Tuesday, August 6, 2019
My Future Job Essay Example for Free
My Future Job Essay Do you like the thrill of working in the hospital’s emergency department? Maybe you prefer the calmer and less stressful settings of a medical clinic. One thing we all must choose upon graduating is the work place we would like to see ourselves in. For me, I would like to work in a medical clinic or doctor’s office. I prefer the 8 to 5 schedule that you see in an office setting as to the crazy hours hospitals keep. As a working mom, this will benefit not only me, but also my children. Because I have a remarkably relaxed personality, I would work better in a medical office. I do not work well under extreme pressures. Do not get me wrong, I realize that even in a doctor’s office, things can get hectic at times; but, even on the worst of days in an office is still not as stressful as working in a hospital. Having a set schedule with no working holidays or weekends is much more favorable to me as I will be a working mom with two small children. This schedule will allow me to spend quality family time with my children and provide income to care for them. I will have the chance to help with homework and still be able to be there for significant events such as sporting events or spelling bees. Another way that this schedule will help me is that, on holidays and weekends, I will not have to struggle to find a babysitter or put my children in daycare. This in turn, will save me money. Another reason that I would prefer the medical office setting is the fact that I will get the chance to know each of the patients. I am truly a people person; I would rather get to know someone rather than rush around them. In an office setting, I will have the opportunity to spend more time with the each of the patients and get a feel for who they are, and better ways to help them. Knowing the patients is a momentous challenge that is worth all the rewards it brings. I have seen a myriad of patients switch providers for the fact that the doctors, nurses and staff seem uncaring. When you get to know the person and are able to empathize with them, you not only establish better care for what the patient needs but also gain the trust and respect of the patient. As I see it, these are the only reasons I need, to recognize exactly where I see myself working. Having a job that meshes well with my personality is indispensable to me. I want to wake up each morning and not be able to wait to go to work. The financial stability, while still being able to watch and help my children grow is priceless to me. There is nothing more valuable than being able to be there to support your children in all that they do; having a job that allows me to be there is the only kind for me. Plus add in the benefits of getting to know another unique human being on a daily basis, and helping them prosper, makes working in a medical office the perfect job for me.
Monday, August 5, 2019
Concepts of Operations Management to the Fast Food Industry
Concepts of Operations Management to the Fast Food Industry INTRODUCTION: The ability of every organisation to make profit and sustain in this competitive world revolves around its competency to perform its operations accurately. Hence although the term Operations Management seems to be recently evolved. It has oriented with the industrial revolution itsef. In a lay mans language, operations management is the effective and efficient running of the various resources within an organization. The work below looks at the various theoretical concepts of operations management and how these are applied in the practical from in the various industries. It looks the interrelation between operations management and strategic objectives of an organisation. It can be rightly said that if these two concepts have to merge appropriately for a company to survive and make profit. OPERATIONS MANAGEMENT: Operations management can be explained as providing the finest service at the lowest possible prices. This objective can only be achieved if each and every operation within the organisation is managed optimally. The various operations within an organisation that needs to be managed are financial operations, capital management and human resource management. The legitimate and accurate management of these valuable resources results in successful operations management according to Stevenson 1993, Operations Management can be described as follows management of systems and processes that create good sand/or provide services(  as cited in J.Bicheno and B.Elliot,1977,p9). A more detailed definition of operations management is given by J.Bicheno and B.Elliot 1997, a field study that focuses on the effective planning, scheduling, use and control of a manufacturing or service organisation through the study of concepts from design engineering, industrial engineering, management infor mation systems, quality management, production management, accounting and other functions as they affect the operations. (J.Bicheno and B.Elliot,1977,p9).According to Mahadevan, Operations Management is a systematic approach to address all the issues pertaining to the transformation process that converts some inputs  into output that are useful and could fetch revenue for the organisation.(B.Mahadevan,2007,p5).Thus a detailed study of both the definitions states that Operations management is concerned with the accurate management of the various operation within any kind of organisation so as to maximise results by minimum use of resources. Thus for any organisation to perform successfully, it is mandatory to strictly monitor the smooth functioning of the various operations within the organisation. Thus in brief the role of operations management is to transform the input into output in an efficiently manner.  Following are some of the benefits of effective operations management: Improves the productivity of the organization.  Minimizes the cost of the organizations.   Helps in forecasting the various trends within the market.   Avoids duplication of work.   Helps in intelligent use of resources.   Guides the company to provide excellent services and products.   Helps in developing solutions for the various problems faced by the organization. (B.Mahadevan,2007,p6,7) (C.Vidler, 2001, p7). INTRODUCTION TO MCDONALDS Every organisation that exists in the market has a goal set that has to be achieved by it within a given frame of time. These are goals can also be called as strategic objectives. Each organisation before entering the competitive market sets its strategic objectives and also develops a strategy to achieve the same. The organisation that is being studied is a famous chain of Fast Food Restaurants, McDonalds Corporation US. Its an organisation that started in 1940s by two brothers Dick and Mac McDonald. They stared a small restaurant in California in 1940s.Another personality that completely changed the fate of this organisation is Ray Krocs. A combined effort of all these three entrepreneurs resulted in an organisation which is one of the leading fast food restaurants. (web-1) .Some of the objectives of McDonalds Restaurant is To cater good quality food to the customers in an environment that is benevolent and    enjoyable. To keep their shareholders happy by providing good returns to them consistently. Their aim is to serve food at a faster pace which has value for money and impeccable taste and quality. They are also aim in perform their corporate social responsibilities in an effective manner. They are also doing their duties by being an eco friendly organization. A look at the various strategic objectives it can be concluded that McDonalds has set up a defined set of objectives. They also have developed various strategies to achieve these objectives. The three features that the organisation concentrates on are quality, speed and satisfying customers. The restaurant has carried out many training programmes for the crew members so as to achieve the best customer service. They also focus on the ambience of the restaurant and put a lot of effort to maintain it. They also have special kids section in some restaurants so that the children and parents can have a quality time at one place. Cleanliness is not only maintained within the restaurant areas around the restaurant also cleaned up on a regular basis. They also perform corporate social duties judiciously. They support a charity which helps the old people. McDonalds has also stopped using plastic bags and promotes the use of paper bags. They also propagate the idea of re cycling. There are many operations within the organisations. The main operations within McDonalds are  ·Ã‚         Procurement of raw materials and machinery  ·Ã‚         Production and Quality Maintenance  ·Ã‚         Pricing  ·Ã‚         Advertising and Marketing  ·Ã‚         Customer Service  ·Ã‚         Corporate Social Responsibilities Procurement of raw materials and machinery: The main strategies used by McDonald have to maintain the inventory is JIT, Just in Time. According to Modem, JIT can be defined as a production system to produce a kind of unit needed, at the time needed and in the quantities needed (W.Jedlicka, 2009). The idea behind this is to reduce the cost of inventory management. This also helps in providing fresh food to the customers. This stragey is successful since the mangers in the restaurants do a daily stock count at the end of the day to keep a track of the avaiable things and things that have to be ordered. This also helps to double check the sales that are performed by the restaurant. Another strategy that is used by the restaurant is the First in First out (FIFO). According to this startegy the make it a point to sell product that have arrived earlier first and then the latter ones. The whole stock management process is designed in such a manner that this principle of Just in Time and First in First Out is strictly followed. Production and Quality Maintenance: In this phase the raw materials used are converted into finished products that are presented to the customers. This is a very important step. The kitchen crew is trained to produce the products by following a standard protocol. Every product that is created in the McDonalds kitchen has to follow the protocol so as to maintain the standard and quality of the products. Handling the production bin is a very important task. Every item that is produced has a certain shelf