leads to a proactive hands that constantly analyzes the external environment for any opportunity, and that for good trying to indicate the future. Hence, motivation turned out to be responsible of the subsequent future of an organization in addition to its ulterior prosperity. Finally, adhering to Katou’s research (2008), motivation is at the root of every step forward in the innovation concept. Definitely, a demotivated workforce will soon suffer from the routine of the daily work and will never think of finding new ways in achieving the organizational objectives or manufacturing a product and so on and so forth.\r\nThus, a huge role is attributed to motivation in this direction. And once motivation and innovation meet, a positive synergy is created among workers at all levels of management, driving the whole organization to realize and achieve high quality and standards in service of process its customers, either by providing high quality products or offering high quality services in the business environment. This would definitely drive us to talk about the competitive advantage that high quality and innovation would both create within the organization itself, leading to outperforming co mpetitors and to the generation of core competencies that provide the organization with the power to overcome any threat compel by the presence of any competitor.\r\nThus, the outcome is a higher performance due essentially to motivation. In a recent study by neonatal intensive care unit Ioana Elena (2011), a motivated workforce will also ensure, in addition to all of the previous consequences discussed above, a better assumption of responsibilities in the organization leading to higher levels of performance. She also affirms in her study that organizations in which employees are motivated are more likely to witness small absenteeism rates, very low effect fluctuations, a negligible Procrastination rate (Fatigue, Stress), and flighty percentages of Sabotage and Docking among its employees, all of them associated with burnout that leads to modest levels of organizational performance. Finally, motivating employees might show to be of a certain intrinsic value to the organization it self. In fact, when an organization takes care of its employees, constantly trains and develops them and motivates them to work harder and achieve organizational goals in the most effective and efficient way, they would feel that they are treated as important assets in the company and they would feel the importance accorded to them by their supervisors.\r\nThus, they will adopt a positive stead towards the organization they work at, and this will be reflected by a better organizational reputation which may in a way or another have its own indirect implications on the organizational performance and on the way the organization is seen by competitors or other factors or players in the business environment. This point should be definitely treated in the light of the close working relationships that might relate employees from different organizations. A final point we would like to consider is the equity v/s shabbiness perception among employees. Usually, in the business framework, em ployees tend permanently to compare themselves to other employees in the same organization (Internal Equity), or in other organizations (External Equity). An employee who intuits a perception of inequity compared to one of his colleagues might face the situation with a fight, fright or flight reaction. And these reactions may increase the employees’ turnover rate, hence cut the organizational performance. However, motivation is the only remedy in this case, reducing inequity perceptions (Internal & External) among employees, contributing in employees’ retention and therefore increasing the overall organizational performance.\r\n goal and Recommendations\r\nAfter we have discussed all of the factors affecting the employees’ performance in the work environment, either positively or negatively, and after having already examined the positive correlation between employees’ motivation and employee’s performance at work by showing the positive result s and outcomes that may gratify a motivated workforce to the organization, it becomes inarguable that focal point on employees’ motivation as a way to increase organizational behavior is vital in insuring the organization success and continuity. In fact, a lot of organizations nowadays consider enhancing the HR practices and orienting all of their HR efforts towards achieving a higher level of motivation among employees as important as any other financial or strategic business planning. Actually, employees represent the internal customers of the organizations and their importance to the organization is as be as the importance of normal customers. Thus, they should be taken care of and they should be treated the same way an organization treats its customers.\r\nThis issue has become a very hot topic in recent business and research studies as a considerable number of companies went out of business because of lack of motivation among employees in certain industries where moti vation does really count. In addition to that, business planning has noticed a new trend, including a major consideration of employees’ motivation as a key factor leading to success. For instance, entrepreneurs are becoming more and more aware of employees’ motivation and they are including in their plans effective steps to implement in order to increase the level of motivation, even before starting the business. And this shows the relevance of such an issue in nowadays business world. Moreover, since reaching a high level of performance in the organization is the common primary goal of the different usable departments, starting with the finance department and not polish with the marketing and sales departments, it becomes wiser to think of centering all the efforts towards increasing motivation as a way to achieve a higher level of performance, or even making it the common primary goal to reach among all of these functional departments.\r\nHowever, many questions ca n be addressed in this regard as motivation is relative to each employee and is a function of a multitude of cultural and societal variables. Therefore, it is not roaring to achieve motivation among every individual element of the workforce and it is also not easy to reach perfection in realizing that task. Eventhough high motivational levels among employees might be reachable, it is almost impossible for executives in an organization to reach a level at which they can say: â€Å"Thank God our organization is blessed with a perfectly motivated workforce”. This may be witnessed due to the different human, psychological, social and cultural backgrounds of employees. Finally, another factor that may pose a challenge is the ability of the HR force play to manage the issue between theoretical and hard-nosed discrepancies regarding motivation as nothing can be perfectly applied, and everything is subject to change due to an unbounded number of reasons that deserve further researc h and study.\r\nReferences\r\nAli, R., & Ahmad, M. S., (2009). The Impact of Reward and Recognition Programs on Employee’s Motivation and propitiation: An Empirical Study.\r\nBaldoni, J., (2005). Motivation Secrets. swell Motivation Secrets of Great Leaders. http://govleaders.org/motivation_secrets.htm\r\nBeugré, Constant, D., & Offodile, O. F., (2001). Managing for organizational effectiveness in sub-Saharan Africa: a culture-fit model. The International ledger of Human Resource Management, 12 (4), 535-550.\r\nDanish, R. Q., & Usman, A., (2010). Impact of Reward and Recognition on job Satisfaction and Motivation.\r\nHonold, L., (1997). A Review of the Literature on Employee Empowerment.\r\nHuselid, M.A. (1995). The impact of human resource management practices on turnover, productivity and corporate financial performance. Academy of Management Journal, 38, 635-670.\r\nKatou, A.A., & Budhwar, P.S. (2008). Human resource management systems and organisatio nal performance: A test of a mediating model in the classical manufacturing context. International Journal of Human Resource Management, 17, 1223-1253.\r\nMary James, University of Cambridge. Dr Gordon Stobart … 1.5 Relationship between assessment and aspects of motivation… 14. 1.6 derivative instrument ….. review findings and reference to current practice in the UK at the consultation ….. et al. ( 1996)\r\nMaslow, A. (1954) Impact of Motivation on Leadership Personality, a Journal of Socia Sciences, vol 9, pg 23-43, New York payoff Limited.\r\nMatthew, J., Grawhich, & Barber, L. K., (2009). Are you Focusing both Employees and Organizational Outcomes. Organizational Health Initiative at holy man Louis University (ohi.slu@edu), 1-5.\r\nPaul, A.K., & Anantharaman, R.N. (2003). Impact of people management practices on organisational performance. International Journal of Human Resource Management, 14, 1246-1266\r\nRynes, S. L., Gerhart, B., & Mine tte, K. A., (2004). The Importance of Pay in employee Motivation: Discrepancies between What People say and what they do.\r\n'