life after which it is declared to be unfit for consumption. Hence the food items are produced sloley on the basis of demands. During the busy hours there is always a manger on the production bin who manages the bin. It is only during this period that food is created a little in excess based on the expected crowd of customers. This is a strategy used by the restaurant to avoid long ques and to provide fresh food at a faster pace. Another measure that is taken by the company is the use of labels. Every ingredient with the kitchen has a label on it. This label states the time by which this product should be used and when the product should be discarded. Such a system helps in maintain the quality of the food served. The company also has the program of Mystery Shopper. In this program a member from the companys head office visits the individual restaurants as a regular customer to check the various aspects. This visit not only checks the quality of the food, it also checks the service provided to the customers, cleanliness within the restaurant and the overall experience in the restaurant. Thus we can see that effort is done by the individual restaurant and the company as well to maintain high standards in terms of quality of food. Pricing: The fact that McDonalds was making a good profit even during the time of recession is a clear reflection of the fact that they have a well developed pricing strategy. They are one of the few restaurants that have a very well established 1 £ menu as well. This pound menu not only includes only one item it has a mix of all products that can be bought. Thus it is not only cheap but also provides variety for the customers to choose from. Even the regular meals are priced rightly. Hence the customers do not hesitate. Thus in short one can surely say that dining at McDonalds is not a good experience that is not too heavy on the pockets. Advertising and Marketing: McDonalds uses many channels of advertising like print media, bill boards, television advertisements and also sponsorship. Any new product that enters the menu is well advertised and marketed by the company. They create a great amount of awareness of the product that is being launched. Thus attracting the customers to their outlets.  Vouchers are also provided to the customers. It has been noticed that this startegy of providing vouchers is one of the major attraction for the customers. They also have promotional activities. Some of the promotional activities that are done by the restaurant are providing Coca-Coal glasses with every purchase of a large meal. They also play the game of monopoly in this every product that is sold to the customer has a sticker which may either be a part of the monopoly game or will be a coupon for a free product from their menu. Another marketing strategy that is used by the company is the use of loyalty cards. This helps in compelling their customers to come back to the same place. They also use the strategy of innovation. In this there will able a particular range of new products that will be available for stipulated period of time. Once this time period is over they will have a new product that takes it place. Hence there is something new every time a customer walks- in. This helps in retaining the customers. Customer Service: This operation forms the base of the organisation. The aim of the company is to make the experience at the restaurant a unique one. This is only possible by providing excellent customer service. The company trains the newly recruited employees for providing excellent customer service. The crew members are asked to be sensitive to the needs of the customers. Although they have a protocol to treat the customers the employees are given the liberty to act according to the need of the situation. Especially in the case of senior employees and mothers.  The company strongly believes that only if a customer is comfortable at the restaurant will they come back. Hence all measure is taken by the store employees to make sure that the customers are completely satisfied when they leave. They also have crew training programmes on a regular basis to upgrade the service and to develop new skills. Regular meetings are conducted to deal with any issues that are faced by the employees. T he company also promotes the crew members to take part in the various programmes that are conducted by the company. Thus motivating the employees. The company does annual appraisal in terms of salary as well as position based on the employees performance. Corporate Social Responsibilities: According to P.Kotler and N.Lee, Corporate social responsibility is a commitment to improve community well-being through discretionary business practices and contributions of corporate resources (P.Kotler and N.Lee, 2005). Thus it can be seen that CSR has to be a way of functioning of every business that exists. This function has to be implemented in every activity within the business. McDonalds officially absorbed this function into their operation in 2007; it was at this time that they developed a Sustainable Supply Steering Committee (SSSC).this committee was responsible to keep a check on the supply chain activities within the organisation. The company adopted the Three Es into their supply chain. These are Ethical Responsibility, Environmental Responsibility and Economic Responsibility. The idea behind adopting these were to make sure that all the operation carried out within the organisation follow a ethical pattern  (Web 2). The company has also developed a Global Advisory Council (GAC) in 2004 that provide advice as to how create a menu that provides healthy nutrition and a balanced-diet to the customers. (Web-3) Thus we see that every operation within the organisation from the procurement of raw materials to the disposition of corporate social responsibilities is performed diligently by the organisation. A smooth co -ordination between this function is the secret to the success of the organisation. This individual operation has to be controlled in an effective manner for the overall stable performance of the organisation. QUALITY, RESOURCE AND TOOLS MANGEMENT: The word quality has different meanings based on individual perceptions. For some quality of product or service means. The nutrition value or standard of the product or service for some others quality is that the product or service should meet their requirements satisfactorily. In some other cases quality means value for the money that has been spent. Hence there is no definite way in which quality can be described. However an official definition of Quality has been given by International Organization for Standardization ISO 2000, the extent to which a group of intrinsic features (physical, sensorial, behavioural, temporal, ergonomic, functional, etc) satisfies the requirements, where requirement means need or expectation which may be explicit, generally implicit or binding.  (A.Illy and R.Viani, 2005).Another pragmatic definition of quality is given by Harrington 1990, Meeting or exceeding customer expectations at a cost that represents value to them. (A.Illy and R.Vi ani, 2005). In any company quality of the product and service is based on resources, tools and systems used by the company. McDonalds serves beef patties, these patties are made from cows that are corn -feed in the U.S and some of these are also imported from Australia and New -Zealand. These patties are instantly frozen to maintain the freshness and quality. This process of freezing is known as Individual Quick Freezing developed by Herb Lotman. Herb Lotman is the founder of the Keystones Company, which is one of the major suppliers of McDonalds. The French fries are cooked in Canola Oil which provide 0 gram of Trans Fats. Salads that are served at the restaurant are freshly prepared in the restaurant as per the request of the customer. No preservatives are used in the salads that are served in the restaurant. Most of the fountain drinks that are served at the restaurant are regularly monitored to maintain optimum quality. All milk based drinks are well pasteurised and mainta in high standards and quality. McDonalds coffee which is very famous is obtained from Brazil, Gutaemala and Costa Rica. The equipment that is used in the McDonalds Kitchen is Grills, Microwave, Shake Machines and many more. The grills are standardised to cook a particular meat, so they automatically set the time for cooking the meat. These grills are cleaned on a regular basis at the end of the day with strong solvents to ensure its cleanliness. The shake machines and the fountain drinks machines are regularly cleaned to ensure quality of the drinks. The fries are cooked in the frying vat at high temperatures. The quality of the oil is checked regularly to maintain the quality of the food. TOTAL QUALITY MANAGEMENT AN ANSWER TO ALL QUALITY ISSUES: The perfect way to imbibe quality as a part of the organisational culture is by adopting the principles of Total Quality Management. According to A.Rawlins, Total Quality Management is a way of managing to improve effectiveness, flexibility and competitiveness of an organisation as a whole. (R.A.Rawlins, 2008 p19). This concept of TQM proposes that quality is not a term that should be confined to the end product or service. Quality has to become a part and parcel of every operation within the organisation, thus making it an obligatory to maintain the same at every step. According to G.K.Kanji and M.Asher TQM can become a part of the organisation if its principles and concepts are applied accurately. They have given four principles of TQM and eight core concepts for TQM.                  Principles                                        Core Concepts   I.        Delight the customer:          Customer Satisfaction, Internal Customers are real  II.       Management by Fact:          All work is process, Measurement  III.      People-based Management: Team work, People make quality  IV.      Continuous Improvement: Continuous improvement cycle, Prevention. If all the areas mentioned in the above diagram are well managed this will result excellent functioning of the organisation. In which quality is maintained at every step hence there will not be any quality related issue. (G.K.Kanji and M.Asher, 1996, p1). Advantages of Total Quality Management: 1)      Helps the organization to concentrate of the market trends. 2)      Inculcate a culture of quality in every aspect of the organization from top to bottom. 3)      Regularly assess all the process within the organization to eliminate outdated processes. 4)      To continuously develop new strategies for the company to achieve the changing strategic objectives of the organization. 5)      To work as a team and have problem solving attitude. 6)      To keep the goal and achievements of the organization well communicate d at every level. 7)      To always involve in a continues development programmed.  (R.A.Rawlins ,2008,p20,21). SCOPE OF IMPROVEMENT: No organisation a be sated as perfect because there is room for improvement. An organisation that always updates or modified itself according to the need of the market is always successful. Carrying out a SWOT analysis is the best possible way to identify the weak links within an organisation. There is a lot of speculation on the companys role in providing nutritional food. As obesity is one of the major health issues in the current scenario. The company will have to reinforce as to how they are contributing to the society by providing food of the top most quality. It has been noticed that McDonalds faces the problem of high rates of attrition. This is a serious threat for the company as it is based on customer service. The reason this becomes a major issue is because it become an additional cost. As well the can also affect the companys sales and overall image. An unpleasant experience in the restaurant can be a major disaster. This can result in bad or negative marketing for the or ganisation. Another issue that is faced by the company is the health issue. The effect of this high turnover ratio on the organisation is as follows: 1)      High financial cost in terms of training the employee every time. 2)      Lack of trained employees can result in downfall of the organization. 3)      Reduced productivity and interruptions in the workflow 4)      Loss of expert professionals. 5)      Loss of business opportunities as the company is overwhelmed by the internal issues. 6)      Administrative issues within the organization. 7)      Loss of job satisfaction of the other employees and insecurities among the employees. (P.P.Phillips, 2002) RECOMMENDATIONS: The major issue in McDonalds as mentioned earlier is the high rate of attrition. Below are some of the points that would help in retaining the employees. Another problem that is faced by the organisation is a health issue. Ø  Peers Reviews is one of the strongest methods that can be used for employee retention. Ø  Fostering trust and respect and reducing management employee conflicts by regular meetings.(J.A.Carsen, 2002). Ø  Doing timely performance appraisals. Ø  Continuous motivation to be done- by rewarding at achievements. Ø  Recognition given to good work. Ø  Regular meetings to solve any grievances. Ø  Training the employees accurately. Ø  Job rotation should be practiced avidly so as to increase employee knowledge and enrich his experience. Many a times there have been cases were the organisation has been blamed for being responsible for health issues like obesity. Although the organisation makes use of healthy food ingredients there are such speculations. The best way to deal with this is to market the right and more explicit information on their products. This not only allows the customers to have a clear picture but make healthy choices while ordering. They can also get their food certified by authorities in the health and food section. Such an attempt will only help to clarify these false allegations. Last but not the least a customer survey should be done to identify their opinion and bring about changes within the organisation in a manner which is helpful to the company and the customers. Such an effort on the part of the organisation will strengthen their relation with their customers. CONCLUSION: Quality can be defined as anything that has value for the money and energy spent on it. It is not a onetime attempt to set up a good system in action and then never bother about it. Every organisation should maintain its quality standards not for good sale and profit, but must develop quality as a culture within the organisation. This culture of quality has to be passed down into every process within the organisation. It is only then a company will never face failures in achieving its goals and objectives.  REFRENCES: 1)      Web 1: http://www.aboutmcdonalds.com/mcd/our_company/mcd_history.html 2)      Web2: http://www.aboutmcdonalds.com/mcd/csr/about/sustainable_supply.html 3)      Web3: http://www.aboutmcdonalds.com/mcd/csr/about/nutrition___wellbeing.html 4) J.Bicheno and B.Elliot (1997), Operations Management: an active learning approach, Blackwell Publishers Ltd, UK, p9 5)  B.Mahadevan(2007),Operations Management Theory and Practice,Dorling Kindersley(India) Pvt Ltd, India,p5 6)  C.Vidler(2001),Operations Management, Heinemann Educational Publishers, Oxford. 7)  W.Jedlicka(2009), Packaging Sustainability, John Wiley Sons Inc, USA,p303 8) P.Kotler and N.Lee(2005), Corporate Social Responsibility, John Wiley Sons Inc, USA,p3 9) A.Illy R.Viani(2005), Espresso Coffee: The Science Of Quality( 2nd edn), Elsevier Academic Press, UK,p2 10)Web4: http://www.mcdonalds.com/us/en/food/food_quality/see_what_we_are_made_of/your_questions_answered/fresh_produce.html 11)  P.P Philips(2002), Retaining Your Best Employees, American Society For Training and Development,USA,p2 12) J.A.Carsen(2002), HR How to Employee Retention, CCH Knowledge Point, USA. 13) G.K.Kanji and M.Asher(1998), 100 Methods For Total Quality Management,Sage Publication Ltd, London, p1-2
Sunday, August 4, 2019
Nineteenth Century Sensational Fiction: Dime Novels Essay example -- L
 Nineteenth Century Sensational Fiction: Dime Novels In the late nineteenth century, a new form of sensational fiction emerged. Called dime novels because of the five to twenty-five cent sale price, these pocket-sized books told short stories of American frontier adventure. Often formulaic, these stories centered on macho heroes and damsels in distress, never venturing far beyond plotlines of capture and rescue, pursuit and escape. Violence and lewdness became the impetus for the popularity of this form which, because of its cheapness, was often passed along to friends and neighbors upon completion. The serial nature of these stories, which featured a set number of identifiable characters such as Deadwood Dick and Calamity Jane, kept readers coming back for more.    Not surprisingly, many young readers, boys especially, were drawn to the sense of adventure and rebellion in dime novels. Gratuitous gore and debauchery were also points of attraction. These unsavory qualities became a major concern of parents who felt that their sons were being negatively influenced, perhaps into a life of crime and banditry. Still, the mass production of dime novels made it easy for boys to obtain them even without parental permission. Almost every newsstand or corner bookstore had copies of the latest bloody Western and they were more than willing to sell regardless of the buyer’s age.    The quality of dime novels began to decline as it became custom for publishers such as Beadle to allow several authors to write on the same serial or character interchangeably. Eventually the plots became so predictable that the only selling points were increasingly fantastical settings, unbelievable situations and more vulgarity. What... ...his proliferation of â€Å"questionable†content has proven that the average American reader makes choices based on personal tastes rather than on the opinions of highbrow academia or moral crusaders. It is a victory of free speech as well as the capitalistic principle of demand but also perhaps a blow to artistic integrity. Concerned parents and religious groups continue to fight against indecency but consumerism has become the most powerful modern censor. Today, sales are so important that many authors find themselves tethered to a narrowing range of themes and situations that appeal to an increasingly homogenized audience. As far as the corruption of youth is concerned, most parents today echo Bishop’s sentiments that any book is better than no book, pleased to see their children reading formulaic adventure stories or comics rather than glued to a television set.
Saturday, August 3, 2019
I Have Cancer and My Brother has Cerebral Palsy :: Personal Narrative, Autobiographical Essay
There are things in life which none of us can control, in my life there have been many such things. In trying to write this essay I have a difficult time trying to decide what I am going to write about. I have many ideas running through my head,and I am trying to decide what makes me who I am, what makes me special. Soren Kierkegaard said, "Life can only be understood backwards, but must be lived forwards." I have a difficult time understanding my life even as I look back, I am unsure of why things happened and what effect certain events had on my life. I say this because I know nothing else, I have nothing to compare my life to. I am who I am and I have always been this way. There are three major topics that I am considering to include in my essay. The first topic is my medical history, which is quite thick, as shown by my four fat medical files. The problems all started at an early age when E-coli was found in my hip, and it had to be removed. I went in to surgery for the first time, before my first birthday, and had part of my hip scraped out to remove the bacteria. This was the first of about 5 major surgeries and a vast number of visits to the doctors. I could talk about the trauma I went through wondering if I would ever be able to walk, but I was too young to remember any of this. The E-coli was of little importance in my mind except that it was my first surgery, and also that Doctor's told my parents I would always walk with a limp, and be unable to compete in athletics. The condition that everyone believes had the largest effect on who I am is CANCER, I made that big and bold because I want the sympathy vote. I was diagnosed wi th cancer on Feb. 11, 1987 and went into surgery 2 days later. I didn't remember that date, and I had to go ask my parents all of this. They remember it all. I had a stage four Wilms Tumor attached to my left kidney, I know what side because I get to look at the huge scar every day, and that the doctor's gave me about a 50/50 chance of survival.
Friday, August 2, 2019
The First Artificial Heart Transplant :: Barney Clark Health Medical Essays
The First Artificial Heart Transplant History was made on December 02, 1982 when Barney Clark became the first recipient of an artificial heart transplant, which was performed by the medical staff at the University of Utah Medical Center. Although Barney Clark was the center of attention, there were many events that led up to this historical moment. The development of the artificial heart began in the early 1950’s. The initial prototype, developed in 1970’s by the artificial developmental staff at the University of Utah, allowed 50 hours of sustained life in a sheep. Although this was called a success, the implantation of the artificial heart left the sheep in a weakened state. It wasn’t until late 1970’s and the early 1980’s where the improvement of the artificial heart actually received attention as a possible alternative to a heart transplant. The remodeled product of the early 1970’s did more than just the 50 hours of sustained life; it enabled the cow to live longer and to live a relatively normal life, with the exception of a machine attached to the animal. With this improvement, Dr. Willem J. Kolff, the head of the artificial developmental program at the University of Utah, and Dr. William DeVries, the head cardiac surgeon at the University of Utah, decided to take this device further. They wanted to develop a heart based on the heart tested in farm animals, to place into a human. This was done with the help of Dr. Robert Jarvik who developed the Jarvik-7. This device was made of plastic and aluminum. With all that they had accomplished, the staff at the University of Utah’s artificial development program still had to wait 2 years before they found the right candidate for the project. Often, when the heart of an individual fails, the brain, the intestines, and the lungs will usually fail as well. Thus in choosing an individual, they had to find a person who only had cardiac complications and no associated organ failure. They also had to find a patient that was not eligible for a traditional heart transplant.
Applied Linguistics Essay
Learner: * We see learning in different ways (Behavior –habit formation-; Innatism –response to behaviorism- ). â€Å"If we learn through habits, what about children? * Chomsky’s LAD theory: * Universal Grammar * We’re programmed to learn at least one language! Interactionism * Snow: Interaction is a vital factor, not LAD * Evidence: Accommodation of Language: * Language is modified by the kind of subject you’re talking to. * Modifying the way we’re using a language. * When we talk to children, we do it in a different way. * Subconscious act * Between Children and caretakers. * Between Natives and non-natives * The idea is to use a comprehensible input (Krashen) * The only way to learn English is to modify the way we speak – comprehensible input * Communication as a goal * Focus is on problem solving or accomplishing tasks Key concepts (cont. ) Intersecting angles: * Teaching methods and language assessment (Common European Framework of Reference) * Different Benchmarks for competence * International exams and certifications * Relationship between language and teaching * Teaching materials informed by linguistic corpora. * British national corpus * Language and language * Learner’s age * Kids and young people * Critical period * Content based language teaching – more flexible * Older people * It is more complicated to acquire a language when you’re getting old * Different focus of instruction, different reasons e. g. occupational, academic, etc. * You can teach different things in a certain age * Context * Physical locale (classroom or outside? ) * Immersion programmes * Teachers are putted into a context to teach to the target required * Problems: fluent, but no accurate. * Political pressures in some parts of the world e. g. Iraq, Japan, * Multilingualism in American classrooms – is not a priority right now * National language policies * What does it mean to learn a language? Money? Fun? * Tajikistan’s case: change from Russian to English * Future trajectory * Learn other subjects in an L2? How? * Is it possible that Chile would be a bilingual country? * Teaching in a language target * Endangered languages * People stop using a certain language * Reflection of a certain culture. * â€Å"The end of a language is also the end of a culture†* Linguistics Imperialism * We’re acquiring the English/American culture – English language is fixed by the culture: e. g. African English * English as a Lingua Franca * Universal language * Clusters: issues as non-native speakers – in fact, beach, special * Native speakers vs Non-native speakers â€Å"norms†* Technology * Computer-mediated contact with other languages and cultures * Internet-delivered language instruction * Use of corpora to access to the information. An introduction to Applied Linguistics * Language as a powerful tool * It gives access to information * Convincing (ads, politics) * Definition: * Is NOT the application of linguistics * Means many things for many people (Cook, 2006) * A group of semi-autonomous disciplines (Spolsky, 2005) * â€Å"†¦AL (is now) a cover term for a sizeable group of semi-autonomous disciplines, each dividing its parentage and allegiances between the formal study of language3 and other relevant fields, and each working to develop its own methodologies and principles†* Cook, 2003. * â€Å"the task of applied linguistics is to mediate between linguistics and language use†* The academic discipline concerned with the relation of knowledge about language to decision making in the real world * The scope of applied linguistics remains rather vague, but attempts to delimit its main areas of concern as consisting of language and education; language, work and law; and language information and effect. * Two interpretations * The source of applied linguistics. What applied linguistics draws on: * Narrow interpretation * (Linguistics) – Language teaching. * Usage of linguistic elements – semantics, phonology, pragmatics * Broad interpretation * (everything to do with language) * There are the different connotations of language * The target of AL * What applied linguistics equips you to do (SLA) * Language Acquisition (L1 and L2) * Psycho and Neurolinguistics * Sociolinguistics * Humor Studies * Pragmatics * Discourse Analysis and Rhetorics * Text/Processing/translation * Computational Linguistic * Corpus Linguistics * Dialectology BBC Documentary Horizon: Why do we talk? * Humans have a unique feature: we have a different language like animals * We have requests. * Complex process to pronunciate a word when child (â€Å"wa der†to â€Å"water†) * Language is exclusively human * Not much evidence about origins of language * Why chimps can make similar sounds like humans? * There are some parts of the brain involved in creation of words * Roots of language reception: Test on newborn babies * How much a baby is attending to a particular sound * We can recognize sounds from our beginnings * Chomsky’s theory: An innate ability to learn a language * Ability to talk is composed by words, meaning and sounds. It also INNATE * We’re BUILT ON SPEECH. * The KA family: communication in other ways are perfect, neither the speech * A DNA failure to create words * There’s no fossil evidences of speech communication * It is supposed that language was a practical way to defining rules * No one designed any language * Combination of words that can be easily remembered * Make sound to build a meaning * Dominant Theory of learning psychology: Behaviorism * Positive reinforcement * Habits are automatic and difficult to eradicate * If L1 differs to L2, L1 will interfere with formation of L2 habits e. g. use of articles (a/an, the) * Interference manifests itself in error (undesirable). * Learners need to overcome L1 features and replace them Contrastive Analysis Hypothesis (CAH) * Analysis of L1 and L2 features (grammar and phonology) to determine similarities and differences between languages * Comparisons * CAH prediction * L2 features which are similar to L1: easy features to learn * Present simple, present perfect * L2 features which are different to L2: errors in L2 * People is are * Role of L2 instruction: teachers should focus on features which could be potential errors. Teaching via imitation, practice and error correction. * Mistakes are very dangerous here! – Immediate correction * E. g. â€Å"repeat after me! †Problems with CAH * Researchers trying ti apply CAH in analyzing L2 errors, soon found that: * Many errors could not be explained only by reference to L1 e. g. I goed * Many predicted errors were not made in L2 * Learners from different L1 made similar errors L2 * New weays of loking at L2’s errors Error Analysis * Corder (1967) * Learner language is a system in its own right * Errors are an important reflection of the state of L2 knowledge (system) and processing strategies. * Errors were a good thing; there is a reflection about thinking of new things * Developing rules – trial and fail * Processing: * Learners form hypothesis about L2 on the basis of their exposure to the L2 * These hypothesis are tested receptively and productively * If hypotheses disconfirmed, this leads to the formation and testing of new hypothesis Interlanguage (IL) * Concept created by Selinker (1972) * Coined the term Interlanguage to describe a learner’s language * Is the whole process of learning a language * No competence Native-like competence * Interlanguage is rule governed (systematic) and dynamic (in flux) * U shape performance: * High performance is developed in Beginner’s level and the Advance one * Explaining learner’s errors. * Main processes which can explain errors in L2 * L1 transfer * L1 rules interfering with L2 * Overgeneralization of L2 rules e. g. goed (use regular past tense with all verbs) * It happens a lot with children * Transfer of training errors due to the way L2 was taught e. g. overuse of â€Å"he†because teaching materials contain mainly reference to males * Formal language in formal contexts * Simplification e. g. omission of referent elements (articles, prepositions) * Elision / wanna talk to me? – instead of â€Å"do you wanna talk to me? †Problems with IL and errors analysis. * Focus on errors rather than entire learner language output (i. e. what a learner can do * Oriented to L2 norms – norms are often difficult to define (e. g. variety of acceptable pronunctiations of some words) * Attribution of errors to processes not always clear cut * Doesn’t consider variability Morpheme studies * Morpheme: the smallest unit of meaning in English e. g. plural â€Å"s†(bound morpheme), article (unbound morpheme) * Influential study: Brown (1973) on First Language Acquisition (FLA) * Order of acquisition determined on basis of accuracy i. e. * Most accurate: acquired earliest. * The most developed item is the one which was developed earlier * Findings: although rate of acquisition may differ, order of acquisition same for all children. Acquisition order in FLA RANK| MORPHEME| EXAMPLE| 1| Present progressive| Boy singing| 2| Preposition| Dolly in car| 3| Plural| Sweeties| 4| Past Irregular| Broke| 5| Possesive| Baby’s toy| 6| Articles| A car| 7| Past regular| Wanted| 8| Third person singular| He eats| 9| Auxiliary â€Å"be†| He’s running| * Dulay and Burt (1973-1975) * Suppliance of a set of morphemes in obligatory context * Developmental Secquences. * Longitudinal research on acquisition of grammatical structures (e. g. negation, question formation word order) found: * Learners follow a set of order of stages of acquisition * L1 may affect how long a learner stays at any one stage * Learners cannot skip a stage, regardless of L2 instruction * Instruction can only affect speed of acquisition and whether learners reach final stage. Index readings – Test 1 – Monday 8th!! * Key concepts in language learning and language education * History and definitions * Introduction to SLA * Development of learner language. Developmental sequences Longitudinal research on acquisition of grammatical structures (eg negation, question formation word order) found: * Learners follow a set order of stages of acquisition * L1 may affect how long a learner stays at any one stage * Learners cannot skip a stage, regardless of L2 instruction * Instruction can only affect speed of acquisition and whether learners reach final stage * Naturalistic statement: the most important thing will be communication – people won’t correct anyone Variability in learner language. If IL is systenmatic, we should go thourg different stages. How can we account for variability in a learner’s interlanguage? * Need to distinguish between free vatiation and systematic variation: * Free variation may be due to: * Random errors * Performance factors, e. g. anxiety * Anxiety affects production * Early stage of IL: experimentation * People is is not a taboo * Systemic variation may be due to * Linguistic environment: e. g. omission of final ‘s’ may vary according to what sounds come before or after the letter ‘s’s * Situational context: e. g. the person the learner is speaking to (interlocutor) or setting may affect the perceived level of formality and thus how much attention Is given to accuracy * Fluency is affected by focus on accuracy * Psycholinguistic context: e. g. amount of planning time given before being asked to perform the task Input & Interaction * Input:anything that a learner is exposed to in the environment. Anything that is perceived. * Intake:processing. When you’re receiving language, you realize a certain structure subconsciously. * Uptake: when you do something observable with your input, if you make a mistake and then you have the correct version * Output: production of language – errors and mistakes are included * Comprehensible input:refers to modify the language and make it comprehensible * Negotiation of meaning: looking for answers for what you want to say – negotiatate what someone say: what? Could you repeat that? You said (†¦) or you said (†¦)? * Positive evidence vs. Negative evidence: * NE: corrections. Could be related to grammar * PE: Discrete parts of the language. It’s just language * Implicit vs. explicit feedback * Implicit feedback: we don’t really saying what the mistake is directly, but you’re uttering what you say. * Explicit feedback: correction – looking a language as an object * Recast: implicit feedback – fixing what you’re trying to say. When you’re emphasizing, it turns to explicit feedback. It’s supposed to be implicit. Introduction * Range of perspectives (theories) which explain how language (L1 and L2) is processed and ultimately acquired * All theories agree that learners need exposure to language (input – from a behaviorism focus, is important), but the kind of input and how that input is processed in order to become acquired vary * Today’s seminar focuses on the interaction hypothesis, a very influential theory in the field of SLA INPUT * Input is everything that you can get into the language * Language learner is exposed to (available for processing). * Two types of input: * Positive evidence: authentic or modified language – * Negative evidence: corrections Behaviorist perspective – Lado and Lee * From a behaviorist approach, Learners need positive and negative evidence (both) * Positive evidence: models that learners imitate and repeat (thus forming habits) * Negative evidence: given to prevent formation of â€Å"incorrect habits†* Language learning: process of imitation & habit formation Universal Grammar Perspective * Proponents: Chomsky (L1) White and Schwartz & Sprouse * Learners need ONLY exposure to positive evidence. * Positive evidence triggers processing in an innate language acquisition device * LAD contains principles (general rules about all human languages – e. g. Parts of speech) and parameters (rules which are language specific – e. g. â€Å"no voy†instead of I cannot) * Pro-dropped language * Dummy subjects * Second language acquisition: resetting parameters based on L2 evidence * Some debate in SLA: Is UG fully, partially on not at all available for adult L2 learners? * Is very unlike that is available. Is mostly partially available Krashen. Main argument: learners need only exposure to appropriate input (positive evidence) * Appropiate input: comprehensible input at a level slightly above the learner’s current level (i+1) input + something a bit higher * Comprehensible input will activate LAD: subconscious process * Comprehensible input: acquired knowledge (implicit knowledge used to produce language) * Is comes out, it flows * Conscious learning: learnt knowledge (explicit knowledge used to monitor language production) * If you’re giving negative evidence, they will acquire language * Difference between learning and acquiring language * Explicit knowledge does not become implicit knowledge (the non-interface position) * When you learn, you will not be able to acquire language Long’s interaction hypothesis * Built on Krashen’s notion of the importance of copmprehensible input for SLA * However difference in what makes input comprehensible * Krashen: emphasis on learner’s individual processing i. e. learner uses contextual clues, world knowledge to comprehend i+1 * Long (1983): interactions (negotiation of meaning) make input comprehensible * Findings: * â€Å"Speech modifications alone are rarely sufficient. Native speakers also make a lot of adjustments to the interactional structure of conversations, and it is conversational modifications of the latter sort that are greater, more consistently observed, and probably more important for providing comprehensible input†* Conversational modifications: * Repetitions * Confirmation checks (is that what you mean? ), often involve repetition uttered with a rising intonation * Clarification requests (what do you mean? ) e. g. Sorry? What? * Comprehension checks (do you follow me? ) e. g. OK? I+1: our current level of english Positive evidence: language Negative evidence: corrections Long’s interactional hypothesis Original version (1983): * deductive argument * Conversational modifications make negotiation input (negotiations of meaning) make inupt comprehensible e. g. Having conversations with native speakers will improve development of language THEN * Comprehensible input promotes acquisition (krashen) THEN * Negotiations of meaning -> promote SLA Research based on Long’s interaction hypothesis. * Variables that affect the quantity and type of conversational modifications (negotiation * moves) * Task type e. g. Doughty & Pica, 1986 * Learner variables (L1, proficiency in L2, gender) e. g. Pica et al. , 1991; Polio & Gas, 1998 * Extent to which negotiations facilitate comprehension e. g. Ellis et al. , 1994 * Extent to which negotiations lead to acquisition: results mixed e. g. Iwashita, 2003; Mackey, 1999 * Family will promote more negotiation Criticism of research and interaction hypothesis * Number of assumptions questions e. g. the more negotiations moves the better? * A social nature of research: ignores context and learner’s goals (ie is there always a clear one-to-one mapping of interaction moves and speaker’s intented meaning? * Deductive nature of argument: no mechanism to explain acquisition * Lack of robust evidence for L2 learning * Is anybody learning a language, or acquiring it? Negotiation of languge: Chance to process more the input and do something with that Swain’s outpout hypothesis * Research: language proficiency of students in Canadian immersion program, found that learners fluent but not accurate * Main argument: * Comprehensible input alone insufficient for learners to develop grammatical accuracy * Comprehension requires learners only to process language for meaning, not for syntax * Learners need to be pushed to produce accurate and appropriate language (output) * Students were fluent, but not accurate * Push them to produce more and more INPUT * Grammatical processing: basic to improve accuracy * Long * Role of input * Output provides learners with opportunities to: * Move from semantics, open-ended processing of language prevalent in comprehension to grammatical processing needed for accurate production. * Notice â€Å"gaps†in their interlanguage. * Test hypotheses abput language + receive feedback abput hypotheses * Reflect abput their language use + develop automaticity through practice (Gass, 2004) * Note: focus shifted from focus on positive evidence to negative evidence (corrective feedback) ->negative evidence * Negative feedback may be facilitative of L2 development * MEDIATED BY SELECTIVE ATTENTION: Focus on learner’s internal factors, drawing on work of Schmift’s (1999, 1993) on attention and noticing nypothesis * DEVELOPING L2 PROCESSING CAPACITY: draws on studies on developmental sequences & pieneman’s work on learnability to explain mixedfindings on negotiations and acquisition * NEGATIVE FEEDBACK OBTAINED DURING NEGOTIATION WORK: shift in focus from interactions providing comprehensible input to conversations providing opportunities for negative feedback * MAY BE FACILITATIVE†¦ ESSENTIAL FOR LEARNING CERTAIN SPECIFIABLE L1-L2 CONTRASTS: prediction abput which language structures are most likely to need negative feedback (L1-L2 contrats, e. g. dative alteration, adverb placement) * If the verb comes from latinate origin, is not possible to have dative alternation. If Germanic, it is. Why Long was unwilling to unchanged his hypothesis? * Previous hypothesis: * Krashen’s monitor hypothesis! * IS a contradiction: Monitor check contents to learn, but it doen’t help to ACQUIRE * Closest to BEHAVIORISM * Current Hypothesis: * New ways of correcting * KEY: GIVING FEEDBACK Cognitive accounts of SLA * SLA: acquiring a new knowledge system. Learning new information * Based on cognitive psychology, which models the human mind similar to a computer (up to a point) * Learning& ability for use: * NOTICE NEW INFORMATION, e. g. a vocabulary item (an interesting word such as â€Å"nuts†) or a feature of syntax like 3rd person singular –s * INTEGRATING NEW INFORMATION and comparing with the old one, e. g.relating the vocabulary item to similar ones or 3rd person-s to indicative present tense verb use * PROCEDURALIZING OR AUTOMATIZING, e. g. accessing the vocabulary itam / applying the 3rd person –s rule Areas of interest * A great deal of work in SLA has focused on noticing and attention because it is central to learning (Schmidt) * There is also some work on the interaction of new language information in long-term memory (Bialystok) * The type of knowledge (explicit/implicit) has also been studied, which is related to proceduralization / automatization The human cognitive system Outside world -> sensory register -> working memory -> long-term memory.
Thursday, August 1, 2019
Demographic Profile Of The Respondents Accounting Essay
In this chapter, consequence is obtained through the informations aggregation method from 300 questionnaires. The informations obtained from questionnaires are analyzed and computed by utilizing the Statistical Package societal Science ( SPSS ) package. Tables and charts will be exhibited to show the consequences in an apprehensible mode. This chapter started off with the descriptive analysis of the respondent demographic profile and cardinal inclinations measuring of concepts. Next, scale measuring is to supply the consequences of dependability trial. This is followed by the illative analysis with the Pearson correlativity coefficient analysis and multiple additive arrested development analysis. Last is to reason this chapter.4.1 Descriptive Analysis4.1.1 Demographic Profile of the RespondentsTable 4.1: Gender of RespondentsGenderFrequency Percentage Valid Percentage Accumulative Percentage Valid Male 105 51.7 51.7 51.7 Female 98 48.3 48.3 100.0 Entire 203 100.0 100.0 Beginning: Developed for the research In the Table 4.1 above, it showed the frequence and per centum of gender of 203 respondents. There were a sum of 105 male respondents ( 51.7 % ) and a sum of 98 female respondents ( 48.3 % ) . Table 4.2: The Age Group of RespondentsAgeFrequency Percentage Valid Percentage Accumulative Percentage Valid Under 21 old ages 5 2.5 2.5 2.5 21-30 old ages 67 33.0 33.0 35.5 31-40 old ages 54 26.6 26.6 62.1 41-50 old ages 31 15.3 15.3 77.3 51 old ages & A ; above 46 22.7 22.7 100.0 Entire 203 100.0 100.0 Beginning: Developed for the research Table 4.2 presented the frequence and per centum of the age group of respondents. 5 respondents ( 2.5 % ) were under 21 old ages old, 67 respondents ( 33.0 % ) were 21 to 30 old ages old, 54 respondents ( 26.6 % ) were 31 to 40 old ages old, 31 respondents ( 15.3 % ) were 41 to 50 old ages old and 46 respondents ( 22.7 % ) were 51 old ages old and above. Table 4.3: The Marital Status of RespondentsMarital StatusFrequency Percentage Valid Percentage Accumulative Percentage Valid Single 73 36.0 36.0 36.0 Married 130 64.0 64.0 100.0 Entire 203 100.0 100.0 Beginning: Developed for the research The Table 4.3 indicated the frequence and per centum of the matrimonial position of respondents. The bulk of the respondents were married which represented 64.0 % that is about 130 people out of 203 respondents. Meanwhile, 73 respondents ( 36.0 % ) were still individual. Table 4.4: The Education Level of RespondentsEducation DegreeFrequency Percentage Valid Percentage Accumulative Percentage Valid Primary instruction 8 3.9 3.9 3.9 Secondary instruction 77 37.9 37.9 41.9 Certificate / Diploma 80 39.4 39.4 81.3 Bachelor ‘s grade 33 16.3 16.3 97.5 Master ‘s grade 5 2.5 2.5 100.0 Entire 203 100.0 100.0 Beginning: Developed for the research From the Table 4.4, it showed the frequence and per centum of the instruction degree of respondents. From the information above, bulk of 80 respondents held a certification or sheepskin ( 39.4 % ) . The 2nd and 3rd largest groups were 77 respondents who had completed the secondary instruction ( 37.9 % ) and 33 respondents who held a unmarried man grade ( 16.3 % ) . Last, the respondents who had completed the primary instruction and which is a maestro grade holders were 8 people ( 3.9 % ) and 5 people ( 2.5 % ) severally. Table 4.5: The Working Period of RespondentsWorking Time periodFrequency Percentage Valid Percentage Accumulative Percentage Valid Less than 1 twelvemonth 23 11.3 11.3 11.3 1-5 old ages 63 31.0 31.0 42.4 6-10 old ages 48 23.6 23.6 66.0 11-15 old ages 25 12.3 12.3 78.3 16-20 old ages 19 9.4 9.4 87.7 Above 20 old ages 25 12.3 12.3 100.0 Entire 203 100.0 100.0 Beginning: Developed for the research The Table 4.5 represented the frequence and per centum of the on the job period of respondents. The respondents were divided into six classs. 23 respondents worked as an insurance agent for less than one twelvemonth ( 11.3 % ) , 63 respondents worked for 1 to 5 old ages ( 31.0 % ) , 48 respondents worked for 6 to 10 old ages ( 23.6 % ) , 25 respondents worked for 11 to 15 old ages ( 12.3 % ) , 19 respondents worked for 16 to 20 old ages ( 9.4 % ) and 25 respondents worked as an insurance agent above 20 old ages ( 12.3 % ) .4.1.2 Cardinal Tendencies Measurement of Constructs4.1.2.1 Commission PayTable 4.6: Cardinal Inclinations Measurement for Commission Pay No. Statement Mean Standard Deviation CP1 I think the committee wage is a really of import incentive for me. 4.3448 0.75078 CP2 I am motivated by committee wage to seek my best attempts in work. 4.2562 0.73350 CP3 My occupation public presentation determine the extra committee wage when achieve higher mark. 4.2808 0.81141 CP4 I will retain the occupation because I am satisfied with the committee wage. 4.0985 0.85025 CP5 I work hard is to acquire a better committee wage in this occupation. 4.3005 0.78561 Beginning: Developed for the research Table 4.6 illustrated the cardinal inclinations measurings of committee wage. Mentioning to the tabular array above, most respondents agreed to the CP1 with average value of 4.3448. The 2nd highest was CP5 with average value of 4.3005. The 3rd and 4th highest were CP3 and CP2 which had the average value of 4.2808 and 4.2562 severally. The lowest average value was CP4 which was 4.0985. From the tabular array above, CP4 had highest standard divergence value which was 0.85025. The 2nd and 3rd highest standard divergence value was CP3 and CP5 which had 0.81141 and 0.78561 severally. The 4th highest standard divergence was CP1 with the value of 0.75078. The lowest standard divergence value was 0.73350 by CP2.4.1.2.2 Job SecurityTable 4.7: Cardinal Inclinations Measurement for Job Security No. Statement Mean Standard Deviation JSM1 I think occupation security is another of import incentive for me. 4.1232 0.68188 JSM2 I am motivated by the good occupation security in current occupation. 3.9852 0.74779 JSM3 I feel my current occupation is unafraid, dependable and lasting. 3.9951 0.82951 JSM4 My occupation public presentation is influenced by the occupation security. 4.0000 0.79603 JSM5 I work hard is because I ‘m afraid to loss this stable occupation. 3.7143 1.00845 Beginning: Developed for the research The Table 4.7 illustrated the cardinal inclinations measurings of occupation security. The consequence from the tabular array above, JSM1 had the highest average value of 4.1232. The 2nd highest average value was JSM4 which was 4.000. The 3rd highest was JSM3 with the average value of 3.9951 which was followed by JSM2 which had a average value of 3.9852. The JSM5 had the lowest average value of 3.7143. Harmonizing to the Table 4.7, the JSM5 had the highest standard divergence value of 1.00845. The 2nd highest standard divergence value was JSM3 which was 0.82951. The 3rd highest was JSM4 with the standard divergence value of 0.79603 which was followed by JSM2 which had a standard divergence value of 0.74779. The lowest standard divergence value was JSM1 which was merely 0.68188.4.2.2.3 Opportunities for Advancement and DevelopmentTable 4.8: Cardinal Inclinations Measurement for Opportunities for Advancement and Development No. Statement Mean Standard Deviation AD1 I think the chances for promotion and development is another of import incentive for me. 4.1034 0.79238 AD2 I am motivated by chances for promotion and development in current occupation. 4.0443 0.75321 AD3 I have more chances for promotion and development in current occupation if I retain the occupation for longer period of clip. 4.0936 0.78734 AD4 I have more chances to direct for preparation, learn accomplishment and developing myself in current occupation. 4.1084 0.81330 AD5 I work hard is to acquire more chances for promotion and development in this occupation. 4.1675 0.74563 Beginning: Developed for the research Table 4.8 illustrated the cardinal inclinations measurings of chances for promotion and development. In the term of average value, AD5 had the highest mean of 4.1675. Second, it is followed by AD4 of 4.1084, AD1 of 4.1034 and AD3 of 4.0936. The AD2 had the lowest average value of 4.0443. From the Table 4.8, the AD4 had the highest standard divergence value of 0.81330. Second, it is followed by AD1 with the standard divergence value of 0.79238, AD3 with the standard divergence value of 0.78734 and AD2 with the standard divergence value of 0.75321. The lowest standard divergence value was 0.74563 by AD5.4.2.2.4 Work ItselfTable 4.9: Cardinal Inclinations Measurement for Work Itself No. Statement Mean Standard Deviation W1 I have more independent when I ‘m working. 4.1724 0.78654 W2 I have more assurance to accomplish the mark of the occupation. 4.2217 0.75461 W3 I am willing to work hard with current occupation. 4.2069 0.72886 W4 I am non willing to alter another occupation even if I get other occupation in elsewhere. 3.8227 0.98909 W5 I think my ability can execute good in current occupation. 4.1527 0.75211 W6 I am proud to work with current occupation. 4.2020 0.77944 Beginning: Developed for the research The Table 4.9 above, it illustrated the cardinal inclinations measurings of work itself. Based on the tabular array, W2 had the highest average value of 4.2217. The 2nd highest was W3 that had 4.2069 of average value. The 3rd highest was the W6 that had 4.2020 of mean value which was followed by, the W1 and W5 which had the average value of 4.1724 and 4.1527 severally. The W4 had the lowest average value was 3.8227. In the tabular array above, the highest standard divergence value was 0.98909 by the W4. The 2nd highest standard divergence value was W1 which was 0.78654. The 3rd highest standard divergence value was the W6 that had 0.77944 which was followed by, the W2 and W5 which had the standard divergence value of 0.75461 and 0.75211 severally. The lowest standard divergence value was W3 which was 0.72886.4.2.2.5 Job SatisfactionTable 4.10: Cardinal Inclinations Measurement for Job Satisfaction No. Statement Mean Standard Deviation JS1 In general I am satisfied with my occupation. 4.1330 0.74265 JS2 I am satisfied with the flexibleness of the on the job hours in current occupation. 4.3054 0.68601 JS3 I am satisfied with the committee wage strategy in current occupation. 4.0394 0.78250 JS4 I will retain the occupation because I am satisfied with the occupation security. 4.0148 0.74779 JS5 I am satisfied with the accomplishment in current occupation. 4.0591 0.78125 JS6 I am happy with the manner my co-workers and higher-ups treat me. 4.0936 0.79982 JS7 I am truly enjoyed with my occupation. 4.2266 0.81925 Beginning: Developed for the research Harmonizing to Table 4.10, it illustrated the cardinal inclinations measurings of occupation satisfaction. Based on the tabular array, most respondents agreed to the JS2 with average value of 4.3054. The 2nd highest was JS7 that had 4.2266 of average value. The 3rd and 4th highest average value was JS1 and JS6 which is 4.1330 and 4.0936 severally. The 5th highest was JS5 with the average value of 4.0591 which was followed by JS3 which had a average value of 4.0394. The lowest average value was the JS4 which was merely 4.0148. In the term of standard divergence value, JS7 had the highest standard divergence of 0.81925. Following, it is followed by JS6 of 0.79982, JS3 of 0.78250, JS5 of 0.78125 and JS4 of 0.74779. The two lowest standard divergence values were JS1 of 0.74265 and JS2 of 0.68601.4.2 Scale Measurement4.2.1 Internal Reliability TestTable 4.11: Reliability Statistic Variable Cronbach ‘s Alpha N of Items CP 0.881 5 JSM 0.805 5 Ad 0.911 5 Tungsten 0.899 6 Joule 0.901 7 Beginning: Developed for the research The dependability trial is test the consistence and truth of the IVs and DV which the credence degree of cronbach ‘s alpha more than 0.70. Based on the Table 4.11, the highest cronbach ‘s alpha is chances for promotion and development standing at 0.911. The 2nd highest is occupation satisfaction which the cronbach ‘s alpha is 0.901 followed by committee wage and work itself which the cronbach ‘s alpha are 0.899 and 0.881. The lowest cronbach ‘s alpha is occupation security standing at 0.805. From the consequence, overall the cronbach ‘s alpha for all variable are more than 0.70. Therefore, the questionnaire in this research is dependability and consistence.4.2.2 Normality TestThe trial of normalcy, histogram with normal curve, P-P secret plan and spread secret plan diagram are being used to demo the normal distribution of informations. Table 4.12: Trials of Normality Kolmogorov-Smirnova Shapiro-Wilk Statistic df Sig. Statistic df Sig. Standardized Residual .055 203 .200* .988 203 .091 a. Lilliefors Significance Correction * . This is a lower edge of the true significance. Beginning: Developed for the research This research uses 203 study questionnaires which the sample size is more than 100. Therefore, Kolmogorov-Smirnov ‘s trial is usage for proving the normalcy as it is used to analyze larger sample size ( n & gt ; 100 ) . Based on the Table 4.12, the important value of Kolmogorov-Smirnov ‘s trial is equal to 0.200, which is more than 0.05. Thence, as the normalcy premise is achieved, the informations can be assumed to be usually distributed. Besides, based on the Appendix D, the histogram with normal distribution curve of trade name trueness demoing a sensible bell-shaped and therefore the informations can be assumed to be usually distributed. In add-on, from the Appendix E, the normal chance secret plan of trade name prevarications near to the fanciful heterosexual line which is lifting from the lower-left corner to the upper right corner and demo a upward incline of the graph. This can connote that the informations can be assumed to be usually distributed.4.2.3 Multicollinearty TestBased on the Table 4.14, the correlativity coefficient between IVs were 0.581 for CP and JSM, 0.496 for CP and AD, 0.528 for CP and W, 0.604 for JSM and AD, 0.612 for JSM and W, and 0.657 for AD and W. Therefore, these correlativity coefficients are high between IVs but there is no multicollinearity job since they are all less than 0.8 in this research ( Field, 2005 ) . Furthermore, harmonizing to Table 4.13 the tolerance and VIF value for CP ( 0.606 1.650 ) , JSM ( 0.493 2.029 ) , AD ( .497 2.013 ) and W ( .478 2.094 ) are more than 0.1 and less than 10 severally in the multicollinearity statistics. Hence, multicollinearity job do non show in this research ( Hair et al. , 1992 ) . Table 4.13: Multicollinearity Model Collinearity Statisticss Tolerance VIF CP_Average .606 1.650 JSM_Average .493 2.029 AD_Average .497 2.013 W_Average .478 2.094 Beginning: Developed for the research4.3 Inferential Analysis4.3.1 Pearson ‘s Correlation AnalysisTable 4.14: Pearson ‘s Correlation Analysis CP JSM Ad Tungsten Joule Commsion Pay ( CP ) 1 Job Security ( JSM ) .581** 1 Opportunities for Advancement and Development ( AD ) .496** .604** 1 Work Itself ( W ) .528** .612** .657** 1 Job Satisfaction ( JS ) .557** .659** .674** .836** 1 ** . Correlation is important at the 0.01 degree ( 2-tailed ) . Beginning: Developed for the research By implementing Pearson Correlation Coefficient, Table 4.14 illustrates the consequences of the correlativity analysis of the four independent variables ( CP, JSM, AD and W ) and one dependant variable ( JS ) . The consequence from Table 4.14 shows that p-value of committee wage is 0.000 which is less than the significance value 0.01 degree ( 2-tailed ) and the R value is 0.557. Therefore, the analysis consequence concludes that committee wage is moderate positive correlated with occupation satisfaction. For occupation security variable, the p-value is 0.000 which is lower than the significance value 0.01 degree ( 2-tailed ) and the R value is 0.659 which indicates there is moderate positive relationship between occupation security and occupation satisfaction. In the Table 4.14, the p-value of chances for promotion and development is 0.000 ( P & lt ; 0.01 ) and the R value is 0.674. Hence, the chance for promotion and development is moderate positive correlated with occupation satisfaction. As shown in the Table 4.14, the p-value of work itself is 0.00 which is lower than the significance value 0.01 degree ( 2-tailed ) and the R value is 0.836. As a consequence, the work itself has high positive relationship with occupation satisfaction.4.3.2 Multiple Regression AnalysisTable 4.15: Multiple Regression Analysis Independent Variables Unstandardized Coefficients Standardized Coefficients t-value Sig. Bacillus Beta Changeless .350 2.069 .040 Commission Pay .069 .074 1.610 .109 Job Security .158 .160 3.154 .002 Opportunities for Advancement and Development .130 .143 2.834 .005 Work Itself .562 .605 11.724 .000 R2 .748 Adjusted R2 .743 F 147.264** Beginning: Developed for the research From table 4.15 above, shows that the correlativity coefficient, R= 0.864, means that there is a positive correlativity between the four independent variables and dependent variable. The value of R Square is 0.748 which indicates that 74.8 % of the discrepancy in the dependant variable ( occupation satisfaction ) is explained by the 4 independent variables ( committee wage, occupation security, chances for promotion and development, and work itself ) . However, it is still leaves 25.2 % of occupation satisfaction is explained by other factors in this survey. Furthermore, harmonizing to table above, p-value ( Sig. 0.000 ) is less than alpha value 0.05, therefore, the F- statistic which equals to 147.204 is important. That mean this theoretical account is a good form for the relation between the residuary and forecasters. Therefore, the independent variables ( committee wage, occupation security, chances for promotion and development, and work itself ) are significantly explicating the discrepancy in the occupation satisfaction among insurance agents. Since the p-value is less than 0.05 and is in the cull part which H0 is rejected. Harmonizing to Table 4.15, occupation security ( p=0.002 ) , chances for promotion and development ( p= 0.005 ) , work itself ( p & lt ; 0.001 ) are important to foretell the dependant variable ( occupation satisfaction ) in this survey because their p-values ( Sig. ) are less than alpha value 0.05. From the multiple arrested development analysis, occupation security, chances for promotion and development and work itself are the of import motive factors that affect the occupation satisfaction among insurance agents in Malaysia. Among these IVs, work itself is the strongest determiner. However, the independent variable ( committee wage ) is non significantly foretelling the dependant variable ( occupation satisfaction ) . This is because committee wage ( p=0.109 ) is more than the alpha value 0.05. Therefore, a multiple additive arrested development is formed by utilizing the information from the column headed â€Å" B †shown in the tabular array 4.15 above. The arrested development equation is as below: Job satisfaction = 0.350 + 0.069 committee wage + 0.158 occupation security + 0.130 chances for promotion and development + 0.562 work itself4.4 DecisionThree independent variables ( occupation security, chances for promotion and development and work itself ) for this research are found to hold important relationship with the independent variable ( occupation satisfaction ) . However, the independent variable ( committee wage ) is non important relationship with the dependant variable ( occupation satisfaction ) . Consequences of the analysis and back uping grounds for the consequences are being discussed in the undermentioned chapter.
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